Arizona Speech-Language-Hearing Association 2022 Convention - Audiology Track

Date: April 22-23, 2022  /  Location: The Wigwam • Litchfield Park, AZ

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Registration/Brochure
Online Registration: At this time all registrations need to be done on-site at the Wigwam (Saturday Only)
Printable: Brochure & Registration (PDF)
Note: The early bird deadline is April 1, 2022


Exhibit at the Convention

Click here for more information.


Saturday, April 23

8:00 am - 9:30 am
Session 18
CAPD – Candidacy and Treatment Options
Bridget Shanahan Herrick

Abstract: What the brain does with what the ears hear! Central Auditory Processing Disorder (CAPD) can be identified when there is a deficit between how auditory information is processed in the brain. There are approximately 2-3% of children with Central Auditory Processing Disorder (Chermak & Musiek, 1997; Palfery & Duff, 2007). Often school districts are uncertain and unable to support children when diagnosed through an Individualized Education Plan (IEP). The overall purpose of this presentation is to review what makes a good candidate and to discuss possible therapy and strategies solutions for patients diagnosed with CAPD.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Define central auditory processing disorder (CAPD) and its deficits.
  • Demonstrate improved understanding of what makes an individual a “good candidate” for an evaluation of central auditory processing function.
  • Implement a recommendation or an accommodation at home or school settings.

Level of Learning: Introductory


10:00 am - 11:30 am
Session 22
Leveling Up Your Online Presence
Natalie Phillips, AuD, Audiology Center of Northern Colorado

Social media is an effective (and relatively inexpensive), creative and personal tool to build both new and maintain customer communication and engagement. This session will discuss how social media can benefit your hearing care business and review a simple process to get started on building that connection. In addition, this session will also examine new and upcoming ways to build an audience and repeat customers through video, offers and other digital marketing and consumer focused opportunities.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe a quick process to get their professional profile and/or hearing care business out on social media.

  • List ways that social media can benefit their hearing care practice/business.

  • Identify effective and interactive social media platforms and ways to use it to expand their reach to consumers and grow their businesses.

Level of Learning: Intermediate


11:30 am – 12:45 pm

Lunch/Business Meeting


2:00 pm - 3:30 pm
Session 27
Telehealth in Indigenous Country
Naomi H. Hixson, AuD, CCC-A/SLP, Phoenix Indian Medical Center

In large part due to historical forced relocation, Indigenous communities are overwhelmingly located in remote, isolated areas. Sustainable, high-quality health care delivery is an on-going challenge, particularly for specialty services such as audiology. Telehealth is, and has been, a viable service delivery method for increasing access to audiologic care.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • List at least three audiological services available through telehealth.

  • Identify synchronous vs. asynchronous audiological services.

  • Define "digital divide" as it applies to Indigenous Country.

Level of Learning: Introductory


3:45 pm - 5:15 pm
Session 31
Hidden Hearing Loss: Why is it Hidden? - Pending Cancellation
Zarin Mehta, PhD, CCC-A, AT Still University

Hidden hearing loss (HHL) is a relatively recently reported auditory neuropathy. To perceive auditory signals, it is necessary that both the peripheral cochlear sensory cells and the cochlear neurons are functioning normally. In animal and human studies, HHL presents with normal/near normal auditory thresholds but impaired cochlear neurotransmission. In humans, the impaired cochlear neurotransmission manifests as difficulty understanding speech, especially in noise. It has been a long-held belief that poor speech understanding in the presence of normal peripheral auditory thresholds is the result of deficits in central auditory processing. Emerging evidence indicates that poor speech processing can occur because of defects in inner hair cell synapses within the cochlea (auditory synaptopathy). These changes are seen as a result of noise exposure, ageing and with some neurodegenerative diseases. Defective myelination due to Schwann cell damage may also result in HHL. This presentation will explore the different etiologies of HHL reported in the literature and discuss its diagnosis and management exemplified through case studies.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Explain the etiology of hidden hearing loss.

  • Identify the clinical presentation of hidden hearing loss.

  • Determine appropriate management of hidden hearing loss.

Level of Learning: Intermediate

ArSHA 2022 Highlighted Audiology Speaker Bios

 
Bridget Shanahan Herrick, AuD, is a clinical assistant professor at Arizona State University. She has worked in pediatric hospital and primary education (Pre-K - 12th Grade) settings. Dr. Shanahan Herrick specializes in pediatric diagnostic evaluations for children with hearing loss as well as central auditory processing disorders (CAPD) evaluations.

Naomi H. Hixson, AuD, CCC-A/SLP, a citizen of the Choctaw Nation of Oklahoma and Cherokee Nation of Oklahoma, serves as Phoenix Indian Medical Center’s chief of audiology and director of the Phoenix Area Hearing Improvement Program. In these roles, Dr. Hixson is responsible for program development, implementation, monitoring, evaluation and continuous improvement of the Phoenix Area audiologic care delivery system and its patient care policies. The Phoenix Area Indian Health Service provides health care and community health services to more than 140,000 Indigenous people in the tri-state area of Arizona, Nevada and Utah. The Phoenix Indian Medical Center Audiology Department staffs the visiting professionals program and provides a hybrid-delivery model of direct care services, including ambulatory and telehealth modalities, to more than 10 remotely located health centers throughout Arizona and Nevada. During the COVID-19 public health emergency, Dr. Hixson was appointed as acting telehealth coordinator for the Phoenix Indian Medical Center. She has served on several Indian health service headquarters’ panels and committees as a subject matter expert on the clinical development and application of telehealth services within the Indian Health Service. Dr. Hixson holds a Doctorate of Audiology degree from Arizona State University and a Master of Arts degree in speech-language pathology from Northwestern University.

Zarin Mehta, PhD, CCC-A, is an associate professor and chair, Entry-Level AuD Admissions Committee, at A.T. Still University (ATSU), in Mesa, Arizona. She teaches in the areas of auditory and vestibular disorders, central auditory processing disorders, pediatrics, genetics and pharmacology. She also supervises students at ATSU’s AFA Balance and Hearing Institute

Natalie Phillips, AuD, is owner of Audiology Center of Northern Colorado in Fort Collins, Colorado. Dr. Phillips has served on the Board of Directors for the Colorado Academy of Audiology and on various convention committees for the American Academy of Audiology as well as the Support Personnel Task Force. Dr. Phillips has experience developing early hearing detection programs in various hospitals throughout the state of Texas. Her work then took her to Southern California, where she collaborated with a neurotologist, taking over the practice of Dr. William House. She has participated in research within the field of audiology, including cochlear implants, tinnitus devices and a fully implantable hearing system. Dr. Phillips is particularly interested in tinnitus and has been providing tinnitus and sound sensitivity therapy options to patients for the past 20 years. In addition to seeing patients and being involved in research and on clinical advisory boards, she continues to pursue opportunities to participate in humanitarian audiology as well as believes in connecting with people both inside and outside of the hearing industry to be able to make a bigger impact in the world. She is host of a weekly live-streamed show, All Things AuD, discussing various topics within audiology. Outside of audiology, Dr. Phillips is author of a book released in 2020 titled ACT Now: A Simple Guide to Take Action on Your Greatest Goals and Dreams and is also a best-selling contributing author of 1 Habit of the World’s Greatest Leaders. She is co-Founder of ACT Now Consulting, helping creatives confidently take action on the ideas they have been dreaming of pursuing. She also served as a Global Ambassador for a global initiative and movement to provide the tools, technology and resources to empower women as leaders and successful entrepreneurs. She is passionate about building deep relationships and authentic connections to help make a difference in the world together. She created and is founder and CEO of Connect4Excellence, LLC, a company dedicated to guide individuals, entrepreneurs and businesses to connect to their own mission and culture, to connect to others at organized events, to connect to their own voice with a bigger audience on social media, and to connect to be able to give back and create social impact. Tune in to her current podcast, Connecting A Better World, found on your podcast app of choice.

Friday, April 22 from 1:00 pm – 2:00 pm
Wigwam Foyer

Adapting VNeST to Treat Spanish Language Deficits in Aphasia

Verb Network Strengthening Treatment (VNeST) improves word finding and sentence production abilities in aphasia. VNeST has also been adapted for Mandarin, Hebrew and Korean, with good language outcomes. However, no work has adapted VNeST to Spanish. The purpose of this single-case study was to modify the English version of VNeST to Spanish (VNeST-Spanish) and then explore the ability of VNeST-Spanish to treat word finding and sentence production abilities in a Spanish-English bilingual with anomic aphasia. The six-step English VNeST procedure was adapted to VNeST-Spanish by making two modifications needed because of differences in the language structure of English and Spanish: specific pronouns (yo, usted, él/ella, ellos/ellas) were targeted with each verb, and the conjugated form of the verb was presented with the relevant pronouns as opposed to the infinitive verb form. The participant received 16 hours of VNeST-Spanish over 10 weeks. Treatment was delivered in Spanish. The participant completed pre- and post-assessments, including standardized measures, discourse measures and verb probes (i.e., the participant was asked to make a sentence with each pronoun and verb combination targeted in therapy). Results indicate that verb probe latency decreased following treatment for both trained and untrained verbs. While verb probe sentence complexity did not differ pre-to-post, an increase in sentence complexity plus lexical diversity was observed in the discourse measures following treatment. No changes were observed on the standardized language measures following treatment. These preliminary results suggest that VNeST-Spanish may increase word finding and sentence production abilities in some Spanish-English bilinguals with anomic aphasia.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Identify how to adapt VNeST into the Spanish language.
  • Explain how word finding abilities changed following treatment with the Spanish version of VNeST.
  • Explain how sentence production abilities changed following treatment with the Spanish version of VNeST.

Speaker(s)

Sarah Levi, BS; Sydney Zwyghuizen, BS; Lúcia Smith, MS, CCC-SLP; Arianna LaCroix, PhD, CCC-SLP, from Midwestern University


Disability and Stuttering Simulation Assignments: Considerations and Recommendations

A disability simulation assignment requires students to go into the community or live for a specified amount of time simulating a disability. Stated more discerningly, it is an assignment that attempts to “replicate some element of a particular reality, ... intended to help participants gain knowledge or change [their] perception about that particular reality” (E. Pifer, personal communication, March 12, 2021). Yet, disability simulation literature documents that the actual outcome of such assignments “reinforces people’s existing biases and stereotypes,” (Silverman, 2017), with students missing the intended outcome of the experience altogether. This project investigated perceptions about disability and stuttering simulation assignments among nine individuals who have made stuttering simulation assignments, who stutter themselves or who work in a Disability Resource Center. Project outcomes revealed that unless carefully designed, disability and stuttering simulation assignments might be nothing more than ill-fated manufactured attempts to create an experience of what it is like to live with a disability. Recommendations are made for reconstructing the assignments altogether that will allow students to experience the desired outcome, which is to gain authentic knowledge or change their perceptions about a particular reality.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Describe the purpose and "spirit" of both a disability simulation assignment, as well as a stuttering simulation assignment
  • Describe the actual outcome of disability and stuttering simulation assignments
  • Discuss recommendations for reconstructing the assignments altogether that will lead to the desired outcome(s)

Speaker(s)

Kayli Boyles, BS; Rebecca Gerety, BS; Judith King, PhD, CCC-SLP, from Northern Arizona University


The Impact of Intensive Language Treatment on Quality of Life and Conversational Discourse: Does the Addition of Group Treatment Matter?

Treatment for aphasia is most effective when delivered in high dosages. However, the impact of intensive aphasia treatment on quality of life (QoL) and conversational discourse (CD) has not been readily explored. This study assessed the impact of an intensive treatment program on QoL and CD in 20 people with aphasia (PWA). We also assessed whether QoL and CD outcomes were modulated by the addition of group therapy. Participants completed either two hours of Verb Network Strengthening Treatment (VNeST) or two hours of VNeST plus one hour of group (VNeST + Group) four days a week for four weeks (10 PWA per group). QoL, CD, and aphasia severity (i.e., Western Aphasia Battery-Revised Aphasia Quotient) were measured pre- and post-treatment. The QoL measures were the Stroke and Aphasia Quality of Life Scale (SAQOL), the Quality of Communication Life Scale, and the Communication Confidence Rating Scale for Aphasia. CD was measured using the percentage of requests and acknowledgements during conversation. One-way mixed ANOVAs demonstrated that QoL improved following VNeST treatment for all QoL measures related to communication plus the psychosocial domain of the SAQOL, but not the SAQOL’s physical or energy domains. The additional hour of group treatment did not impact QoL ratings. CD measures were not sensitive to treatment nor group conditions. However, correlation analyses revealed significant relationships among aphasia severity, QOL, and specific CD measures. Implications of results will be discussed.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Describe how to utilize conversational analysis measures to assess treatment outcomes
  • Describe the impact of an intensive aphasia treatment program on quality of life and conversational discourse.
  •  Discuss the meaning of relationships found between aphasia severity, QOL, and CD.

Speaker(s)

Dana Threet, BS; Stephanie Christensen, PhD, CCC-SLP; Ethan Walsh, MS, CCC-SLP; Colin Macpherson, MS, CCC-SLP; Arianna LaCroix, PhD, CCC-SLP, from Midwestern University


Mindful Meditation and Quality of Life in Persons with Aphasia

Background: Mindful Meditation (MM) will be utilized in Persons with Aphasia (PWA) to analyze the relationship it may prevail in overall quality of life measures to provide PWA, SLPS and caregivers the tools to change the way rehabilitation is approached in the future. This project will serve as a continuation of research in MM and contribute to the community of those impacted by Aphasia.

Method: A Pre and Post survey was curated for PWA to extrapolate data within the following areas before and following the MM session: educational outcomes, current mental wellbeing, participation in physical/mental exercise, familiarity of mindfulness-based practice, willingness to participate in formal/in formal mindful practice. Certified Mindfulness-Based Stress Reduction (MBSR) coach Dr. Eve Hoover, DMSc, MS, PA-C, DFAAPA, delivered a one hour mindfulness session to 10 participants (seven who filled out pre and post survey) within the Aphasia support group. Conclusion: 100 percent of participants showed knowledge gain regarding MM practice from baseline to post survey data on a five-point Likert scale. After their CVA, all participants (7/7) reported declined mental health and feelings of anxiety and/or depression. Both findings support the urgency for further research in MM in PWA, as well as a call to health care professionals to implement more comprehensive mental health education/referrals to increase quality of life.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Identify the prevalence of mental decline post stroke, by identifying areas of need within current research and clinical practice.
  • Discuss a broad understanding of the relationship between MM and QOL in PWA.
  • Apply knowledge gained to advocate for patient mental well-being resources, by being proactive in comprehensive, multidisciplinary care.

Speaker(s)

Kaitlyn Smith, BS; Hailey Sandberg, BA ; Eileen Tokarz, SLP(C), from Midwestern University-Glendale


Patient-Reported Experiences With Dysphagia Management in Parkinson Disease: National Sample

Introduction: There is emerging evidence supporting the speech-language pathologist’s role in treating dysphagia in individuals with Parkinson disease (PD) (van Hooren et al., 2014). Qualitative data that investigates dysphagia management from the perspective of individuals with PD is limited, because published investigations are outdated (Hartelius & Svensson, 1994) or from another country (Miller et al., 2011). The primary purpose of our study was to interview individuals with PD to identify common themes relevant to their swallowing evaluation and treatment experiences. A clearer understanding of these experiences could refine clinical practice guidelines. Methods: In-depth, semi-structured interviews were completed to systematically probe about participants’ experience with dysphagia, including affective reactions, coping strategies, social support and management. A subset of these questions was analyzed for the present project. Evaluation-related questions examined the professionals involved in their dysphagia management and access to instrumental assessments. Treatment-related questions investigated the recommendations made, patient adherence and patient education. A national sample of participants was recruited through internet support groups and the Michael J. Fox Foundation website (n = 25). The sample included individuals who reported having oropharyngeal dysphagia secondary to PD. Interviews were recorded via Zoom HIPAA and transcribed using oTranscribe software. Results and Conclusion: ATLAS.ti software will be used to analyze group information by assigning codes to themes observed in the data. Themes identified among the dysphagia management experiences will be discussed. This work is a preliminary step toward identifying barriers to accessing dysphagia care and designing clinical practices that align with patient-centered care.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Identify three themes related to dysphagia evaluation that were reported by individuals with PD.
  • Identify three themes related to dysphagia treatment that were reported by individuals with PD.
  • Name two dysphagia-related topics that individuals with PD want to know more about.
  • Define two practical ways to increase awareness of and access to dysphagia management.

Speaker(s)

Sarah Cullimore, BS; Rebecca Bartlett, PhD, CCC-SLP, from Northern Arizona University


Physiological and Psychosocial Burdens of Dysphagia: A National Sample of Parkinson Disease

Up to 80 percent of individuals with Parkinson disease (PD) experience swallowing problems during their lifetime (Kalf et al., 2012). These individuals may report physiological (e.g., choking, excess saliva) as well as psychosocial (e.g., fear, embarrassment) burdens associated with dysphagia. To date, clinical practice guidelines from the American Speech-Language-Hearing Association have not included recommendations that are sensitive to the psychosocial burdens of dysphagia. The development of such guidelines has been hampered by investigations whose samples are not only small (< 10 subjects) but whose conclusions could be clarified by careful consideration of psychosocial outcomes. The primary purpose of this study was to use semi-structured interviews to systematically inquire about the physiological and psychosocial burdens of individuals with dysphagia secondary to PD using a comprehensive stress and coping theoretical paradigm. Patient-provided feedback covered well-established psychosocial factors to describe the experiences of individuals with dysphagia, including affective reactions, coping strategies, social support and self-identity. The national sample of 25 participants consisted of individuals with a diagnosis of PD and complaints of oropharyngeal dysphagia. Participants were recruited through social media and the Michael J. Fox Foundation website. Interviews were conducted via Zoom HIPAA, and the recordings are being transcribed using oTranscribe software. Researchers will use ATLAS.ti software to identify and code common themes related to the physiological and psychosocial burdens of dysphagia in the participant interviews. This work is a preliminary step toward a long-term goal of incorporating sensitivity to psychosocial consequences of dysphagia into clinical tools and guidelines.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Name three frequent physiological burdens of dysphagia identified through interviews of individuals with PD.
  • Name three frequent psychosocial burdens of dysphagia identified through interviews of individuals with PD.
  • Define two ways that sensitivity to the psychosocial burdens of dysphagia could change your clinical practice.

Speaker(s)

Jocilyn Benninger, BS; Samantha Peterson, BS; Rebecca Bartlett, PhD, CCC-SLP, from Northern Arizona University


Social and Educational Implications of COVID-19 on Deaf and Hard-of-Hearing Students

The COVID-19 pandemic radically changed almost every aspect of schooling in a single week. Not only did classroom learning move to an online setting, but the change challenged “basic ideas about instruction, attendance, testing, funding, the role of technology and the human connections that hold it all together” (George et al, 2021). For typical students, adjusting to these changes has been difficult. However, for children with disabilities, especially mainstream deaf and hard of hearing children, adjustment to the changes has been not only monumental, but also, has excluded them from access to the curriculum and socialization with their peers. These barriers have gone largely unnoticed by school administrators, regular classroom teachers and classmates. This project focused on the educational and social implications of COVID-19 on deaf and hard of hearing students in mainstream classrooms, as perceived by eight teachers, speech-language pathologists and audiologists working with these students, as well as two parents of a deaf child. Common themes emerged from this project, illuminating ways to improve classroom educational and social inclusion for deaf and hard of hearing students during and following the pandemic.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Describe the educational implications of COVID-19 on deaf and hard of hearing students in mainstream classrooms
  • Describe the social implications of COVID-19 on deaf and hard of hearing students in mainstream classrooms
  • Discuss ways to improve classroom educational and social inclusion for deaf and hard of hearing students during and following the pandemic.

Speaker(s)

Judith King, PhD, CCC-SLP, from Northern Arizona University


The Effects of Exercise on Verbal Language in Aphasia

Exercise can improve cognitive abilities in older adults, as well as in stroke survivors. Some work shows that exercise may also improve language abilities in people with aphasia (PWA). However, little work has investigated the impact of physical therapy (PT) on cognitive-linguistic outcomes in PWA, despite PWA often receiving PT and speech-language therapy (ST) simultaneously. This preliminary investigation explored whether ST+PT improved cognition and language in PWA more so than ST alone. 22 PWA participated in an intense aphasia treatment program where they received three hours of therapy per day, four days per week for four weeks. Ten participants also participated in PT during the ST intervention (i.e., the ST+PT group) and 12 did not (i.e., the ST only group). The aphasia treatment program targeted noun and verb retrieval plus sentence production abilities through Verb Network Strengthening Treatment. Cognitive-linguistic abilities were measured before and after therapy using standardized and non-standardized measures. Mixed ANCOVAs explored how changes in language and cognition differed following therapy by group (ST+PT, ST only) and average minutes of exercise during the aphasia treatment program. While all participants demonstrated gains in their cognitive-linguistic abilities, there was a trend for those who participated in ST+PT to produce more verbs after treatment. We also found that participants who exercised more made less word finding errors after treatment. The preliminary results from this study demonstrate that the combination of ST and PT may improve cognitive-linguistic abilities in PWA more so than ST alone.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Explain the impact of physical therapy in conjunction with speech-language therapy on cognitive-linguistic abilities in people with aphasia.
  • Identify the impact of exercise duration in conjunction with speech-language therapy on cognitive-linguistic abilities in people with aphasia.
  • Identify areas for future research exploring the types of exercise that may most benefit cognitive-linguistic abilities in people with aphasia.

Speaker(s)

Emma DeClue, BS; Kathryn Schabarum, BA; Ethan Wash, MS, CCC-SLP; Arianna LaCroix, PhD, CCC-SLP, from Midwestern University


Workload Calculator Use by Arizona Speech-Language Pathologists - COVID Edition

Although school caseloads have remained relatively stable over time, the roles and responsibilities of speech-language pathologists (SLPs) have expanded, leading to a concomitant recognition of the need to move from considering caseload exclusively to considering functional workload when setting caseload standards (ASHA, 2016). A workload approach to caseload management considers more than the number of individuals receiving services by an SLP; it considers all activities required and performed when providing services.

Complicating recent efforts to adjust caseloads based on functional workload is the fact that in response to the COVID pandemic, school based SLPs have been required to explore new avenues for service provision to students. In addition to traditional “table-top” services provided to students in schools that have continued to support an on-site student population, SLPs have, for instance, ventured into telepractice as a way of providing remote services to students not at school. This study surveyed Arizona school-based SLPs to determine: the extent to which they use telepractice in their services; perceptions related to how telepractice is impacting their workload; and their willingness to document workload associated with telepractice, in-person, or hybrid services using a workload calculator to benefit SLP caseloads in the state.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Identify a rationale for using a workload approach to caseload management.
  • List three major advantages and disadvantages of telepractice in the school setting, as reported by AZ school based SLPs.
  • Describe three major ways that telepractice has impacted workload, as reported by AZ school based SLPs.

Speaker(s)

Sandra Stewart, EdD; Michelle Thomas, MS, CCC-SLP, from Northern Arizona University

The supervision course (Session 29) is offered separately for 0.15 ASHA CEUs (intermediate level).
The ethics courses (Sessions 12 and 17) are offered separately for up to 0.3 ASHA CEUs (intermediate level).


ArSHA is approved by the American Academy of Audiology to offer Academy CEUs for this activity. The program is worth a maximum of 1.1 CEUs. Academy approval of this continuing education activity is based on course content only and does not imply endorsement of course content, specific products or clinical procedure, or adherence of the event to the Academy’s Code of Ethics. Any views that are presented are those of the presenter/CE Provider and not necessarily of the American Academy of Audiology.


Speaker Disclosures

Speaker Disclosures (PDF)

Audiology Track - Saturday

Saturday, April 23

8:00 am - 9:30 am
Session 18
CAPD – Candidacy and Treatment Options
Bridget Shanahan Herrick

Abstract: What the brain does with what the ears hear! Central Auditory Processing Disorder (CAPD) can be identified when there is a deficit between how auditory information is processed in the brain. There are approximately 2-3% of children with Central Auditory Processing Disorder (Chermak & Musiek, 1997; Palfery & Duff, 2007). Often school districts are uncertain and unable to support children when diagnosed through an Individualized Education Plan (IEP). The overall purpose of this presentation is to review what makes a good candidate and to discuss possible therapy and strategies solutions for patients diagnosed with CAPD.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Define central auditory processing disorder (CAPD) and its deficits.
  • Demonstrate improved understanding of what makes an individual a “good candidate” for an evaluation of central auditory processing function.
  • Implement a recommendation or an accommodation at home or school settings.

Level of Learning: Introductory


10:00 am - 11:30 am
Session 22
Leveling Up Your Online Presence
Natalie Phillips, AuD, Audiology Center of Northern Colorado

Social media is an effective (and relatively inexpensive), creative and personal tool to build both new and maintain customer communication and engagement. This session will discuss how social media can benefit your hearing care business and review a simple process to get started on building that connection. In addition, this session will also examine new and upcoming ways to build an audience and repeat customers through video, offers and other digital marketing and consumer focused opportunities.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe a quick process to get their professional profile and/or hearing care business out on social media.

  • List ways that social media can benefit their hearing care practice/business.

  • Identify effective and interactive social media platforms and ways to use it to expand their reach to consumers and grow their businesses.

Level of Learning: Intermediate


11:30 am – 12:45 pm

Lunch/Business Meeting


2:00 pm - 3:30 pm
Session 27
Telehealth in Indigenous Country
Naomi H. Hixson, AuD, CCC-A/SLP, Phoenix Indian Medical Center

In large part due to historical forced relocation, Indigenous communities are overwhelmingly located in remote, isolated areas. Sustainable, high-quality health care delivery is an on-going challenge, particularly for specialty services such as audiology. Telehealth is, and has been, a viable service delivery method for increasing access to audiologic care.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • List at least three audiological services available through telehealth.

  • Identify synchronous vs. asynchronous audiological services.

  • Define "digital divide" as it applies to Indigenous Country.

Level of Learning: Introductory


3:45 pm - 5:15 pm
Session 31
Hidden Hearing Loss: Why is it Hidden? - Pending Cancellation
Zarin Mehta, PhD, CCC-A, AT Still University

Hidden hearing loss (HHL) is a relatively recently reported auditory neuropathy. To perceive auditory signals, it is necessary that both the peripheral cochlear sensory cells and the cochlear neurons are functioning normally. In animal and human studies, HHL presents with normal/near normal auditory thresholds but impaired cochlear neurotransmission. In humans, the impaired cochlear neurotransmission manifests as difficulty understanding speech, especially in noise. It has been a long-held belief that poor speech understanding in the presence of normal peripheral auditory thresholds is the result of deficits in central auditory processing. Emerging evidence indicates that poor speech processing can occur because of defects in inner hair cell synapses within the cochlea (auditory synaptopathy). These changes are seen as a result of noise exposure, ageing and with some neurodegenerative diseases. Defective myelination due to Schwann cell damage may also result in HHL. This presentation will explore the different etiologies of HHL reported in the literature and discuss its diagnosis and management exemplified through case studies.

Learner Outcomes: At the end of this presentation, participants will be able to:

  • Explain the etiology of hidden hearing loss.

  • Identify the clinical presentation of hidden hearing loss.

  • Determine appropriate management of hidden hearing loss.

Level of Learning: Intermediate

Speakers

ArSHA 2022 Highlighted Audiology Speaker Bios

 
Bridget Shanahan Herrick, AuD, is a clinical assistant professor at Arizona State University. She has worked in pediatric hospital and primary education (Pre-K - 12th Grade) settings. Dr. Shanahan Herrick specializes in pediatric diagnostic evaluations for children with hearing loss as well as central auditory processing disorders (CAPD) evaluations.

Naomi H. Hixson, AuD, CCC-A/SLP, a citizen of the Choctaw Nation of Oklahoma and Cherokee Nation of Oklahoma, serves as Phoenix Indian Medical Center’s chief of audiology and director of the Phoenix Area Hearing Improvement Program. In these roles, Dr. Hixson is responsible for program development, implementation, monitoring, evaluation and continuous improvement of the Phoenix Area audiologic care delivery system and its patient care policies. The Phoenix Area Indian Health Service provides health care and community health services to more than 140,000 Indigenous people in the tri-state area of Arizona, Nevada and Utah. The Phoenix Indian Medical Center Audiology Department staffs the visiting professionals program and provides a hybrid-delivery model of direct care services, including ambulatory and telehealth modalities, to more than 10 remotely located health centers throughout Arizona and Nevada. During the COVID-19 public health emergency, Dr. Hixson was appointed as acting telehealth coordinator for the Phoenix Indian Medical Center. She has served on several Indian health service headquarters’ panels and committees as a subject matter expert on the clinical development and application of telehealth services within the Indian Health Service. Dr. Hixson holds a Doctorate of Audiology degree from Arizona State University and a Master of Arts degree in speech-language pathology from Northwestern University.

Zarin Mehta, PhD, CCC-A, is an associate professor and chair, Entry-Level AuD Admissions Committee, at A.T. Still University (ATSU), in Mesa, Arizona. She teaches in the areas of auditory and vestibular disorders, central auditory processing disorders, pediatrics, genetics and pharmacology. She also supervises students at ATSU’s AFA Balance and Hearing Institute

Natalie Phillips, AuD, is owner of Audiology Center of Northern Colorado in Fort Collins, Colorado. Dr. Phillips has served on the Board of Directors for the Colorado Academy of Audiology and on various convention committees for the American Academy of Audiology as well as the Support Personnel Task Force. Dr. Phillips has experience developing early hearing detection programs in various hospitals throughout the state of Texas. Her work then took her to Southern California, where she collaborated with a neurotologist, taking over the practice of Dr. William House. She has participated in research within the field of audiology, including cochlear implants, tinnitus devices and a fully implantable hearing system. Dr. Phillips is particularly interested in tinnitus and has been providing tinnitus and sound sensitivity therapy options to patients for the past 20 years. In addition to seeing patients and being involved in research and on clinical advisory boards, she continues to pursue opportunities to participate in humanitarian audiology as well as believes in connecting with people both inside and outside of the hearing industry to be able to make a bigger impact in the world. She is host of a weekly live-streamed show, All Things AuD, discussing various topics within audiology. Outside of audiology, Dr. Phillips is author of a book released in 2020 titled ACT Now: A Simple Guide to Take Action on Your Greatest Goals and Dreams and is also a best-selling contributing author of 1 Habit of the World’s Greatest Leaders. She is co-Founder of ACT Now Consulting, helping creatives confidently take action on the ideas they have been dreaming of pursuing. She also served as a Global Ambassador for a global initiative and movement to provide the tools, technology and resources to empower women as leaders and successful entrepreneurs. She is passionate about building deep relationships and authentic connections to help make a difference in the world together. She created and is founder and CEO of Connect4Excellence, LLC, a company dedicated to guide individuals, entrepreneurs and businesses to connect to their own mission and culture, to connect to others at organized events, to connect to their own voice with a bigger audience on social media, and to connect to be able to give back and create social impact. Tune in to her current podcast, Connecting A Better World, found on your podcast app of choice.

Poster Sessions

Friday, April 22 from 1:00 pm – 2:00 pm
Wigwam Foyer

Adapting VNeST to Treat Spanish Language Deficits in Aphasia

Verb Network Strengthening Treatment (VNeST) improves word finding and sentence production abilities in aphasia. VNeST has also been adapted for Mandarin, Hebrew and Korean, with good language outcomes. However, no work has adapted VNeST to Spanish. The purpose of this single-case study was to modify the English version of VNeST to Spanish (VNeST-Spanish) and then explore the ability of VNeST-Spanish to treat word finding and sentence production abilities in a Spanish-English bilingual with anomic aphasia. The six-step English VNeST procedure was adapted to VNeST-Spanish by making two modifications needed because of differences in the language structure of English and Spanish: specific pronouns (yo, usted, él/ella, ellos/ellas) were targeted with each verb, and the conjugated form of the verb was presented with the relevant pronouns as opposed to the infinitive verb form. The participant received 16 hours of VNeST-Spanish over 10 weeks. Treatment was delivered in Spanish. The participant completed pre- and post-assessments, including standardized measures, discourse measures and verb probes (i.e., the participant was asked to make a sentence with each pronoun and verb combination targeted in therapy). Results indicate that verb probe latency decreased following treatment for both trained and untrained verbs. While verb probe sentence complexity did not differ pre-to-post, an increase in sentence complexity plus lexical diversity was observed in the discourse measures following treatment. No changes were observed on the standardized language measures following treatment. These preliminary results suggest that VNeST-Spanish may increase word finding and sentence production abilities in some Spanish-English bilinguals with anomic aphasia.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Identify how to adapt VNeST into the Spanish language.
  • Explain how word finding abilities changed following treatment with the Spanish version of VNeST.
  • Explain how sentence production abilities changed following treatment with the Spanish version of VNeST.

Speaker(s)

Sarah Levi, BS; Sydney Zwyghuizen, BS; Lúcia Smith, MS, CCC-SLP; Arianna LaCroix, PhD, CCC-SLP, from Midwestern University


Disability and Stuttering Simulation Assignments: Considerations and Recommendations

A disability simulation assignment requires students to go into the community or live for a specified amount of time simulating a disability. Stated more discerningly, it is an assignment that attempts to “replicate some element of a particular reality, ... intended to help participants gain knowledge or change [their] perception about that particular reality” (E. Pifer, personal communication, March 12, 2021). Yet, disability simulation literature documents that the actual outcome of such assignments “reinforces people’s existing biases and stereotypes,” (Silverman, 2017), with students missing the intended outcome of the experience altogether. This project investigated perceptions about disability and stuttering simulation assignments among nine individuals who have made stuttering simulation assignments, who stutter themselves or who work in a Disability Resource Center. Project outcomes revealed that unless carefully designed, disability and stuttering simulation assignments might be nothing more than ill-fated manufactured attempts to create an experience of what it is like to live with a disability. Recommendations are made for reconstructing the assignments altogether that will allow students to experience the desired outcome, which is to gain authentic knowledge or change their perceptions about a particular reality.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Describe the purpose and "spirit" of both a disability simulation assignment, as well as a stuttering simulation assignment
  • Describe the actual outcome of disability and stuttering simulation assignments
  • Discuss recommendations for reconstructing the assignments altogether that will lead to the desired outcome(s)

Speaker(s)

Kayli Boyles, BS; Rebecca Gerety, BS; Judith King, PhD, CCC-SLP, from Northern Arizona University


The Impact of Intensive Language Treatment on Quality of Life and Conversational Discourse: Does the Addition of Group Treatment Matter?

Treatment for aphasia is most effective when delivered in high dosages. However, the impact of intensive aphasia treatment on quality of life (QoL) and conversational discourse (CD) has not been readily explored. This study assessed the impact of an intensive treatment program on QoL and CD in 20 people with aphasia (PWA). We also assessed whether QoL and CD outcomes were modulated by the addition of group therapy. Participants completed either two hours of Verb Network Strengthening Treatment (VNeST) or two hours of VNeST plus one hour of group (VNeST + Group) four days a week for four weeks (10 PWA per group). QoL, CD, and aphasia severity (i.e., Western Aphasia Battery-Revised Aphasia Quotient) were measured pre- and post-treatment. The QoL measures were the Stroke and Aphasia Quality of Life Scale (SAQOL), the Quality of Communication Life Scale, and the Communication Confidence Rating Scale for Aphasia. CD was measured using the percentage of requests and acknowledgements during conversation. One-way mixed ANOVAs demonstrated that QoL improved following VNeST treatment for all QoL measures related to communication plus the psychosocial domain of the SAQOL, but not the SAQOL’s physical or energy domains. The additional hour of group treatment did not impact QoL ratings. CD measures were not sensitive to treatment nor group conditions. However, correlation analyses revealed significant relationships among aphasia severity, QOL, and specific CD measures. Implications of results will be discussed.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Describe how to utilize conversational analysis measures to assess treatment outcomes
  • Describe the impact of an intensive aphasia treatment program on quality of life and conversational discourse.
  •  Discuss the meaning of relationships found between aphasia severity, QOL, and CD.

Speaker(s)

Dana Threet, BS; Stephanie Christensen, PhD, CCC-SLP; Ethan Walsh, MS, CCC-SLP; Colin Macpherson, MS, CCC-SLP; Arianna LaCroix, PhD, CCC-SLP, from Midwestern University


Mindful Meditation and Quality of Life in Persons with Aphasia

Background: Mindful Meditation (MM) will be utilized in Persons with Aphasia (PWA) to analyze the relationship it may prevail in overall quality of life measures to provide PWA, SLPS and caregivers the tools to change the way rehabilitation is approached in the future. This project will serve as a continuation of research in MM and contribute to the community of those impacted by Aphasia.

Method: A Pre and Post survey was curated for PWA to extrapolate data within the following areas before and following the MM session: educational outcomes, current mental wellbeing, participation in physical/mental exercise, familiarity of mindfulness-based practice, willingness to participate in formal/in formal mindful practice. Certified Mindfulness-Based Stress Reduction (MBSR) coach Dr. Eve Hoover, DMSc, MS, PA-C, DFAAPA, delivered a one hour mindfulness session to 10 participants (seven who filled out pre and post survey) within the Aphasia support group. Conclusion: 100 percent of participants showed knowledge gain regarding MM practice from baseline to post survey data on a five-point Likert scale. After their CVA, all participants (7/7) reported declined mental health and feelings of anxiety and/or depression. Both findings support the urgency for further research in MM in PWA, as well as a call to health care professionals to implement more comprehensive mental health education/referrals to increase quality of life.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Identify the prevalence of mental decline post stroke, by identifying areas of need within current research and clinical practice.
  • Discuss a broad understanding of the relationship between MM and QOL in PWA.
  • Apply knowledge gained to advocate for patient mental well-being resources, by being proactive in comprehensive, multidisciplinary care.

Speaker(s)

Kaitlyn Smith, BS; Hailey Sandberg, BA ; Eileen Tokarz, SLP(C), from Midwestern University-Glendale


Patient-Reported Experiences With Dysphagia Management in Parkinson Disease: National Sample

Introduction: There is emerging evidence supporting the speech-language pathologist’s role in treating dysphagia in individuals with Parkinson disease (PD) (van Hooren et al., 2014). Qualitative data that investigates dysphagia management from the perspective of individuals with PD is limited, because published investigations are outdated (Hartelius & Svensson, 1994) or from another country (Miller et al., 2011). The primary purpose of our study was to interview individuals with PD to identify common themes relevant to their swallowing evaluation and treatment experiences. A clearer understanding of these experiences could refine clinical practice guidelines. Methods: In-depth, semi-structured interviews were completed to systematically probe about participants’ experience with dysphagia, including affective reactions, coping strategies, social support and management. A subset of these questions was analyzed for the present project. Evaluation-related questions examined the professionals involved in their dysphagia management and access to instrumental assessments. Treatment-related questions investigated the recommendations made, patient adherence and patient education. A national sample of participants was recruited through internet support groups and the Michael J. Fox Foundation website (n = 25). The sample included individuals who reported having oropharyngeal dysphagia secondary to PD. Interviews were recorded via Zoom HIPAA and transcribed using oTranscribe software. Results and Conclusion: ATLAS.ti software will be used to analyze group information by assigning codes to themes observed in the data. Themes identified among the dysphagia management experiences will be discussed. This work is a preliminary step toward identifying barriers to accessing dysphagia care and designing clinical practices that align with patient-centered care.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Identify three themes related to dysphagia evaluation that were reported by individuals with PD.
  • Identify three themes related to dysphagia treatment that were reported by individuals with PD.
  • Name two dysphagia-related topics that individuals with PD want to know more about.
  • Define two practical ways to increase awareness of and access to dysphagia management.

Speaker(s)

Sarah Cullimore, BS; Rebecca Bartlett, PhD, CCC-SLP, from Northern Arizona University


Physiological and Psychosocial Burdens of Dysphagia: A National Sample of Parkinson Disease

Up to 80 percent of individuals with Parkinson disease (PD) experience swallowing problems during their lifetime (Kalf et al., 2012). These individuals may report physiological (e.g., choking, excess saliva) as well as psychosocial (e.g., fear, embarrassment) burdens associated with dysphagia. To date, clinical practice guidelines from the American Speech-Language-Hearing Association have not included recommendations that are sensitive to the psychosocial burdens of dysphagia. The development of such guidelines has been hampered by investigations whose samples are not only small (< 10 subjects) but whose conclusions could be clarified by careful consideration of psychosocial outcomes. The primary purpose of this study was to use semi-structured interviews to systematically inquire about the physiological and psychosocial burdens of individuals with dysphagia secondary to PD using a comprehensive stress and coping theoretical paradigm. Patient-provided feedback covered well-established psychosocial factors to describe the experiences of individuals with dysphagia, including affective reactions, coping strategies, social support and self-identity. The national sample of 25 participants consisted of individuals with a diagnosis of PD and complaints of oropharyngeal dysphagia. Participants were recruited through social media and the Michael J. Fox Foundation website. Interviews were conducted via Zoom HIPAA, and the recordings are being transcribed using oTranscribe software. Researchers will use ATLAS.ti software to identify and code common themes related to the physiological and psychosocial burdens of dysphagia in the participant interviews. This work is a preliminary step toward a long-term goal of incorporating sensitivity to psychosocial consequences of dysphagia into clinical tools and guidelines.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Name three frequent physiological burdens of dysphagia identified through interviews of individuals with PD.
  • Name three frequent psychosocial burdens of dysphagia identified through interviews of individuals with PD.
  • Define two ways that sensitivity to the psychosocial burdens of dysphagia could change your clinical practice.

Speaker(s)

Jocilyn Benninger, BS; Samantha Peterson, BS; Rebecca Bartlett, PhD, CCC-SLP, from Northern Arizona University


Social and Educational Implications of COVID-19 on Deaf and Hard-of-Hearing Students

The COVID-19 pandemic radically changed almost every aspect of schooling in a single week. Not only did classroom learning move to an online setting, but the change challenged “basic ideas about instruction, attendance, testing, funding, the role of technology and the human connections that hold it all together” (George et al, 2021). For typical students, adjusting to these changes has been difficult. However, for children with disabilities, especially mainstream deaf and hard of hearing children, adjustment to the changes has been not only monumental, but also, has excluded them from access to the curriculum and socialization with their peers. These barriers have gone largely unnoticed by school administrators, regular classroom teachers and classmates. This project focused on the educational and social implications of COVID-19 on deaf and hard of hearing students in mainstream classrooms, as perceived by eight teachers, speech-language pathologists and audiologists working with these students, as well as two parents of a deaf child. Common themes emerged from this project, illuminating ways to improve classroom educational and social inclusion for deaf and hard of hearing students during and following the pandemic.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Describe the educational implications of COVID-19 on deaf and hard of hearing students in mainstream classrooms
  • Describe the social implications of COVID-19 on deaf and hard of hearing students in mainstream classrooms
  • Discuss ways to improve classroom educational and social inclusion for deaf and hard of hearing students during and following the pandemic.

Speaker(s)

Judith King, PhD, CCC-SLP, from Northern Arizona University


The Effects of Exercise on Verbal Language in Aphasia

Exercise can improve cognitive abilities in older adults, as well as in stroke survivors. Some work shows that exercise may also improve language abilities in people with aphasia (PWA). However, little work has investigated the impact of physical therapy (PT) on cognitive-linguistic outcomes in PWA, despite PWA often receiving PT and speech-language therapy (ST) simultaneously. This preliminary investigation explored whether ST+PT improved cognition and language in PWA more so than ST alone. 22 PWA participated in an intense aphasia treatment program where they received three hours of therapy per day, four days per week for four weeks. Ten participants also participated in PT during the ST intervention (i.e., the ST+PT group) and 12 did not (i.e., the ST only group). The aphasia treatment program targeted noun and verb retrieval plus sentence production abilities through Verb Network Strengthening Treatment. Cognitive-linguistic abilities were measured before and after therapy using standardized and non-standardized measures. Mixed ANCOVAs explored how changes in language and cognition differed following therapy by group (ST+PT, ST only) and average minutes of exercise during the aphasia treatment program. While all participants demonstrated gains in their cognitive-linguistic abilities, there was a trend for those who participated in ST+PT to produce more verbs after treatment. We also found that participants who exercised more made less word finding errors after treatment. The preliminary results from this study demonstrate that the combination of ST and PT may improve cognitive-linguistic abilities in PWA more so than ST alone.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Explain the impact of physical therapy in conjunction with speech-language therapy on cognitive-linguistic abilities in people with aphasia.
  • Identify the impact of exercise duration in conjunction with speech-language therapy on cognitive-linguistic abilities in people with aphasia.
  • Identify areas for future research exploring the types of exercise that may most benefit cognitive-linguistic abilities in people with aphasia.

Speaker(s)

Emma DeClue, BS; Kathryn Schabarum, BA; Ethan Wash, MS, CCC-SLP; Arianna LaCroix, PhD, CCC-SLP, from Midwestern University


Workload Calculator Use by Arizona Speech-Language Pathologists - COVID Edition

Although school caseloads have remained relatively stable over time, the roles and responsibilities of speech-language pathologists (SLPs) have expanded, leading to a concomitant recognition of the need to move from considering caseload exclusively to considering functional workload when setting caseload standards (ASHA, 2016). A workload approach to caseload management considers more than the number of individuals receiving services by an SLP; it considers all activities required and performed when providing services.

Complicating recent efforts to adjust caseloads based on functional workload is the fact that in response to the COVID pandemic, school based SLPs have been required to explore new avenues for service provision to students. In addition to traditional “table-top” services provided to students in schools that have continued to support an on-site student population, SLPs have, for instance, ventured into telepractice as a way of providing remote services to students not at school. This study surveyed Arizona school-based SLPs to determine: the extent to which they use telepractice in their services; perceptions related to how telepractice is impacting their workload; and their willingness to document workload associated with telepractice, in-person, or hybrid services using a workload calculator to benefit SLP caseloads in the state.

Learning Outcomes

At the end of this poster, participants will be able to:

  • Identify a rationale for using a workload approach to caseload management.
  • List three major advantages and disadvantages of telepractice in the school setting, as reported by AZ school based SLPs.
  • Describe three major ways that telepractice has impacted workload, as reported by AZ school based SLPs.

Speaker(s)

Sandra Stewart, EdD; Michelle Thomas, MS, CCC-SLP, from Northern Arizona University

CEU & Disclosures

The supervision course (Session 29) is offered separately for 0.15 ASHA CEUs (intermediate level).
The ethics courses (Sessions 12 and 17) are offered separately for up to 0.3 ASHA CEUs (intermediate level).


ArSHA is approved by the American Academy of Audiology to offer Academy CEUs for this activity. The program is worth a maximum of 1.1 CEUs. Academy approval of this continuing education activity is based on course content only and does not imply endorsement of course content, specific products or clinical procedure, or adherence of the event to the Academy’s Code of Ethics. Any views that are presented are those of the presenter/CE Provider and not necessarily of the American Academy of Audiology.


Speaker Disclosures

Speaker Disclosures (PDF)

Accommodations

The Wigwam
300 East Wigwam Blvd
Litchfield Park, AZ 85340

To make reservations by phone: Please call (623) 258-4676 & choose option 1 to be connected to the Reservations team.  The block code is ARD08BOTH

Online booking link: 2022 ArSHA Convention

Room rates start at $235

Parking: Self-parking (Complimentary)

The ArSHA room block will be available until April 1, 2022, or until the room block sells out, whichever occurs first. The hotel will continue to accept reservations for ArSHA after the cutoff date; however these reservations will be based on availability and may be at a higher rate.