Arizona Speech-Language-Hearing Association’s 2024 Convention
April 12-13, 2024
Location:
EL Conquistador Hotel10000 N. Oracle Road
Tucson AZ 85704
Please note: online registration has concluded. Registrations will still be accepted onsite during the convention.
Download the Convention Brochure
Presenters Program Details Poster Sessions CEUs Disclosures Fees Groups AccomodationsHighlighted Presenters
KeynoteTiffany Hines, PhD, CCC-SlP – Utilizing Interprofessional Collaboration in Schools to Promote Cultural CompetenceEarly ChildhoodNicole Allen, MS, CCC-SlP and Lisa Said, MEd – Gestalt Language Processors and the Role of Floortime Therapy
Keila Gutierrez, MA, CCC-SlP – Multiple Oppositions: Practical Overview, Case Studies, & Clinical ToolsSchoolsMarie Ireland, MEd, CCC-SlP – Eligibility for Speech Sound Disorders and Integrating Research and Regulations
Shelley Gray, PhD, CCC-SlP – Working Memory in ChildrenMedicalAubrey Dunlap, MS, CCC-SlP, Natalie Monahan, MS, CCC-SlP, and Denise Stats-Caldwell, MS, CCC-SlP – Voice Panel: Complex Cases in Voice in Upper Airway
Jessica Gregor, MS, CCC-SlP, BCS-S – Moving Onward and Downward in VFSS: The Importance of Evaluating the Entire Swallowing Continuum
McKay Moore Sohlberg, PhD – Cognitive Rehabilitation Then and Now: What have We Learned in the Last Three Decades?
Keri Winchester, MS, CCC-SlP & Certified End of Life Doula/Educator – Ethics, Difficult Conversations and End of Life
Multi-interestTiffany Hines, PhD, CCC-SLP – Harnessing the Power of AI and Designing a Tapestry of Diversity
Darrell Dern, SLPD, CCC-SLP – Social Learning Differences in Neurodiverse Adolescents: Establishing EBP Through a Capstone Research Project
Kathleen R. Cazzato, MA, CCC-SLP, BCS-S, Karen Guilmette, MS, CCC-SLP, Janet Hawley, ClinScD, CCC- SLP, and Natalie Monahan, MS, CCC-SLP – Supervising the Students of Today: Facing the Future Together
Teri James Bellis, PhD, CCC-A, FAAA, F-ASHA – Assessment of and Intervention for Auditory Processing Deficits in Children
Davis Henderson, PhD, CCC-SLP – The Communication Style and Mannerism of the Navajo People
Jeffery Meeks, CCC-SLP and Vickie Jones, BS, C-SLPA – SLPA NOW; Professional and Ethical Issues Facing SLPAs and Their Supervisors in ArizonaAudiologyAudiology Grand Rounds – Nancy Flores, AuD, CCC-A, Jennie Mollerup-Wagner, AuD, CCC-A, and Linda Norrix, PhD
Haley Lanoue, AuD, CCC-A – Interdisciplinary Approach to Vestibular Audiology Evaluation and Physical Therapy Management
Aparna Rao, PhD and Kate Helms-Tillery, PhD, CCC-SLP – Living Well With Hearing Loss
Bridget Shanahan-Herrick, AuD, PASC, ABAC, FAAA, CCC-A – Pediatric Audiology
Thomas Muller, AuD, CCC-A, Erica Hansen, AuD, CCC-A, and Amy Wheeler – University of Arizona Advocacy for AHCCCS Coverage of Hearing Devices/ Services for Adults
Friday, April 12
1241
8:00 am – 9:00 am
Pediatric SLP | S01Keynote Speaker
Designing a Tapestry of Diversity: Utilizing Interprofessional Collaboration in Schools to Promote Cultural Competence (DEI)Tiffany Hines, CCC-SLP, PhD, A.T. Still UniversityThis presentation will explore the role of interprofessional collaboration in school-based speech language therapy to foster diversity and inclusion through cultural competence. Information presented will emphasize the transformative power of collaboration between the SLP and other professionals including occupational therapists, physical therapists, educators, school psychologists, social workers, interpreters, and families in creating an intricate tapestry of support for children with communication disorders from diverse backgrounds. As the student population becomes increasingly diverse, it is essential for SLPs to adopt more inclusive practices that honor and celebrate the unique identities and experiences of their students. It is important to build partnerships with other professionals as well as families of these students to develop a comprehensive and holistic approach to evaluation, diagnosis and intervention.At the end of this presentation, participant will be able to:
- Identify successful models of interprofessional collaboration,
- Discuss the significance of open communication, knowledge-sharing, and shared decision-making in assessment and intervention,
- Discover how collaborative efforts can identify and address co-existing learning challenges, social-emotional factors, and cognitive aspects that impact communication development
- Explore the critical role of family-centered care in fostering diversity and inclusion
5 minutes Defining cultural competence
20 minutes Building Interprofessional models
10 minutes Incorporating family-centered care in schools
10 minutes Actionable steps
5 minutes Conclusion and Q&A
1242
9:15 am – 10:45 am
Multi-Interest | S02Harnessing the Power of AI (DEI)Tiffany Hines, CCC-SLP, PhD, A. T. Still UniversityAlexa, can you help me write this evaluation report? As technology advances, Artificial Intelligence (AI) presents a unique opportunity for SLPs to enhance the quality and efficiency of speech-language evaluations and interventions. In this session, SLPs will discover innovative ways to integrate AI into their therapy practices and discover practical strategies for using AI tools, software, apps, and techniques that address the unique needs of today’s students.At the end of this presentation, participant will be able to:
- Gain a comprehensive understanding of how AI can be integrated into therapy sessions.
- Dissect real-world case studies while participating in interactive discussions
- Attain practical insights and actionable strategies to leverage AI effectively in their school-based speech therapy practices.
20 minutes AI basics and real world case studies
10 minutes Interactive AI activity and application
15 minutes Intergrading AI into Speech-Language therapy
5 minutes Resource Sharing
5 minutes Conclusion and Q&A
1212
9:15 am – 10:45 am
Multi-Interest | S03Therapeutic Relationships and Alliances: Common Factors and Speech-Language PathologyColin Macpherson, CCC-SLP, Midwestern UniversityThe development of a therapeutic relationship and alliance between the speech-language pathologist (SLP) and client may be essential to positive client outcomes (Ebert & Kohnert, 2010; Sylvestre & Gobeil, 2020). Numerous studies in disciplines of clinical psychology and counseling have addressed the role of “common factors” in the development of a therapeutic alliance. Indeed, the role of the therapeutic alliance is considered to contribute more to clinical outcomes than many empirically supported treatments (Wampold, 2015). If the development of a therapeutic relationship and alliance plays a role in the successful treatment of individuals with communication disorders, it is imperative that we identify “common factors” that SLPs employ to establish and facilitate strong therapeutic relationships and alliances (Ebert & Kohnert, 2010). The purpose of this seminar will be to acquaint both student and practicing SLPs with the role of common factors in negative and positive client outcomes. Literature from clinical psychology and speech language pathology will be reviewed to improve participant knowledge of how an understanding of “common factors’, therapeutic relationships, and therapeutic alliances may result in improved clinical outcomes for our clients. Participants will also develop their knowledge of various surveys and tools that can be used to develop their skills in employing common factors to achieve successful therapeutic relationships and alliances. Additionally, the adaptation of the contextual model (Wampold, 2015) to speech language pathology will be presented as an alternative to the traditional medical model of evaluation and treatment in speech language pathology.At the end of this presentation, participant will be able to:
- Describe the role of the therapeutic relationship and alliance in the treatment of communication disorders.
- Identify two surveys they can use to enhance their knowledge of personal common factors.
- Describe the difference between the traditional medical model and the contextual model in the treatment of communication disorders.
1209
9:15 am – 10:45 am
Adult SLP | S04Head and Neck Cancer; A Million-Dollar Diagnosis With Possible AccessoriesCarolyn Abraham, MS, CCC-SLP, BCS-S, CLT, Private Clinical PracticeSpeech pathologists are often tasked with seeing Head and Neck Cancer Patients with treatment challenges and limitations including dysphagia, xerostomia, trismus, lymphedema and much more. There are many tools available to patients that are on the market; and while some are covered by insurance, many are not. Speech pathologists best serve their patients when they are educated consumers guiding patients through these tools. This presentation will focus on many of the available devices, the pros and cons of these devices, and the application of them to additional patient populations.At the end of this presentation, participant will be able to:
- Describe three tools and/or devices available to patients to manage their symptom burden and to treat them effectively.
- List the pros and cons of the devices available, in addition to cost benefit analysis.
- Explain how to implement these tools in additional patient populations.
1216
9:15 am – 10:45 am
Pediatric SLP | S05Partnering With Families to Improve AAC OutcomesMichelle Raymond, BCS-CL, CCC-SLP, MA, University of ArizonaBarriers to AAC use often include a lack of support for the child within the home and community. Families often feel overwhelmed or unsupported in meeting their child’s needs. Mixed messages from multiple professionals often complicates family involvement. In this session, participants learn about models of care that support families as communication partners and increase family involvement By creating a partnership with families to improve access to AAC for children with complex communication needs, families will increase ownership of AAC across settings. Participants will learn strategies to address common challenges for lack of involvement and other barriers that decrease use of AAC in the home and communitAt the end of this presentation, participant will be able to:
- Describe models of care to improve AAC use in the home and community.
- Identify behaviors of adult learners to support AAC use for children in the home.
- List strategies to address common challenges related to family involvement.
1260
11:00 am – 12:30 pm
Pediatric SLP | S06Eligibility for Speech Sound Disorders: Integrating Research and RegulationsMarie Ireland, Med, CCC-SLP, Charles Sturt UniversityStudents with Speech Sound Disorders (SSD) make up a large part of SLP caseloads in schools. Since 2018, newly published data on speech sound acquisition has created questions for many SLPs. Participants will review research in speech sound disorders and the requirements for evaluation and eligibility in schools. A review of research and evaluation and eligibility resources will be provided. SLPs are encouraged to consider their evaluation and eligibility practices for SSD and subsequent impact on caseloads.At the end of this presentation, participant will be able to:
- Identify free professional development offerings for both assessment and treatment of speech sound disorders in children.
- Locate online information on state regulations and guidance to support school based practice.
- List examples of tools that can be used to evaluate children and document IDEA requirements for eligibility.
1215
11:00 am – 12:30 pm
Multi-Interest | S07The ABCs of Supervising Gen Z (Supervision)Danielle Reed, CCC-SLP, EdD, Midwestern UniversityBaby boomers, Generation X, Millenials, oh my! Effective graduate clinician supervision and CF mentorship require SLPs to be knowledgeable in evidence-based clinical practices as well as supervision models and techniques. Preceptors and mentors must also prepare to meet the needs of the individuals that they supervise. As Generation Z, born 1997-2010, is and will be our largest group of SLPs entering graduate school and the workforce for the next decade, it is essential to meet their unique needs. Literature is starting to address how to best educate and supervise these individuals. However, this literature is emerging slowly and may not promptly aid supervisors and mentors currently providing supervision. This presentation will review the ABCs of Supervising Gen Z by discussing the characteristics of Generation Z individuals, fundamental supervision models, and the most effective supervision techniques for this generation of students and SLPs.At the end of this presentation, participant will be able to:
- List three unique characteristics of Generation Z individuals.
- Describe supervision models and how they intersect with the characteristics and needs of Generation Z.
- Choose three techniques that would be useful in the supervision or mentorship of Generation Z students/CFs.
15 minutes Generation Z overview
5 minutes Research and Evidence
5 minutes Supervision Foundations
50 minutes Approaches for supervising and communicating with Gen Z
10 minutes Collaboration and Questions
1213
11:00 am – 12:30 pm
Adult SLP | S08Preparedness of Arizona PTs, OTs and SLPs for Working With Patients With Alzheimer’s Disease and Related DementiasTamara Turner, OTD, OTR/L, Midwestern University
Patrice Ayala, PT, DPT, Midwestern University
Stephanie Christensen, CCC-SLP, Midwestern University
Malathy Venkatesh, CCC-SLP, A.T. Still UniversityArizona is anticipated to experience a 33.3 percent increase in the number of individuals with dementia from 2020 to 2025 (Alzheimer’s association 2023). As the disease progresses over the years from preclinical Alzheimer’s disease to severe dementia, the individuals with dementia will present with unique healthcare challenges necessitating the services of physical therapists (PTs), occupational therapists (OTs), and speech-language pathologists (SLPs). This study aimed to explore the experiences and views of PTs, OTs and SLPs regarding their preparedness for working with individuals with Alzheimer’s Disease and related dementias (ADRD). A purposive sample was used to recruit practitioners from each discipline and from various adult practice settings. A total of 75 practitioners were recruited for the study. Practitioners completed questionnaires rating their knowledge of evidence-based approaches for ADRD. Eighteen focus groups were held with mixed disciplines and settings. The discussion focused on practitioner thoughts about therapeutic potential of patients with ADRD , challenges experienced in service delivery and supports needed for working with ADRD patients. Focus groups were recorded, transcribed, coded, and combined into themes. Preliminary findings indicate practitioners did not feel they had the required knowledge to use evidence-based therapeutic approaches and felt ill-prepared to work with patients with ADRD. Practitioners identified various challenges experienced and supports needed to improve their comfort level in working with patients with ADRD. We discuss themes from each area, challenges across disciplines and settings, and ways academic organizations, clinical settings and therapy managers can help address these barriers.At the end of this presentation, participant will be able to:
- Identify the barriers in quality service delivery for individuals with dementia
- Recognize the advanced knowledge and skills required to meet the unique needs of individuals with dementia
- List at least three methods to address the knowledge and skill gaps identified in this study
1225
11:00 am – 12:30 pm
Pediatric SLP | S09Using AAC to Unlock Communicative Potential in Late-Talking ToddlersAngelica McCarron, CCC-SLP, Tucson Medical Center, University of Arizona
Sarah Cretcher, CCC-SLP, University of ArizonaTraditionally, clinicians consider use of mid-high tech AAC devices most often for children with complex disabilities affecting independent motor speech use. This presentation seeks to dispel this misconception and help clinicians expand their repertoire of early intervention approaches to include AAC, even for children without complex and chronic sensorimotor disabilities. There is emerging rationale for use of AAC in early-intervention with late-talking toddlers, especially those who may not be responsive to other intervention methods. This session will outline traditional early intervention approaches and summarize the evidence base for use of AAC in early intervention. Most importantly, this session will help therapists identify clinical features that may indicate when to use AAC in their early intervention practice as well as how to incorporate mid-high tech speech-generating systems during therapy in order to support vocal output in previously nonverbal toddlers.At the end of this presentation, participant will be able to:
- Summarize traditional early intervention strategies for late-talking toddlers & summarize the evidenced-based rationale for use of AAC in early intervention
- List at least three clinical features that may predict low responsiveness to traditional treatment approaches for late language emergence in toddlers
- Define how speech generating systems support vocal output
- Identify at least two ways to incorporate AAC into early intervention treatment sessions with nonverbal toddlers
1261
1:30 pm – 3:30 pm
Pediatric SLP | S10Eval and Eligibility in Schools: Approach to Comprhensive AssessmentMarie Ireland, MEd, CCC-SLP, Charles Sturt UniversitySLPs must understand the many requirements for evaluation and eligibility for SLPs services that federal and state law set forth for U.S. schools. Comprehensive evaluation and documentation of all required eligibility criteria can help school SLPs combat overidentification, high SLP caseloads, and civil rights concerns. This session will integrate federal and state regulations with best practice and the latest research in the field. Case studies will highlight the need for professionals to differentiate educational and medical regulations and requirements and provide opportunities to discuss communication with families and others.At the end of this presentation, participant will be able to:
- Identify specific requirements for evaluation and eligibility in schools
- Document all required steps for eligibility with team members to ensure IDEA compliant decision making
- Identify differences between educational identification and clinical diagnosis
1246
1:30 pm – 3:00 pm
Multi-Interest | S11Assessment of and Intervention for Auditory Processing Deficits in Children, Part 1Teri James Bellis, PhD, Professor Emerita, University of South DakotaThis presentation will present methods of assessing auditory processing and listening difficulties in children. The focus will be on the identification of areas of auditory deficit for the purpose of developing deficit-specific intervention plans. Additional attention will be given to the importance of the audiologist’s contribution to a variety of activities, including inter-professional teams, that go beyond mere identification of peripheral hearing status.At the end of this presentation, participant will be able to:
- Describe several methods of assessing auditory perceptual difficulties in children
- Delineate categories of diagnostic tests of Central Auditory Processing Disorder
- Discuss the importance of deficit-specific intervention for children with auditory processing difficulties
1262
1:30 pm – 3:00 pm
Medical SLP | S12Voice Panel: Complex Cases in Voice and Upper AirwayAubrey Dunlap, MS, CCC-SLP, Midwestern University
Natalie Monahan, MS, CCC-SLP, University of Arizona
Denise Stats-Caldwell, MA, CCC-SLP, Arizona State University
Dori Cardenas-Smith, DMA, MS, CCC-SLP, University of ArizonaThe voice panel will present complex voice and upper airway case studies. These will be used to guide the audience through evidence-based practice in assessing and treating voice and upper airway disorders across a variety of medical settings. Panelists will each present on case and will give input on other panelists’ cases to give insight into similarities and differences in management options as well as to share current practice patters.At the end of this presentation, participant will be able to:
- Understand current assessment and treatment strategies for voice and upper airway disorders, enabling them to apply the most effective interventions in their practice.
- Demonstrate enhances problem-solving and decision-making skills, focusing on critical thinking in the management of complex clinical cases.
- Evaluate the effectiveness of treatment strategies for managing voice and upper airway disorders, emphasizing the importance of collaborative patient care for optimal outcomes.
1263
1:30 pm – 3:00 pm
Multi-Interest | S13Gestalt Language Processors and the Role of Floortime TherapyNicole Allen, MS, CCC-SLP, Private Practice
Lisa Said, MEd, Special EducationGestalt language processors (GLPs) acquire language in chunks and often present as ‘echolalic’. In this session, we will explore the six stages of GLPs and share our experience in using DIRFloortime as a therapy support. We discuss the first four Functional Emotional Developmental Capacities of DIR Floortime. Our data includes several video samples of the impact on this child-led play based therapy in patients that use both oral language as well as Augmentative and Alternative Communication (AAC) devices to share data on the positive impacts on this therapy in GLPs.At the end of this presentation, participant will be able to:
- Identify the six stages of Gestalt Language Processors
- Describe Floortime therapy within the first four Functional Emotional Developmental Capacities
- List the benefits of Floortime for GLP learners
- Describe the characteristics to consider for a GLP learner when considering AAC
1264
3:15 pm – 4:45 pm
Multi-Interest | S14The Communication Style and Mannerism of the Navajo People (DEI)Davis Henderson, PhD, CCC-SLP, Northern Arizona UniversityAs my grandmother wove her rug she lectured many of her grandchildren to be “Be silent and to observe; yet be vocal and vigilant” all while not making eye contact with no one. Navajos, and other American Indians, communicate based on their cultural and traditional beliefs which may differ from Mainstream. These differences may be viewed as inappropriate as they do not adhere to the preferred style of communication by non-Navajo individuals. However, the communication style among Navajo homes are diverse as many Navajos come from traditional homes, modern/traditional homes, and modern homes. These diverse homes infuse different teaching and practices that influences the communication and mannerisms of many Navajo individual. This presentation highlights the style and mannerisms that are typical among Navajo homes which are appropriate and meaningful.At the end of this presentation, participant will be able to:
- Determine how the communication style and mannerism differ from Navajo to mainstream.
- Describe how SLP’s can adapt their communication styles to Navajo, and other AIs, individuals.
- List three types of communication, or mannerisms, of Navajo individuals that were unknown.
15 minutes Navajo people and Navajo Culture
25 minutes Examples of communication and mannerism
25 minutes Impacts/codeswitching of communication and mannerism
15 minutes Conclusion and Q&A
1257
3:15 pm – 4:45 pm
Multi-Interest | S15Assessment of and Intervention for Auditory Processing Deficits in Children, Part 2Teri James Bellis, PhD, Professor Emerita, University of South DakotaThis presentation will present methods of assessing auditory processing and listening difficulties in children. The focus will be on the identification of areas of auditory deficit for the purpose of developing deficit-specific intervention plans. Additional attention will be given to the importance of the audiologist’s contribution to a variety of activities, including inter-professional teams, that go beyond mere identification of peripheral hearing status.At the end of this presentation, participant will be able to:
- Describe several methods of assessing auditory perceptual difficulties in children
- Delineate categories of diagnostic tests of Central Auditory Processing Disorder
- Discuss the importance of deficit-specific intervention for children with auditory processing difficulties
1265
3:15 pm – 4:45 pm
Adult SLP | S16Ethics, Difficult Conversations and End of Life. (Ethics)Keri Winchester, MS, CCC-SLP, Certified End of Life Doula/Educator, Banner Gateway/Banner MD Anderson Cancer CenterThis presentation will provide an overview of the various principles of ethics and ethical decision making. You will learn about a framework for difficult conversations and questions to ask for providing goal concordant care. And finally you will learn how recognize changes with end of life, how to support potential conversations and support patients and caregivers.At the end of this presentation, participant will be able to:
- Describe various components of ethics and ethical decision making
- Obtain resources for difficult conversations
- List talking points for participating in difficult conversations
- Describe basic information about the process of dying/end of life
30 minutes Ethics
30 minutes Difficult conversations
20 minutes End of life
5 minutes Q&A/Interactive wrap up
1258
3:15 pm – 4:45 pm
Pediatric SLP | S17Multiple Oppositions: Practical Overview, Case Studies, & Clinical ToolsKeila Gutierrez, CCC-SLP, Desert Lily Bilingual Speech Therapy Clinic PLLCI invite you to join me for a compelling presentation where we will demystify the multiple oppositions approach and discuss practical strategies for its implementation within your caseload. In our session, we will analyze authentic case studies, and I will offer pertinent clinical insights to enhance your understanding. This presentation integrates research-based literature with practical application. Your attendance promises not only educational value but also a professional and engaging experience.At the end of this presentation, participant will be able to:
- List three clinical characteristics that indicate the Multiple Oppositions treatment approach is an appropriate intervention for a child on your caseload
- List three steps in the Multiple Oppositions treatment approach
- List two strategies, based on the principles of motor learning, that can facilitate generalization
Saturday, April 13
12228:00 am – 9:30 am
Pediatric SLP | S18Language Evaluations for School-Age ChildrenSarah Lynn Neiling, CCC-SLP, MA, University of Arizona
Melissa White, CCC-SLP, MA, University of ArizonaThis presentation will center around selecting methods to evaluate language disorders in school-age children. We will discuss both standardized and non-standardized assessment methods, with a focus on understanding how to select and interpret standardized assessments for a particular purpose and population. This presentation is intended to be a practical guide and will be relevant for speech-language pathologists working with children in a variety of settings, including schools and clinics. In addition, we will cover culturally and linguistically responsive considerations particular to Arizona. Overall, this presentation is designed to help clinicians make evidence-based decisions surrounding testing for school-age children.At the end of this presentation, participant will be able to:
- Evaluate whether a particular assessment is appropriate for a given purpose and population
- Compare existing standardized assessments for language
- Describe where to find supporting evidence to justify assessment choices
1255
8:00 am – 9:30 am
Multi-Interest | S19SLPA NOW!: Professional and Ethical Issues Facing SLPAs and Their Supervisors in Arizona (Ethics)Jeffery Meeks, EdD, CCC-SLP, Northern Arizona University
Vickie Jones, SLPA, Tucson Charter SchoolSLPAs now will focus on current SLPA issues in Arizona. Our primary focus will be the Code of Conduct, Scope of Practice and Ethical practices for SLPAs. This will also encompass looking at the roles and responsibilities of both the SLP and the SLPA in these areas as well as supervisory responsibilities for both the SLP and the SLPA. We will delve into professional social media presence, growth and expansion in the use of SLPAs, barriers to expansion, and utilization.At the end of this presentation, participant will be able to:
- Identify the ethical issues facing SLPAs in a variety of settings.
- Analyze the role of both the SLP and the SLPA in ethical and professional issues regarding supervision, documentation, and client services.
- Describe the issues facing SLPAs as they work and practice in Arizona in a variety of settings.
5 minutes Review of the SLPA licensing and certification
10 minutes Review of supervision requirements AZ/ASHA
25 minutes Ethics and the SLP-SLPA team
25 minutes SLPA professional issues and resources
15 minutes Audience question/answer and wrap-up
1237
8:00 am – 9:30 am
Adult SLP | S20Cognitive Rehabilitation Then and Now: What Have We Learned in the Last Three Decades? Part 1McKay Moore Sohlberg, PhD, University of OregonCognitive rehabilitation after brain injury is a complicated clinical undertaking that requires diverse knowledge and skills in the areas of cognitive processing, physical states, and psychosocial functioning, as well as behavior change and adaptation. Additionally, many different professional disciplines provide cognitive rehabilitation services, each with their own conceptual frameworks and practice methods. Together this has created a “black box” with inconsistent delivery and challenges in explaining the work to funders and other stakeholders. This presentation explores the progress that has occurred in the field over the last 30 years and reviews updates in our conceptualization and models of rehabilitation and applies them to three different treatment approaches.At the end of this presentation, participant will be able to:
- Describe the Plan Implement & Evaluate (PIE) and Rehabilitation Treatment Specification System (RTSS) as applied to cognitive rehabilitation
- Identify the key components of person-centered collaborative goal setting
- Describe psychological mindedness practices that enhance working alliance, client engagement and psychoeducation
- Describe treatment ingredients and the PIE process for; metacognitive strategy instruction, external aid training, use of attention drills (brain training)
1259
8:00 am – 9:30 am
Audiology | S21Becoming the GOAT: Pediatric AudiologyBridget Shanahan Herrick, AuD, Arizona State UniversityAbstract:Pediatric audiologists specialize in diagnosing and treating hearing loss in children. Many audiologists work on medical multidisciplinary teams to address speech/language development and progression of hearing loss or syndromes. Yet, children with hearing loss experience more challenges that just a deficit in their ears, such as learning challenges, social emotional challenges, and self-advocacy needs. Many of these needs may be addressed at school with support of their educational audiologist. The overall purpose of this presentation is to address ways we can work towards improving team collaboration between the clinical audiologist and school team.At the end of this presentation, participant will be able to:
- Understand and add two additional items to their pediatric case history.
- Recall the amount of deaf/hard of hearing students who complete high school and post-secondary education.
- Outline options for aided testing for ensuring access to spoken information in the classroom.
1266
10:00 am – 11:30 am
Pediatric SLP | S22Working Memory in ChildrenShelley Gray, CCC-SLP, Arizona State UniversityWorking memory encompasses an individual’s ability to process and store incoming information over brief periods of time. In this presentation we will review the different components of working memory in children. We know that working memory is a powerful predictor of learning in oral language, math, reading, and science. Because of this, children with learning difficulties who struggle academically are often assumed to have working memory deficits; however, in this presentation we will review research showing that working memory deficits do not always co-occur with developmental disabilities such as developmental language disorder or dyslexia and can occur in children with typical development (Gray, et al., 2019). This suggests that working memory assessments could contribute important information about children’s cognitive function over and above typical psycho-educational measures. It also suggests one possible explanation why some children compensate better than others for challenges presented by learning disabilities. Finally, we will review ways to support working memory in educational contexts.At the end of this presentation, participant will be able to:
- List the components of working memory
- Describe whether all children with language learning disabilities have working memory problems
- List three ways to support working memory in educational contexts
1223
10:00 am – 11:30 am
Multi-Interest | S23Tools You Can Use: Bilingual Assessment for Any SLP (DEI)Victoria Clark, CCC-SLP, Arizona State UniversityApproximately a quarter of all Arizonans speak one or more languages other than English. This seminar draws on the best evidence available to support your referral and differential diagnosis of bilingual students or patients. SLPs in all settings are often in a position to make judgments about whether to a client is likely to have a speech-language disorder, or simply a speech-language difference as a speaker of a language variety or as an English Language Learner (ELL). Before referring for a bilingual evaluation, relevant information can be gathered by a monolingual clinician or a bilingual clinician, even those not speaking the home language of the client. In this seminar, a discussion of the most recent research on bilingual assessment, sources of converging evidence for diagnosis, and relevant assessment tools will be analyzed. Participants will practice using freely available assessments to gather information about bilingual clients for referral or differential diagnosis. Caregiver interview instruments and Dynamic Assessment tools from multiple sources will be presented and practiced within the session. Tools to describe language dominance will also be reviewed.At the end of this presentation, participant will be able to:
- Differentiate between sources of converging evidence and how these can support diagnoses of speech-language differences vs. speech-language disorders.
- Compare assessment tools that can be administered by bilingual or monolingual clinicians to build a case for a speech-language difference vs. disorder.
- Apply understanding of converging evidence after practicing caregiver interview and dynamic assessment tools during the session.
10 minutes Converging evidence for diagnosis
15 minutes Available Tools and resources
20 minutes Caregiver Interview and practice
20 minutes Dynamic Assessment and practice
10 minutes Questions and discussion
1256
10:00 am – 11:30 am
Adult SLP | S24Cognitive Rehabilitation Then and Now: What have We Learned in the Last Three Decades? Part 2McKay Moore Sohlberg, PhD, University of OregonCognitive rehabilitation after brain injury is a complicated clinical undertaking that requires diverse knowledge and skills in the areas of cognitive processing, physical states, and psychosocial functioning, as well as behavior change and adaptation. Additionally, many different professional disciplines provide cognitive rehabilitation services, each with their own conceptual frameworks and practice methods. Together this has created a “black box” with inconsistent delivery and challenges in explaining the work to funders and other stakeholders. This presentation explores the progress that has occurred in the field over the last 30 years and reviews updates in our conceptualization and models of rehabilitation and applies them to three different treatment approaches.At the end of this presentation, participant will be able to:
- Describe the Plan Implement & Evaluate (PIE) and Rehabilitation Treatment Specification System (RTSS) as applied to cognitive rehabilitation
- Identify the key components of person-centered collaborative goal setting
- Describe psychological mindedness practices that enhance working alliance, client engagement and psychoeducation
- Describe treatment ingredients and the PIE process for; metacognitive strategy instruction, external aid training, use of attention drills (brain training)
1267
10:00 am – 11:30 am
Audiology | S25Living Well With Hearing Loss for Underserved ArizonansKate Helms- Tillery, PhD, CCC-SLP, Arizona State University
Aparna Rao, PhD, Arizona State UniversityIn Arizona, approximately 200,000 adults lack access to hearing health care. Untreated hearing loss is linked with social isolation, depression, and cognitive decline. Adults with untreated hearing loss experience difficulty communicating with their health providers, and face higher risks of hospitalization. Comprehensive hearing intervention has been shown to mitigate these negative effects. Access to comprehensive hearing health care includes not only diagnostic testing and appropriate amplification, but also personalized training to help individuals reach their communication goals. In this presentation, we will discuss a model we have developed and implemented at Arizona State University, which involves interprofessional collaboration between audiologists and speech-language pathologists. We will begin with an exploration of the concept of “living well” with hearing loss in the context of overall health. Next we will present a life span approach to personalizing intervention, and summarize known variables affecting living well with hearing loss. Our intervention involves working with individual clients to identify their listening and communication goals, and then tailoring training to meet their unique needs. Participants will practice setting goals and planning intervention based on case studies. The presentation will include a combination of didactic and interactive learning activities.At the end of this presentation, participant will be able to:
- Describe the elements of comprehensive hearing health care.
- Identify personalized communication and listening goals for individuals with hearing loss.
- Develop personalized intervention plans for individuals with hearing loss.
1268
1:00 pm – 2:30 pm
Multi Interest | S26Supervising the Students of Today: Facing the Future Together (Supervision)Kathleen R. Cazzato, MA, CCC-SLP, BCS-S, University of Arizona
Karen Guilmette, MS, CCC-SLP, University of Arizona
Janet L. Hawley, ClinScD, CCC-SLP, University of Arizona
Natalie Monahan, MS, CCC-SLP, University of ArizonaThe quality of the supervisory-student relationship is key to the success of the graduate clinicians’ professional growth and learning. Understanding your graduate student including their values, motivations, learning styles, and expectations will facilitate your ability to optimize this relationship and thus the outcomes of the practicum experience. We will share in-depth information about the demographics of today’s students including characteristics that are unique to the Gen Z generation, special attributes of ‘mature’ students, the diverse nature of our student populations, and the increasing role mental health plays in the learning process. Delving into the unique perspective and potential contributions of these individuals will help us better understand them and welcome them as they join us as colleagues in the work force and we FACE the FUTURE together.Learning Objectives: At the end of this presentation, participants will be able to:
- Describe key characteristics, values, and learning styles of our current graduate student cohorts in the post-Covid landscape.
- Identify implications for these characteristics for student performance and the supervisory relationship in externship settings.
- Describe at least three specific supervisory practices that may optimize student learning and foster independence in the clinical externship setting.
30 minutes The demographics currently in graduate school and implications for clinical education
10 minutes Breakout activity
20 minutes Suggestions to promote success during clinical externships
15 minutes Breakout activity
10 minutes Conclusions and questions
1269
1:00 pm – 2:30 pm
Multi-Interest | S27Social Learning Differences in Neurodiverse Adolescents: Establishing EBP Through a Capstone Research ProjectDarrell Dern, SLPD, CCC-SLP, Rocky Mountain UniversityThis presentation provides current research findings to practicing clinicians regarding methodologies that support neurodiverse adolescents with social learning differences. It will offer insight into the evidence-based treatment frameworks, social metacognitive strategies, activities, and tools used to enhance observation of the social world and understanding and valuing dimensions of self. Additionally, it will foster discussion on how this intervention may be an effective and evidence-based tool to provide neurodiverse individuals with strategies to navigate the social world. Offered by a speech-language pathologist with extensive experience with neurodiverse individuals and currently working in high school-based practice, it will enable clinicians to engage in thought-provoking conversations about evidence-based practices.At the end of this presentation, participant will be able to:
- Identify key aspects of social learning characteristics of neurotypical and neurodiverse adolescents.
- Explain the methodologies of Social Thinking ® and Self-Concept Framework that form the foundation of a novel and evidence based intervention for building accurate sense of self in neurodiverse adolescents.
- Recognize the effect of the novel intervention on accurate sense of self as demonstrated by the empirical study.
12321:00 pm – 2:30 pm
Adult SLP | S28Moving Onward and Downward in VFSS: The Importance of Evaluating the Entire Swallowing ContinuumJessica Gregor, BCS-S, CCC-SLP, MS, Mayo ClinicThe swallowing continuum spans the lips to the stomach and comprises interrelated physiologic components of the oropharynx, airway, and esophagus. Due to the intimate interconnectivity, these components can influence one another during the swallowing process, causing upstream and/or downstream effects. Oropharyngeal and esophageal swallowing impairments frequently occur simultaneously, with up to 60% or more of patients referred for VFSS having an esophageal component (Gullung et al., 2012; Miles et al., 2015; Watts et al., 2019). A multidisciplinary team of specialists is ideal for optimal diagnostics and intervention of persons with dysphagia. Specialists, including SLPs, caring for persons with dysphagia must understand the complexity of this interplay, along with its inherent diagnostic and treatment implications. Therefore, it is imperative for SLPs ensure that the videofluoroscopic swallowing evaluation includes visualization of the esophagus and employ a validated protocol.At the end of this presentation, participant will be able to:
- List three interrelationships between the oropharynx and esophagus.
- Identify rationale for assessing the entire swallowing continuum under fluoroscopy.
- Describe the value of videofluoroscopic swallowing studies, standardization practices, and multidisciplinary collaboration in dysphagia diagnostics.
1270
1:00 pm – 1:30 pm
Audiology | S29University of Arizona Advocacy for AHCCCS Coverage of Hearing Devices/Services for Adults Thomas Muller, AuD, CCC-A, University of Arizona
Erica Hansen, AuD, CCC-A, University of Arizona
Amy Wheeler, AuD, CCC-A, University of ArizonaArizona’s Medicaid program, the Arizona Healthcare Cost Containment System (AHCCCS) does not cover hearing aids, cochlear implants, aural rehabilitation or related audiology services for adults over age 21 and under age 65. This leaves low-income, working-age adults in Arizona uncovered and with limited resources for hearing loss management. Students and faculty are interested in advocating for legislative change that would create coverage for this population beyond initial exams. Clinical faculty will provide an update on the research and tools they have been developing for this purpose.At the end of this presentation, participant will be able to:
- Identify the barriers to hearing aids, cochlear implants, and related audiogic services for Arizonan’s with limited income
- Estimate the number of Arizonan’s with hearing loss impacted by these barriers
- Explain the ways in which they can help support the lobbying efforts anticipated.
1271
1:30 pm – 2:30 pm
Audiology | S30Interdisciplinary Approach to Vestibular Audiology Evaluation and Physical Therapy ManagementHaley Lanoue, AuD, CCC-A, Washington University in St. LouisA case study highlighting the benefits of an interdisciplinary approach to vestibular evaluation and management of dizzy patients. Cases to include examples of vestibular audiology testing at various timepoints within the patient’s rehabilitation process, including physical therapy treatment and Otology evaluation and medical management. These cases will emphasize the overall benefits of vestibular audiologists working closely with vestibular physical therapists, especially in the care of complex multifactorial causes of dizziness, and education on the benefits and limitations of rehabilitative physical therapy.At the end of this presentation, participant will be able to:
- List at least two etiologies/symptom profiles of patients who are good candidates for Physical Therapy vestibular rehabilitation.
- List at least one etiology/symptom profile of a patient who is not likely to benefit from Physical Therapy vestibular rehabilitation.
- Identify at least two indications a patient should be referred for further audiologic, medical, and/or physical therapy workup when seen for initial hearing/audiometric testing.
1230
3:00 am – 4:30 am
Pediatric SLP | S31AAC in Arizona- What is the process?Danika Stampfel, CCC-SLP, ArSHA AAC Committee/ NAU AAC Evaluation and Training Program
Jeremy Legaspi, ArSHA AAC Committee / PRC-Saltillo
Kristy Gibson, ArSHA AAC Committee/ Tobii Dynavox
Rui Hernandez, ArSHA AAC Committee
Michelle Raymond, ArSHA AAC CommitteeAAC is a language intervention approach that honors multiple modalities of communication for persons with complex communication needs. (Beukelman & Mirenda, 2012; Johnston et al., 2012; Romski & Sevcik, 1996). In 2020 the process for obtaining personal AAC devices through the Division of Developmental Disabilities (DDD) changed to a managed care model. While the process has changed, the need for AAC has not changed. Personal AAC devices purchased through DDD and or private insurance, provide access to communication everywhere. During this presentation, we, your ArSHA AAC Committee will describe the process for obtaining a personal AAC device in Arizona as well as provide several resources for checking out devices, and use in treatment sessions. Bring your AAC questions for solutions and more!At the end of this presentation, participant will be able to:
- Discuss pertinent AAC documentation for medical justification
- Explain steps in the new AAC referral process
- Identify three resources for AAC evaluation process
- Identify and describe one strategy for implementation or trial of an AAC device
1218
3:00 pm – 4:30 pm
Multi-Interest | S32Myofunctional Disorders and Anklyoglossia – What Speech Therapists Need to KnowJoy Leslie, MS, CCC-SLP, Private PracticeMyofunctional therapy is research-based and has an important role to play as SLPs and SLPAs work to remediate articulation errors. Our clients often demonstrate open mouth posture, tongue tie, frontal/lateral lisps, and stubborn /r/ errors – let’s take a closer look at the oral structures and function behind these problems! Myofunctional therapy can help clients improve nasal breathing, lip closure, tongue retraction, and open bite/overbite. Learn what to look for, how to incorporate myo into your current therapy sessions, and how to discuss these topics with parents. Discussion will include tethered oral tissues (lip tie, tongue tie) and their impact on tongue position at rest, range of motion, and precision of movement during speech.At the end of this presentation, participant will be able to:
- Identify three symptoms of a myofunctional disorder.
- Describe three oral motor exercises that could be used to address correct oral rest posture.
- Explain the impact of tethered oral tissues on speech production.
1217
3:00 pm – 4:30 pm
Multi-Interest | S33My 50-year Journey with Apraxia in Adults and Children.Barbara Dabul, PhD, Private PracticeThe speaker contributed to a paradigm shift early in her career from apraxia as a linguistic deficit to apraxia as a motor speech disorder. In today’s presentation, she will share her 50 years of experience in assessing and treating apraxia, and she will provide practical tools for therapy, including ten common elements for successful treatment of apraxia in both adults and children, as well as a cueing hierarchy for use by SLPs, other professionals, and family members for maximum success in communicating with persons with apraxia. Participatory exercises will be provided to participants, with a goal of helping them to understand what it feels like to have apraxia. Identification of apraxia and assessment tools will then be described, including the rationale behind the speaker’s published test, The Apraxia Battery for Adults.At the end of this presentation, participant will be able to:
- List three of the ten common elements described for successful treatment of apraxia, and current treatments which would incorporate those elements.
- Provide a cueing hierarchy for maximal assistance by SLPs, other professionals, and parents to apraxic adults and children who are attempting to speak clearly and accurately.
- State five of the 15 behaviors important for any assessment of apraxia, to differentiate it from other disorders.
- Share a short two-person exercise to understand the difficlties and challenges of apraxia.
1272
3:00 pm – 4:30 pm
Audiology | S34Grand RoundsNancy Flores, AuD, CCC-A, Barrow ENT and Skull Base Surgery, Dignity Health
Linda Norrix, PhD, CCC-A, University of Arizona Speech, Language, & Hearing Clinics
Jennie Mollerup Wagner, AuD, CCC-A, Deer Valley Unified School DistrictTopic 1: Sound Perspectives: Exploring Candidacy and Treatment Options for Single-Sided DeafnessSingle-sided deafness (SSD) poses significant challenges to individuals, affecting their ability to localize sounds, understand speech in noisy environments and maintain balanced hearing perception. This abstract presents a comprehensive program aimed at addressing SSD, focusing on candidate selection criteria and diverse treatment strategies. This presentation explores various treatment modalities available for SSD, including conventional hearing aids, bone-anchored hearing devices and cochlear implants. Each modality’s advantages, limitations and candidacy criteria are examined, providing clinical insights into personalized treatment selection. These treatment selections offer promising avenues for improving speech intelligibility, spatial hearing and overall quality of life for individuals with SSD.At the end of this presentation, participant will be able to:
- Define the impact of SSD on individuals’ auditory capabilities: how SSD affects sound localization, speech perception in noisy environments and overall hearing perception balance, thereby appreciating the challenges faced by individuals with SSD.
- Describe candidate selection criteria for SSD interventions.
- Show proficiency in evaluating and comparing treatment modalities for SSD.
- Formulate a plan for a diagnostic hearing evaluation for a preschooler with language/linguistic differences who has a “likely” bilateral sensorineural hearing loss.
- Describe at least two things to consider when providing audiologic rehabilitation services for a preschooler with a newly-identified hearing loss.
- Describe how best-case healthcare teams can be created.
- Describe the Functional Listening Evaluation (FLE)
- State where to get more information about the FLE
- Define FLE and why should it be included in our “tool kit.”
Friday, April 12
1:00 pm – 2:00 pm
SP1 | AudiologyDeciding Factors in Selecting a Career Path in Educational AudiologyNatasha Seaton, AuD, CCC-A, FAAA, University of Arizona and Happy Ears Hearing Center
Linda Norrix, CCC-A, PhD, The University of Arizona and Tucson Medical Center
Aileen Wong, AuD, CCC-A, The University of Arizona
Nicole Marrone, CCC-A, PhD, The University of ArizonaEducational Audiologists are health-related professionals who specialize in prevention, identification, and treatment of hearing loss for children 3 years of age to 21 in the school system. Given that they play a critical role in ensuring the success of deaf and hard of hearing students, the Educational Audiology Association (EAA) and the American Speech-Language-Hearing Association (ASHA) recommend a ratio of one educational audiologist per 10,000 school children. Despite this recommendation, no state currently meets this ratio, and many far exceed the recommendation. Recognizing there may be a possible shortage of educational audiologists, this project focused on creating a survey designed to identify what factors persuade or dissuade audiologists from pursuing a career as educational audiologists. The survey was distributed electronically to audiologists and audiology externs. Outcomes of this research provide insights into perceived factors that motivate and deter individuals from a career in educational audiology. From our findings, we also will share possible recommendations for recruiting professionals into a career in educational audiology.At the end of this presentation, participant will be able to:
- Describe two perceived factors that motivate individuals to become educational audiologists.
- Describe two perceived factors that may deter individuals from becoming educational audiologists.
- Identify one or more possible recommendations for recruiting new educational audiologists.
SP2 | Multi-InterestDysphagia Care in Rural Arizona: Perspectives, Barriers, and OpportunitiesSara Monti, CCC-SLP, MS, Summit Healthcare Regional Medical Center
Tifani Wilhelm, CCC-SLP, CLC, Summit Healthcare Regional Medical Center
Julia Watson, CCC-SLP, MS, Summit Healthcare Regional Medical CenterRural populations across the United States have experienced long-standing health disparities that distinguish their experiences from those of their urban counterparts, including reduced life expectancy, poorer health outcomes, higher incidences of disease, and reduced access to healthcare. Despite these common themes, rural communities are varied, diverse, and, for many of them, understudied. Data regarding the incidence and prevalence of dysphagia and access to dysphagia services in rural communities nationwide is sparse, and particularly so for the Southwestern United States. In an effort to address this gap in the literature, this poster session will use the Arizona White Mountains region as a case study and use it as a lens through which to examine broader trends associated with rural dysphagia and feeding services. Pertaining to both the acute care and outpatient settings, geographic dispersion; population trends and migration patterns; healthcare workforce; access and infrastructure; clinical pathway challenges; and post-COVID era changes will be discussed. Finally, in sharing the unique barriers and opportunities faced with expanding service lines and the various possibilities for incorporating rural health care into graduate training programs, it is hoped that the increased awareness will support both development of well-rounded professionals and ongoing improvement to dysphagia and feeding care access in rural areas.At the end of this presentation, participant will be able to:
- Describe the burden of disease for dysphagia in the White Mountains region and rural Arizona more broadly
- Identify infrastructure, expertise, population, and clinical pathway challenges facing rural Arizona’s access to dysphagia care
- List three resources or strategies for improving rural healthcare access to dysphagia services
- Integrate the information to support dysphagia service expansion in the rural Arizona setting
SP3 | Adult SLPEarly Cognitive-Communication Therapy for Adults With mTBI/Concussion and Persistent SymptomsChloe Baker, Northern Arizona UniversityFive adults approximately one month post-mild TBI/concussion participated in early, weekly cognitive-communication therapy. All described persistent symptoms related to the injury, and reported that therapy was beneficial in recovery. Results showed improvements on the Awareness Questionnaire following treatment.At the end of this presentation, participant will be able to:
- Describe the importance of early cognitive-communication therapy.
- Identify benefits reported by patients with Persistent Symptoms.
- Describe the unique needs of each client with mild traumatic brain injury.
SP4 | Adult SLP Perceived Strengths and Limitations of Telepractice for Persons With AphasiaRosa Stewart, BA, Northern Arizona University
Emi Isaki, PhD, CCC-SLP, Northern Arizona UniversityTelepractice is a form of service delivery used by speech-language pathologists (SLPs) to screen, assess, and provide intervention to persons with aphasia (PWA). During COVID-19, telepractice became mandatory following social distancing guidelines. Little is known about how caregivers to PWA and SLPs feel about telepractice aphasia therapy. A questionnaire was provided to caregivers of PWA and clinicians to determine the perceived strengths and limitations of using telepractice. Results will add to the literature on the feasibility and efficacy of this modality of therapy.At the end of this presentation, participant will be able to:
- Identify perceived strengths and limitations of telepractice aphasia therapy from SLPs.
- Identify perceived strengths and limitations of telepractice aphasia therapy from caregivers of PWA.
- Discuss clinical implication of these results.
SP5 | Adult SLP The Effects of Multiple mTBI in Adults and Possible CTEAllie Lopez, BA, Northern Arizona University
Alexia Leon, BA, Northern Arizona University
Emi Isaki, PhD, CCC-SLP, Northern Arizona UniversityNinety plus adult participants reported their history for mild traumatic brain injury (mTBI). Although reports of injuries were subjective, a high number of mTBI was indicated. Based on the athletic literature, similar concerns for Chronic Traumatic Encephalopathy (CTE) occur in the general population. The clinician should consider the possibility of CTE if future dementia occurs after multiple mTBIs. Currently, the field of speech-language pathology does not have standards of best-practice for CTE.At the end of this presentation, participant will be able to:
- Describe the number of mTBIs in the general population.
- Explain the prevalence of CTE with multiple mTBIs.
- Discuss the possible association of CTE and multiple mTBIs.
SP6 | Adult SLP High-Flow Nasal Cannula and Swallowing in Hospitalized InpatientsCintamani Ellsworth, CCC-SLP, Northern Arizona University and Northern Arizona Healthcare
Emi Isaki, PhD, Northern Arizona UniversityThe purpose of this study was to examine swallowing outcomes, including overall level of swallowing dysfunction and presence of aspiration and silent aspiration, in hospitalized patients receiving a form of supplemental oxygen known as High Flow Nasal Cannula (HFNC). This is a single center, within subjects, retrospective study of 21 hospitalized inpatients who underwent Fiberoptic Endoscopic Evaluation of Swallowing (FEES) while receiving supplemental oxygen via HFNC. Subjects had their swallowing evaluated a minimum of two times. At least once with FEES while on HFNC and at least once with FEES or a Modified Barium Swallow (MBS) study when on low-flow oxygen or room air. When patients were on HFNC, their overall swallowing function on FEES was rated as significantly more impaired (Z = -3.439, p< 0.001) than when they were on low-flow oxygen or room air. Additionally, it was found during FEES that the odds of having an aspiration event for those on HFNC were 5.2 the odds of having an aspiration event when not on HFNC (OR 5.2, 95% CI: 1.36-19.77 p=0.0156). Findings related to silent aspiration were not significant. The results of this study indicate that HFNC is a factor that should be considered when determining if a patient is appropriate for oral alimentation. Given the limited data on HFNC and swallowing function, and the fragility of this population, instrumental examination of swallowing prior to initiation of oral intake is prudent.At the end of this presentation, participant will be able to:
- Describe gaps in the current literature related to High Flow Nasal Cannula and swallowing.
- Identify mechanisms by which critically ill hospitalized patients are at risk for dysphagia.
- Discuss one way that the results of this study could be incorporated into clinical practice.
SP7 | Pediatric SLPSupport Needs of Autistic Adult Females in Higher EducationSydney Stone, BS, Midwestern University
Schea Fissel, PhD, Midwestern UniversityMany neurodiverse females enter college undiagnosed, misdiagnosed, or seeking a medical diagnosis, which limits their access to academic accommodations, but also to knowledge of their own identity, disability, and strengths. These limitations constrain neurodiverse females’ self-determinacy, which is needed to seek accommodations, find mentorship, self-advocate, or access supportive membership in various communities and care-networks. Many are left to navigate the social landscape of academia alone, resulting in feelings of isolation, academic failure, or drop out. This presentation reports the results of a nation-wide survey that asked neurodiverse females enrolled in college to report their preferences for social support in higher education. These survey results are grounded within the lived experiences of two neurodiverse SLP students, who report their experiences and support preferences.At the end of this presentation, participant will be able to:
- Describe the experiences of adult autistic females.
- Describe the support needs of adult autistic females.
- Explain the identity of adult autistic females.
- List ways to support positive identity in adult autistic females.
SP8 | Adult SLP Bilingual Cognition Following Brain Injury and Implications for Reading PerformanceMoyi Chang, BS, Arizona State University
Ileana Ratiu, PhD, Arizona State UniversityBrain injuries impact multiple cognitive functions such as attention, memory, and higher-level executive functions. These abilities are necessary for complex skills, such as reading comprehension. Executive function skills are also critical for language processing in bilingual individuals. Studies have shown that individuals with traumatic brain injuries perform worse on measures of reading than control participants, especially when reading requires inferencing. Further, evidence has shown that bilingual individuals with acquired brain injury may be impacted differently than monolingual individuals. The current study examined reading comprehension in bilingual and monolingual individuals with and without a history of traumatic brain injury under varying reading conditions. Performance was measured using both behavioral (e.g., reading time, accuracy) and physiological (e.g., eye movements) methodologies. Those with traumatic brain injuries reported significantly worse cognitive symptoms and showed subtle deficits in reading comprehension compared to controls. Consistent with prior studies, bilingual individuals’ performance on the reading comprehension task was more impacted by traumatic brain injury than monolingual performance. Interestingly, eye movement measures were more sensitive to group differences in performance than behavioral measures alone. These findings inform tailored intervention approaches to support reading comprehension skills in individuals with traumatic brain injury.At the end of this presentation, participant will be able to:
- Explain two consequences of traumatic brain injury related to reading comprehension.
- Learners will identify differences in self-reported cognitive symptoms and reading performance between monolingual and bilingual individuals with and without traumatic brain injury.
- Learners will explain the clinical implications of reading comprehension deficits following an traumatic brain injury.
SP9 | Pediatric SLP The Effect of Using Social Thinking® and The Self-Concept Framework Methodologies on Accurate Sense of Self in Neurodiverse AdolescentsDarrell Dern, SLPD, CCC-SLP, Rocky Mountain University of Health Professions
Brooks Peters, PhD, Forsyth County School
Nancy Clements, CCC-SLP, Social Thinking® Boston
Nancy Cotton, PhD, Social Thinking Boston®This poster presentation provides current research findings to practicing clinicians regarding methodologies that support neurodiverse adolescents with social learning differences. It will offer insight into the treatment frameworks, social metacognitive strategies, activities, and tools used to enhance observation of the social world and understanding and valuing dimensions of self. Additionally, it will foster discussion on how this intervention may be an effective tool to provide neurodiverse individuals with strategies to navigate the social world. Offered by a speech-language pathologist with extensive experience with neurodiverse individuals and currently working in high school-based practice, it will enable clinicians to engage in thought-provoking conversations about evidence-based practices.At the end of this presentation, participant will be able to:
- Integrate knowledge and information from the literature about psychosocial development milestones, the factors related to a healthy sense of self, and the experiences and demands that high school has on neurodiverse adolescent’s sense of self.
- Apply the research findings and determine if an integrated intervention utilizing Social Thinking® and The Self-Concept Framework methodologies may affect neurodiverse adolescents’ accurate sense of self and observations of the social world.
- Support clinicians supporting adolescents with social learning differences using evidence-based practices across community and school-based practices.
SP10 | Multi-InterestThe Effect of Aging on Vowel ProductionBrooklyn Jones, BA, Northern Arizona University
Benjamin Tucker, PhD, Northern Arizona UniversityVarious researchers have sought to get a better understanding of how aging influences speech production. While reduction, like producing [dʒitˀjɛt] for did you eat yet? is a normal process in spontaneous speech production, there is limited knowledge of the relationship between aging and vowel reduction or even how aging effects a speaker’s vowel space. Speech disorders, such as dysarthria, can result in reduced articulatory movements that are similar to the speech reduction described earlier. Thus, it is important to investigate, as individuals age, the typical use of reduced speech. The researchers transcribed and forced-aligned read speech and spontaneous speech produced by 18 younger (17-31) and 13 older speakers (64-79). Then, extracted formant values for the stressed vowels in the read and spontaneous speech to investigate differences in vowel space. The results of this study would further support the understanding of reduction in spontaneous speech and how changes in vowel space differ in dysarthric and non-dysarthric speakers.At the end of this presentation, participant will be able to:
- Described vowel space changes throughout the aging process.
- Identify vowel space changes throughout the aging process.
- Discuss the clinical implications of these results.
SP11 | Pediatric SLPThe Language Delay Associated with Chromosome 12Q24.31-33 Deletion and Its Impact on Those Individuals and Their Caregivers: A Case Study.Emily McKenney, BA, A.T. Still University
Ekaterina Bruno CCC-SLP, MEd, Research Advisor, A.T. Still UniversityThere is limited research on the topic of Chromosome 12Q24.31-33 deletion in addition to a language delay associated within it (Al-Zahrani et al., 2011). Chromosome 12Q24.31-33 deletion is characterized by short stature, heart defects, speech and language delays, and an association within autism. Language progress may be slower in this population and the treatment might be different from the traditional approach (Law et al., 2005). Considering the lack of research about language delay, Speech-Language Pathology intervention, and data on quality of life in individuals with Chromosome 12Q24.31-33 deletion, there’s a great need to at least start addressing these issues. This case study investigates effects of Speech-Language Pathology intervention for language delay in an individual diagnosed with Chromosome 12Q24.31-33 deletion and an impact on the quality of life of this individual and their caregivers. The lead investigator conducted a survey of past and present Speech-Language Pathologists that have worked with this individual and used the Quality of Life Scale to determine potential effects on the quality of life of the individual with Chromosome 12Q24.31-33 deletion and their caregivers. The case study contributes to the existing literature and helps to expand knowledge and data on this rare condition.At the end of this presentation, participant will be able to:
- Describe the need for research in language delay and intervention in individuals with Chromosoeme 12Q24.31-33 deletion.
- Explain how language treatment may be different in individuals with Chromosome 12Q24.31-33 deletion.
- Explain how langauge delay may effect the quality of life in individuals with Chromosome 12Q24.31-33 deletion and their caregivers.
SP12 | Pediatric SLPMarhabla Dialecti: Social Media Resource for Current and Aspiring SLPsChristine Abassi, BS, Midwestern University
Nancy Lira, BA, Midwestern University
Melissa Pierce-Rivera, PhD , CCC-SLP, Midwestern UniversityBackground: Research has shown that speech-language pathologists lack the confidence to treat and evaluate students from diverse backgrounds. For current and aspiring speech-language pathologists (SLPs) to provide efficient services to bilingual and multicultural students, they must be aware of dialectal and cultural differences within and between diverse languages and cultures. Limited resources are available about other languages and cultures to this level of detail. Method: We created a pediatric-focused social media resource (Instagram account) to inform current and aspiring SLPs about Spanish and Arabic dialects and the cultures that use them. We collected quantitative data from Instagram user analytics and used thematic analysis to describe the nature of user comments on the posts. Results: We published sixteen posts across 8 weeks, covering four distinct dialects of Spanish and four of Arabic. Followers and non-followers of the account engaged 381 times with posts covering cultural considerations and linguistic features. Instagram analytics showed primarily female users in the United States, Jordan, India, and Indonesia in addition to specific cities across a diverse range of ages. Qualitative analysis revealed that users found the posts valuable and applicable to their own clinical practice. Conclusion: There is a need for accessible resources for SLPs to learn about specific dialects and cultural characteristics associated with speakers of different languages. By utilizing social media platforms such as Instagram, SLPs can efficiently and effectively disseminate helpful information to SLPs to support more culturally sensitive diagnoses and treatment.At the end of this presentation, participant will be able to:
- Describe cultural considerations for work with children from at least three distinct groups of Spanish or Arabic speakers.
- Describe linguistic characteristics (phonology, morphology, syntax, semantics, pragmatics) of at least three distinct groups of Spanish or Arabic speakers.
- Identify the benefits of recognizing dialectal and cultural differences for appropriate assessment and intervention with children.
SP13 | Multi-InterestCorrelation Between Previous SLPA Experience and Graduate Student Clinical SkillsJessica Poet, BS, Midwestern University
Jessie Lind, BA, Midwestern University
Danielle Reed, CCC-SLP, Midwestern UniversityBackground: This study investigates the preparedness of graduate students in Speech-Language Pathology (SLP), comparing those with prior experience as Speech-Language Pathology Assistants (fSLPAs) to those without such experience (nSLPAs). Method: The aim is to discern significant differences in their readiness and correlations between the work settings of fSLPAs (e.g., home health, private practice, school-based, or telehealth) and their clinical readiness. A 19-question survey was developed and distributed online to 108 respondents, including 33 fSLPAs and 75 nSLPAs, ensuring anonymity and following ethical guidelines. Results: Quantitative analysis revealed a medium effect size for self-confidence in pediatric clinical abilities among fSLPAs (d = .574) and a large effect size for the question that students with prior SLPA experience are more successful in graduate school (d = 1.302). Other effect sizes were small or nonexistent. The results indicate that the majority of fSLPAs had pediatric experience before graduate school, contributing to reported confidence and the observed effect size. However, confirmation bias may influence the higher confidence levels in fSLPAs regarding their success in graduate school. Conclusions: The findings underscore the potential impact of SLPA experience on clinical readiness, particularly in pediatric settings. Further research is needed to explore whether fSLPAs can attribute their success in graduate school to their prior field experience.At the end of this presentation, participant will be able to:
- Identify if there is confirmation bias in the confidence of fSLPA’s in graduate school.
- Discuss possible reasons for improved confidence of fSLPAs vs. nSLPAs (i.e., previous work settings, time in the field, etc.)
- Discuss fSLPA confidence in pediatric clinical settings when compared to nSLPA graduate students.
SP15 | Pediatric SLPIdentifying Pediatric Feeding Disorders in Children Birth to FiveCynthia Farrell, CCC-SLP, Northern Arizona University
Grace Flynn, BA, Northern Arizona University
Elana Hirschkatz, BS, Northern Arizona UniversityThe purpose of this poster is to increase awareness of pediatric feeding and swallowing screening “red flags”, both in case history information and clinical observations. Incidence rates of Pediatric Feeding Disorder (PFD) have been steadily increasing with the prevalence being 1 in 37 children under the age of five in the United States (Kovicic, et al., 2020). As healthcare is improving, survival rates are also increasing for medically fragile infants and PFDs are becoming more prevalent (Homer, 2015). These children with swallowing disorders are “showing up” in the schools and communities with safety risks for eating and drinking activities, causing schools and communities to be more liable (Arvedson, 2020). Early identification of children who have PFD is important to support their health, developmental, psychological, and learning readiness. Therefore, there is a need for interprofessionals to utilize effective screening procedures in the area of pediatric feeding disorders. Many screeners exist to identify children with PFDs, such as the Infant and Child Feeding Questionnaire (ICFQ) (Barkmeier-Kraemer et al, 2017) and the Pedi Eat. (Thoyre et al, 2014). However, members of the child’s interprofessional team, including the caregiver, need increased awareness and training to utilize these tools to help with early detection of PFD. This poster will present evidence-based signs and symptoms of PFD to facilitate use of these screening tools and appropriate referrals to the feeding specialist on the child’s interprofessional team.At the end of this presentation, participant will be able to:
- List feeding and swallowing red flags for all practice settings.
- Describe the importance of early identification with PFD.
- Provide a list of screening procedures and tools to assist with early detection of PFD.
SP16 | AudiologyAdvocating for Hearing Healthcare: A Large-Scale Student Group Project
Erica Hansen , AuD, University of Arizona
Kayli Boyles, BS, University of Arizona
Rosemary Bramlett, BS, University of Arizona
Bryanne Crump, BS, University of Arizona
Grace Lavine, BS, University of Arizona
Brianna Robillard, BS, University of Arizona
Danielle Robillard, BS, University of Arizona
Abbie White, BS, University of Arizona
Nicole Marrone, Ph.D, University of Arizona
Tom Muller, AuD, University of Arizona
Linda Norrix, PhD, University of Arizona
David Velenovsky, PhD, University of Arizona
Amy Wheeler, AuD, University of Arizona
Aileen Wong, AuD, University of ArizonaPresently, there are limited resources to support adults with hearing loss who have low-income in Arizona. This is in part because Arizona is one of twenty-one states in the United States that do not have hearing health coverage through Medicaid. In response, 7 doctor of audiology students at the University of Arizona, along with 9 faculty members, are working on a multi-semester project to study access to hearing healthcare care for this population to be completed in Spring 2024. As part of these efforts, a tool was developed to compare 50 state and 6 country models for diagnosis, follow-up, counseling, hearing aids, replacements/repairs, and aural rehabilitation. Based on these findings, a proposed model for coverage of hearing services and hearing devices for adults under Arizona’s Medicaid was created. Anticipated utilization and cost of implementing the program was carefully estimated. Additionally, a summary of the literature regarding the personal and financial costs of untreated hearing loss is being drafted. The students visited the state capitol and met with legislators this spring. Upcoming efforts will include proposed initiatives to mobilize stakeholders, such as patient groups and professional hearing organizations.At the end of this presentation, participant will be able to:
- Compare existing models for providing hearing healthcare to adults with low-income and learn about the vast differences that occur.
- Describe our proposed Arizona model for the future and its rationale.
- Identify information and advocacy efforts that may be transferable to other states attempting a similar objective.
- Discuss how collaboration can move audiologists and speech language pathologists toward a productive future.
SP17 | AudiologyEvaluating Bone Conduction Thresholds With Various Head CoveringsTricia Stanley, BS, Student Researcher
Kimberly Skinner, PhD, A.T. Still UniversityNo formal protocol currently exists for bone conduction testing for patients who wear head coverings. We recently surveyed hearing care professionals and found there is wide variety in bone conduction testing practices when patients wear a head covering. Here, we present data comparing bone conduction thresholds measured while wearing a baseball cap, a wig, and a hair scarf compared to baseline thresholds. Considering the cultural and religious diversity in the United States, the results of this study support the development of bone-conduction testing protocols for patients who wear head coverings.At the end of this presentation, participant will be able to:
- Describe the instrumentation used in bone conduction.
- Describe the current guidelines for bone conduction testing.
- Identify the impact of the head coverings used in this study on bone conduction thresholds.
SP18 | Pediatric SLPBreaking Language Barriers: An English-Tagalog Articulation Informal AssessmentKazhra Kelcho, BS, A. T. Still University
Ekaterina Bruno, CCC-SLP, MEd, A. T. Still UniversityThe United States is home to a diverse population with over 23% of individuals identifying as bilingual. While Spanish is the most prevalent non-English language spoken in the country, there is a significant presence of Tagalog speakers, especially in Hawaii, Nevada, and California (US Census Bureau, 2020). Despite the growing linguistic diversity of the United States, there is a limited selection of assessment tools for non-English and non-Spanish languages. This imposes on a Speech-Language Pathologist’s (SLP) ability to appropriately evaluate and support bilingual individuals. In the attempt to bridge this gap, we have developed a bilingual Tagalog/English articulation informal assessment to assist SLPs in identifying potential articulation and phonological disorders in both languages. This tool includes assessment of consonants in initial, medial, and final positions and a connected speech sample in both languages. This allows the clinician to identify articulation and phonological errors and document them in the provided templates. Additionally, we provided an audio recording of the stimulus materials for the clinician’s convenience and the visual stimuli if the clinician decides to include a visual component evaluating a child. This innovative assessment is designed to be culturally sensitive and inclusive of the unique linguistic features of both Tagalog and English. A valuable addition to the currently available resources, this informal assessment empowers SLPs to serve the population of bilingual Tagalog/English speakers effectively and ensure they get the support necessary.At the end of this presentation, participant will be able to:
- Describe the limited access to assessment tools for bilingual individuals in languages other than English/Spanish.
- Recognize the critical need of a bilingual English/Tagalog articulation and phonological assessment to address gaps in SLP services.
- Describe the benefits of the proposed bilingual English/Tagalog assessment.
This course is offered for up to 1.25 ASHA CEUs (various levels)The supervision courses (Session 7 and 26) are offered separately for up to 0.3 ASHA CEUs (various levels)The ethics courses (sessions 16 and 19) are offered separately for up to 0.3 ASHA CEUs (intermediate level)The DEI courses (Sessions 1, 2, 14 and 23) are offered separately for up to 0.55 ASHA CEUs (intermediate level)
ArSHA is approved by the American Academy of Audiology to offer Academy CEYs for this activity. The program is worth a maximum of 0.9 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.
| ArSHA 2024 Convention Presenter Disclosures:In compliance with ASHA’s Continuing Education Board requirements concerning transparency in course planning, delivery and marketing, the following is information on presenter relevant financial and non‐financial relationships in regards to the content of their presentations at the 2024 Convention. | |||
| First Name | Last Name | Relevant Financial Relationships | Relevant Non‐Financial Relationships |
| Christine | Abassi | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Carolyn | Abraham | Presenter receives a salary from Dignity Health. | Presenter has no relevant non‐financial relationships to disclose. |
| Nicole | Allen | Presenter is receiving an honorarium from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Patrice | Ayala | Presenter is a salaried employee of Midwestern University. | Presenter has no relevant non‐financial relationships to disclose. |
| Chloe | Baker | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Teri James | Bellis | Presenter is receiving an honorarium and travel expenses from ARSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Kayli | Boyles | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Rosemary | Bramlett | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Teresa | Brobeck | Presenter receives a salary from Midwestern University. | Presenter has no relevant non‐financial relationships to disclose. |
| Ekaterina | Bruno | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Kathleen | Cazzato | Presenter receives a salary from the University of Arizona.She will receive an honorarium from ArSHA for this | Presenter is a member of the Medical Committee for ArSHA. |
| Moyi | Chang | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Stephanie | Christensen | Presenter receives a salary from Midwestern University. | Presenter has no relevant non‐financial relationships to disclose. |
| Victoria | Clark | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Nancy | Clements | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Nancy | Cotton | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Sarah | Cretcher | Presenter is a PhD student at the University of Arizona, from which she receives funding for conduction of related | Presenter was a research clinician involved in and author of one of the studies cited in this presentation. |
| Bryanne | Crump | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Barbara | Dabul | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Darrell | Dern | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships todisclose. |
| Aubrey | Dunlap | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Cintamani | Ellsworth | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Cynthia | Farrell | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Schea | Fissel | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Nancy | Flores | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Grace | Flynn | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Kristy | Gibson | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Karen | Giilmette | Presenter receives a salary from the University of Arizona.She will receive an honorarium from ArSHA for this | Presenter has no relevant non‐financial relationships to disclose. |
| Shelley | Gray | Presenter is employed by ASU to do research and receives federal funding to study working memory. She is receiving lodging from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Jessica | Gregor | Presenter receives a full‐time salary through Mayo Clinic, Independent contractor for FDI 2.0 (MDTP), Independent contractor for MedSLP Ed. Presenter is co‐owner and founding member of Esophagelo Co‐Lab, LLC. She will receive an honorarium from ArSHA for her presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Keila | Gutierrez | Presenter is receiving an honorarium and lodging from ArSHA this presentation. Presenter is the owner of Desert Lily Bilingual Speech Therapy Clinic PLLC | Presenter has no relevant non‐financial relationships to disclose. |
| Erica | Hansen | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Janet | Hawley | Presenter receives a salary from the University of Arizona.She will receive an honorarium from ArSHA for this | Presenter has no relevant non‐financial relationships to disclose. |
| Kate | Helms Tillery | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Davis E. | Henderson | Presenter is receiving an honorarium and travel expenses from ARSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Rui | Hernandez | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Tiffany | Hines | Presenter will receive an honorarium and lodging from ArSHA for this presentation and receives a salary from A.T. Still University where she is an Assistant Professor of Speech Pathology. | Presenter is the Professional Development Manager (PDM) of the Special Interest Group #16 School‐based Issues: American Speech Language Hearing Association (ASHA) receives no compensation as a memebr of SIG 16’s Coordinating |
| Elana | Hirschkatz | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Marie | Ireland | Presenter is receiving an honorarium and travel expenses from ARSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Emi | Isaki | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Brooklyn | Jones | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Vickie | Jones | Presenter is receiving an honorarium from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Kazhra | Kelcho | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Haley | Lanoue | Presenter is receiving an honorarium from ARSHA for this presentation. | |
| Grace | Lavine | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Jeremy | Legaspi | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Alexia | Leon | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Jessie | Lind | Presenter has no relevant financial relationships to disclose. | This is a capstone presentation completed for graduate school at Midwestern University. |
| Nancy | Lira | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Allie | Lopez | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Colin | Macpherson | Presenter will receive financial support from Midwestern University to attend this conference. | Presenter has no relevant non‐financial relationships to disclose. |
| Ivonne | Maldonado De la Rosa | Presenter is a member of the ATSU faculty. | Presenter has no relevant non‐financial relationships to disclose. |
| Nicole | Marrone | Presenter is a University of Arizona employee, Co‐Project lead on a contract to the University of Arizona from the Patient‐ Centered Outcomes Research Institute (PCORI), Eugene Washington PCORI Engagement Award. Recipient of UArizona internal grants. | Presenter is a Professional Development Manager for ASHA SIG‐ 7 Aural Rehabilitation and Its Instrumentation, affiliate of the DIALOGUES group. |
| Angelica | McCarron | Presenter has no relevant financial relationships to disclose. | Presenter was a research clinician involved in and author of one of the studies cited in this presentation. |
| Emily | McKenney | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Jeffery | Meeks | Presenter is receiving an honorarium from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Ashley | Mixon | Presenter is a graduate assistant for ATSU. | Presenter has no relevant non‐financial relationships to disclose. |
| Jennie | Mollerup‐Wagner | Presenter is receiving an honorarium from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Natalie | Monahan | Presenter receives a salary from the University of Arizona.She will receive an honorarium from ArSHA for this | Presenter has no relevant non‐financial relationships to disclose. |
| Sara | Monti | Presenter receives a salary from Summit Healthcare Regional Medical Center. | Presenter has no relevant non‐financial relationships to disclose.disclose. |
| Tom | Muller | Presenter is receiving an honorarium from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Sarah Lynn | Neiling | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Linda | Norrix | Presenter is an employee at the University of Arizona and Tucson Medical Center. She will receive an honorarium from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Brooks | Peters | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Melissa | Pierce‐Rivera | Presenter receives a salary from Midwestern University. | Presenter has no relevant non‐financial relationships to disclose. |
| Jessica | Poet | Presenter has no relevant financial relationships to disclose. | This is a capstone presentation completed for graduate school at Midwestern University. |
| Aparna | Rao | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Ileana | Ratiu | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Michelle | Raymond | Presenter receives a salary from the University of Arizona. | Presenter is a member of ASHA, Member of SIG 12, Member of ArSHA AAC Committee |
| Danielle | Reed | Presenter is Owner/Author of Sublime Speech ‐ creates materials for SLPs, including supervision materials which may be mentioned as part of this presentation. | Presenter is Assistant Program Director/Assistant Professor at Midwestern University. She is the faculty advisor for this capstone project. |
| Brianna | Robillard | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Danielle | Robillard | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Lisa | Said | Presenter is receiving an honorarium from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Natasha | Seaton | Presenter is an employee at Happy Ears Hearing Center and the University of Arizona. Research and Project (ReaP) Grant from the University of Arizona’s Graduate & Professional Student Council in the amount of 300 to purchase ten, $30 gift cards to incentivize individuals completing the survey. | Presenter has no relevant non‐financial relationships to disclose. |
| Bridget | Shanahan Herrick | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Kimberly | Skinner | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Dori | Smith | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| McKay Moore | Sohlberg | Presenter is receiving an honorarium and travel expenses from ARSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Danika | Stampfel | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Tricia | Stanley | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Denise | Stats‐Caldwell | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Rosa | Stewart | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Sydney | Stone | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Benjamin | Tucker | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Tamara | Turner | Presenter is a salaried employee of Midwestern University, Owner of Meaningful Living Therapy Services. | Presenter has no relevant non‐financial relationships to disclose. |
| David | Velenovsky | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Malathy | Venkatesh | Presenter is a salaried employee of A.T.Still University. | Presenter has no relevant non‐financial relationships to disclose. |
| Julia | Watson | Presenter receives a salary from Summit Healthcare Regional Medical Center. | Presenter has no relevant non‐financial relationships to disclose. |
| Amy | Wheeler | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Abbie | White | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Melissa | White | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Tifani | Wilhelm | Presenter receives a salary from Summit Healthcare Regional Medical Center. | Presenter has no relevant non‐financial relationships to disclose. |
| Keri | Winchester | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Aileen | Wong | Presenter is a University of Arizona employee, Co‐Project lead on a contract to the University of Arizona from the Patient‐ Centered Outcomes Research Institute (PCORI), Eugene, Washington PCORI Engagement Award. | Presenter is a member of the ArSHA Cultural and Linguistic Diversity Committee, PCORI Ambassador, member of the Health Care Delivery and Disparities PCORI Advisory Panel, affiliate of the DIALOGUES group. |
Join ArSHA or renew your membership to qualify for member rates.
ArSHA Convention – Group Registration Instructions
When professionals from the same workplace/district register to attend Convention together, they are eligible to receive a discounted rate. Examples of workplace/district are School Districts, Hospitals, Health/Rehab Centers, University Faculty/Staff, Staffing Agencies or Private Practice.
Note: All registration forms must come in one packet in order to qualify for the Group Discount. (Please mail these to ArSHA at 700 McKinght Park Drive, Suite 708, Pittsburgh, PA 15237 or email to arsha@arsha.org) There is no online group registration.
Professional Group Rates – Full Convention
3 or more ArSHA members, same agency
$205/ person – before or on 3/1/2024$235/person – after 3/1/2024
Professional Group Rates – Single Day
3 or more ArSHA members, same agency
$145/person – before or on 3/1/2024$175/person – after 3/1/2024
Downloadable program and registration form: https://www.arsha.org/documents/2024_con/ArSHAConventionBrochure2024-REVISED2.pdf
EL Conquistador Hotel10000 N. Oracle Road
Tucson AZ 85704
Call: 1-888-370-0980
Group Code: ASH411Rate: $209 plus tax, per night
Cut-Off Date: Reservations must be made by 03/19/24
Reserve a Room at the El Conquistador
PresentersHighlighted Presenters
KeynoteTiffany Hines, PhD, CCC-SlP – Utilizing Interprofessional Collaboration in Schools to Promote Cultural CompetenceEarly ChildhoodNicole Allen, MS, CCC-SlP and Lisa Said, MEd – Gestalt Language Processors and the Role of Floortime TherapyKeila Gutierrez, MA, CCC-SlP – Multiple Oppositions: Practical Overview, Case Studies, & Clinical ToolsSchoolsMarie Ireland, MEd, CCC-SlP – Eligibility for Speech Sound Disorders and Integrating Research and Regulations
Shelley Gray, PhD, CCC-SlP – Working Memory in ChildrenMedicalAubrey Dunlap, MS, CCC-SlP, Natalie Monahan, MS, CCC-SlP, and Denise Stats-Caldwell, MS, CCC-SlP – Voice Panel: Complex Cases in Voice in Upper Airway
Jessica Gregor, MS, CCC-SlP, BCS-S – Moving Onward and Downward in VFSS: The Importance of Evaluating the Entire Swallowing Continuum
McKay Moore Sohlberg, PhD – Cognitive Rehabilitation Then and Now: What have We Learned in the Last Three Decades?
Keri Winchester, MS, CCC-SlP & Certified End of Life Doula/Educator – Ethics, Difficult Conversations and End of Life
Multi-interestTiffany Hines, PhD, CCC-SLP – Harnessing the Power of AI and Designing a Tapestry of Diversity
Darrell Dern, SLPD, CCC-SLP – Social Learning Differences in Neurodiverse Adolescents: Establishing EBP Through a Capstone Research Project
Kathleen R. Cazzato, MA, CCC-SLP, BCS-S, Karen Guilmette, MS, CCC-SLP, Janet Hawley, ClinScD, CCC- SLP, and Natalie Monahan, MS, CCC-SLP – Supervising the Students of Today: Facing the Future Together
Teri James Bellis, PhD, CCC-A, FAAA, F-ASHA – Assessment of and Intervention for Auditory Processing Deficits in Children
Davis Henderson, PhD, CCC-SLP – The Communication Style and Mannerism of the Navajo People
Jeffery Meeks, CCC-SLP and Vickie Jones, BS, C-SLPA – SLPA NOW; Professional and Ethical Issues Facing SLPAs and Their Supervisors in ArizonaAudiologyAudiology Grand Rounds – Nancy Flores, AuD, CCC-A, Jennie Mollerup-Wagner, AuD, CCC-A, and Linda Norrix, PhD
Haley Lanoue, AuD, CCC-A – Interdisciplinary Approach to Vestibular Audiology Evaluation and Physical Therapy Management
Aparna Rao, PhD and Kate Helms-Tillery, PhD, CCC-SLP – Living Well With Hearing Loss
Bridget Shanahan-Herrick, AuD, PASC, ABAC, FAAA, CCC-A – Pediatric Audiology
Thomas Muller, AuD, CCC-A, Erica Hansen, AuD, CCC-A, and Amy Wheeler – University of Arizona Advocacy for AHCCCS Coverage of Hearing Devices/ Services for Adults Program Details
Friday, April 12
12418:00 am – 9:00 am
Pediatric SLP | S01Keynote Speaker
Designing a Tapestry of Diversity: Utilizing Interprofessional Collaboration in Schools to Promote Cultural Competence (DEI)Tiffany Hines, CCC-SLP, PhD, A.T. Still UniversityThis presentation will explore the role of interprofessional collaboration in school-based speech language therapy to foster diversity and inclusion through cultural competence. Information presented will emphasize the transformative power of collaboration between the SLP and other professionals including occupational therapists, physical therapists, educators, school psychologists, social workers, interpreters, and families in creating an intricate tapestry of support for children with communication disorders from diverse backgrounds. As the student population becomes increasingly diverse, it is essential for SLPs to adopt more inclusive practices that honor and celebrate the unique identities and experiences of their students. It is important to build partnerships with other professionals as well as families of these students to develop a comprehensive and holistic approach to evaluation, diagnosis and intervention.At the end of this presentation, participant will be able to:
- Identify successful models of interprofessional collaboration,
- Discuss the significance of open communication, knowledge-sharing, and shared decision-making in assessment and intervention,
- Discover how collaborative efforts can identify and address co-existing learning challenges, social-emotional factors, and cognitive aspects that impact communication development
- Explore the critical role of family-centered care in fostering diversity and inclusion
5 minutes Defining cultural competence
20 minutes Building Interprofessional models
10 minutes Incorporating family-centered care in schools
10 minutes Actionable steps
5 minutes Conclusion and Q&A
1242
9:15 am – 10:45 am
Multi-Interest | S02Harnessing the Power of AI (DEI)Tiffany Hines, CCC-SLP, PhD, A. T. Still UniversityAlexa, can you help me write this evaluation report? As technology advances, Artificial Intelligence (AI) presents a unique opportunity for SLPs to enhance the quality and efficiency of speech-language evaluations and interventions. In this session, SLPs will discover innovative ways to integrate AI into their therapy practices and discover practical strategies for using AI tools, software, apps, and techniques that address the unique needs of today’s students.At the end of this presentation, participant will be able to:
- Gain a comprehensive understanding of how AI can be integrated into therapy sessions.
- Dissect real-world case studies while participating in interactive discussions
- Attain practical insights and actionable strategies to leverage AI effectively in their school-based speech therapy practices.
20 minutes AI basics and real world case studies
10 minutes Interactive AI activity and application
15 minutes Intergrading AI into Speech-Language therapy
5 minutes Resource Sharing
5 minutes Conclusion and Q&A
1212
9:15 am – 10:45 am
Multi-Interest | S03Therapeutic Relationships and Alliances: Common Factors and Speech-Language PathologyColin Macpherson, CCC-SLP, Midwestern UniversityThe development of a therapeutic relationship and alliance between the speech-language pathologist (SLP) and client may be essential to positive client outcomes (Ebert & Kohnert, 2010; Sylvestre & Gobeil, 2020). Numerous studies in disciplines of clinical psychology and counseling have addressed the role of “common factors” in the development of a therapeutic alliance. Indeed, the role of the therapeutic alliance is considered to contribute more to clinical outcomes than many empirically supported treatments (Wampold, 2015). If the development of a therapeutic relationship and alliance plays a role in the successful treatment of individuals with communication disorders, it is imperative that we identify “common factors” that SLPs employ to establish and facilitate strong therapeutic relationships and alliances (Ebert & Kohnert, 2010). The purpose of this seminar will be to acquaint both student and practicing SLPs with the role of common factors in negative and positive client outcomes. Literature from clinical psychology and speech language pathology will be reviewed to improve participant knowledge of how an understanding of “common factors’, therapeutic relationships, and therapeutic alliances may result in improved clinical outcomes for our clients. Participants will also develop their knowledge of various surveys and tools that can be used to develop their skills in employing common factors to achieve successful therapeutic relationships and alliances. Additionally, the adaptation of the contextual model (Wampold, 2015) to speech language pathology will be presented as an alternative to the traditional medical model of evaluation and treatment in speech language pathology.At the end of this presentation, participant will be able to:
- Describe the role of the therapeutic relationship and alliance in the treatment of communication disorders.
- Identify two surveys they can use to enhance their knowledge of personal common factors.
- Describe the difference between the traditional medical model and the contextual model in the treatment of communication disorders.
1209
9:15 am – 10:45 am
Adult SLP | S04Head and Neck Cancer; A Million-Dollar Diagnosis With Possible AccessoriesCarolyn Abraham, MS, CCC-SLP, BCS-S, CLT, Private Clinical PracticeSpeech pathologists are often tasked with seeing Head and Neck Cancer Patients with treatment challenges and limitations including dysphagia, xerostomia, trismus, lymphedema and much more. There are many tools available to patients that are on the market; and while some are covered by insurance, many are not. Speech pathologists best serve their patients when they are educated consumers guiding patients through these tools. This presentation will focus on many of the available devices, the pros and cons of these devices, and the application of them to additional patient populations.At the end of this presentation, participant will be able to:
- Describe three tools and/or devices available to patients to manage their symptom burden and to treat them effectively.
- List the pros and cons of the devices available, in addition to cost benefit analysis.
- Explain how to implement these tools in additional patient populations.
1216
9:15 am – 10:45 am
Pediatric SLP | S05Partnering With Families to Improve AAC OutcomesMichelle Raymond, BCS-CL, CCC-SLP, MA, University of ArizonaBarriers to AAC use often include a lack of support for the child within the home and community. Families often feel overwhelmed or unsupported in meeting their child’s needs. Mixed messages from multiple professionals often complicates family involvement. In this session, participants learn about models of care that support families as communication partners and increase family involvement By creating a partnership with families to improve access to AAC for children with complex communication needs, families will increase ownership of AAC across settings. Participants will learn strategies to address common challenges for lack of involvement and other barriers that decrease use of AAC in the home and communitAt the end of this presentation, participant will be able to:
- Describe models of care to improve AAC use in the home and community.
- Identify behaviors of adult learners to support AAC use for children in the home.
- List strategies to address common challenges related to family involvement.
1260
11:00 am – 12:30 pm
Pediatric SLP | S06Eligibility for Speech Sound Disorders: Integrating Research and RegulationsMarie Ireland, Med, CCC-SLP, Charles Sturt UniversityStudents with Speech Sound Disorders (SSD) make up a large part of SLP caseloads in schools. Since 2018, newly published data on speech sound acquisition has created questions for many SLPs. Participants will review research in speech sound disorders and the requirements for evaluation and eligibility in schools. A review of research and evaluation and eligibility resources will be provided. SLPs are encouraged to consider their evaluation and eligibility practices for SSD and subsequent impact on caseloads.At the end of this presentation, participant will be able to:
- Identify free professional development offerings for both assessment and treatment of speech sound disorders in children.
- Locate online information on state regulations and guidance to support school based practice.
- List examples of tools that can be used to evaluate children and document IDEA requirements for eligibility.
1215
11:00 am – 12:30 pm
Multi-Interest | S07The ABCs of Supervising Gen Z (Supervision)Danielle Reed, CCC-SLP, EdD, Midwestern UniversityBaby boomers, Generation X, Millenials, oh my! Effective graduate clinician supervision and CF mentorship require SLPs to be knowledgeable in evidence-based clinical practices as well as supervision models and techniques. Preceptors and mentors must also prepare to meet the needs of the individuals that they supervise. As Generation Z, born 1997-2010, is and will be our largest group of SLPs entering graduate school and the workforce for the next decade, it is essential to meet their unique needs. Literature is starting to address how to best educate and supervise these individuals. However, this literature is emerging slowly and may not promptly aid supervisors and mentors currently providing supervision. This presentation will review the ABCs of Supervising Gen Z by discussing the characteristics of Generation Z individuals, fundamental supervision models, and the most effective supervision techniques for this generation of students and SLPs.At the end of this presentation, participant will be able to:
- List three unique characteristics of Generation Z individuals.
- Describe supervision models and how they intersect with the characteristics and needs of Generation Z.
- Choose three techniques that would be useful in the supervision or mentorship of Generation Z students/CFs.
15 minutes Generation Z overview
5 minutes Research and Evidence
5 minutes Supervision Foundations
50 minutes Approaches for supervising and communicating with Gen Z
10 minutes Collaboration and Questions
1213
11:00 am – 12:30 pm
Adult SLP | S08Preparedness of Arizona PTs, OTs and SLPs for Working With Patients With Alzheimer’s Disease and Related DementiasTamara Turner, OTD, OTR/L, Midwestern University
Patrice Ayala, PT, DPT, Midwestern University
Stephanie Christensen, CCC-SLP, Midwestern University
Malathy Venkatesh, CCC-SLP, A.T. Still UniversityArizona is anticipated to experience a 33.3 percent increase in the number of individuals with dementia from 2020 to 2025 (Alzheimer’s association 2023). As the disease progresses over the years from preclinical Alzheimer’s disease to severe dementia, the individuals with dementia will present with unique healthcare challenges necessitating the services of physical therapists (PTs), occupational therapists (OTs), and speech-language pathologists (SLPs). This study aimed to explore the experiences and views of PTs, OTs and SLPs regarding their preparedness for working with individuals with Alzheimer’s Disease and related dementias (ADRD). A purposive sample was used to recruit practitioners from each discipline and from various adult practice settings. A total of 75 practitioners were recruited for the study. Practitioners completed questionnaires rating their knowledge of evidence-based approaches for ADRD. Eighteen focus groups were held with mixed disciplines and settings. The discussion focused on practitioner thoughts about therapeutic potential of patients with ADRD , challenges experienced in service delivery and supports needed for working with ADRD patients. Focus groups were recorded, transcribed, coded, and combined into themes. Preliminary findings indicate practitioners did not feel they had the required knowledge to use evidence-based therapeutic approaches and felt ill-prepared to work with patients with ADRD. Practitioners identified various challenges experienced and supports needed to improve their comfort level in working with patients with ADRD. We discuss themes from each area, challenges across disciplines and settings, and ways academic organizations, clinical settings and therapy managers can help address these barriers.At the end of this presentation, participant will be able to:
- Identify the barriers in quality service delivery for individuals with dementia
- Recognize the advanced knowledge and skills required to meet the unique needs of individuals with dementia
- List at least three methods to address the knowledge and skill gaps identified in this study
1225
11:00 am – 12:30 pm
Pediatric SLP | S09Using AAC to Unlock Communicative Potential in Late-Talking ToddlersAngelica McCarron, CCC-SLP, Tucson Medical Center, University of Arizona
Sarah Cretcher, CCC-SLP, University of ArizonaTraditionally, clinicians consider use of mid-high tech AAC devices most often for children with complex disabilities affecting independent motor speech use. This presentation seeks to dispel this misconception and help clinicians expand their repertoire of early intervention approaches to include AAC, even for children without complex and chronic sensorimotor disabilities. There is emerging rationale for use of AAC in early-intervention with late-talking toddlers, especially those who may not be responsive to other intervention methods. This session will outline traditional early intervention approaches and summarize the evidence base for use of AAC in early intervention. Most importantly, this session will help therapists identify clinical features that may indicate when to use AAC in their early intervention practice as well as how to incorporate mid-high tech speech-generating systems during therapy in order to support vocal output in previously nonverbal toddlers.At the end of this presentation, participant will be able to:
- Summarize traditional early intervention strategies for late-talking toddlers & summarize the evidenced-based rationale for use of AAC in early intervention
- List at least three clinical features that may predict low responsiveness to traditional treatment approaches for late language emergence in toddlers
- Define how speech generating systems support vocal output
- Identify at least two ways to incorporate AAC into early intervention treatment sessions with nonverbal toddlers
1261
1:30 pm – 3:30 pm
Pediatric SLP | S10Eval and Eligibility in Schools: Approach to Comprhensive AssessmentMarie Ireland, MEd, CCC-SLP, Charles Sturt UniversitySLPs must understand the many requirements for evaluation and eligibility for SLPs services that federal and state law set forth for U.S. schools. Comprehensive evaluation and documentation of all required eligibility criteria can help school SLPs combat overidentification, high SLP caseloads, and civil rights concerns. This session will integrate federal and state regulations with best practice and the latest research in the field. Case studies will highlight the need for professionals to differentiate educational and medical regulations and requirements and provide opportunities to discuss communication with families and others.At the end of this presentation, participant will be able to:
- Identify specific requirements for evaluation and eligibility in schools
- Document all required steps for eligibility with team members to ensure IDEA compliant decision making
- Identify differences between educational identification and clinical diagnosis
1246
1:30 pm – 3:00 pm
Multi-Interest | S11Assessment of and Intervention for Auditory Processing Deficits in Children, Part 1Teri James Bellis, PhD, Professor Emerita, University of South DakotaThis presentation will present methods of assessing auditory processing and listening difficulties in children. The focus will be on the identification of areas of auditory deficit for the purpose of developing deficit-specific intervention plans. Additional attention will be given to the importance of the audiologist’s contribution to a variety of activities, including inter-professional teams, that go beyond mere identification of peripheral hearing status.At the end of this presentation, participant will be able to:
- Describe several methods of assessing auditory perceptual difficulties in children
- Delineate categories of diagnostic tests of Central Auditory Processing Disorder
- Discuss the importance of deficit-specific intervention for children with auditory processing difficulties
1262
1:30 pm – 3:00 pm
Medical SLP | S12Voice Panel: Complex Cases in Voice and Upper AirwayAubrey Dunlap, MS, CCC-SLP, Midwestern University
Natalie Monahan, MS, CCC-SLP, University of Arizona
Denise Stats-Caldwell, MA, CCC-SLP, Arizona State University
Dori Cardenas-Smith, DMA, MS, CCC-SLP, University of ArizonaThe voice panel will present complex voice and upper airway case studies. These will be used to guide the audience through evidence-based practice in assessing and treating voice and upper airway disorders across a variety of medical settings. Panelists will each present on case and will give input on other panelists’ cases to give insight into similarities and differences in management options as well as to share current practice patters.At the end of this presentation, participant will be able to:
- Understand current assessment and treatment strategies for voice and upper airway disorders, enabling them to apply the most effective interventions in their practice.
- Demonstrate enhances problem-solving and decision-making skills, focusing on critical thinking in the management of complex clinical cases.
- Evaluate the effectiveness of treatment strategies for managing voice and upper airway disorders, emphasizing the importance of collaborative patient care for optimal outcomes.
1263
1:30 pm – 3:00 pm
Multi-Interest | S13Gestalt Language Processors and the Role of Floortime TherapyNicole Allen, MS, CCC-SLP, Private Practice
Lisa Said, MEd, Special EducationGestalt language processors (GLPs) acquire language in chunks and often present as ‘echolalic’. In this session, we will explore the six stages of GLPs and share our experience in using DIRFloortime as a therapy support. We discuss the first four Functional Emotional Developmental Capacities of DIR Floortime. Our data includes several video samples of the impact on this child-led play based therapy in patients that use both oral language as well as Augmentative and Alternative Communication (AAC) devices to share data on the positive impacts on this therapy in GLPs.At the end of this presentation, participant will be able to:
- Identify the six stages of Gestalt Language Processors
- Describe Floortime therapy within the first four Functional Emotional Developmental Capacities
- List the benefits of Floortime for GLP learners
- Describe the characteristics to consider for a GLP learner when considering AAC
1264
3:15 pm – 4:45 pm
Multi-Interest | S14The Communication Style and Mannerism of the Navajo People (DEI)Davis Henderson, PhD, CCC-SLP, Northern Arizona UniversityAs my grandmother wove her rug she lectured many of her grandchildren to be “Be silent and to observe; yet be vocal and vigilant” all while not making eye contact with no one. Navajos, and other American Indians, communicate based on their cultural and traditional beliefs which may differ from Mainstream. These differences may be viewed as inappropriate as they do not adhere to the preferred style of communication by non-Navajo individuals. However, the communication style among Navajo homes are diverse as many Navajos come from traditional homes, modern/traditional homes, and modern homes. These diverse homes infuse different teaching and practices that influences the communication and mannerisms of many Navajo individual. This presentation highlights the style and mannerisms that are typical among Navajo homes which are appropriate and meaningful.At the end of this presentation, participant will be able to:
- Determine how the communication style and mannerism differ from Navajo to mainstream.
- Describe how SLP’s can adapt their communication styles to Navajo, and other AIs, individuals.
- List three types of communication, or mannerisms, of Navajo individuals that were unknown.
15 minutes Navajo people and Navajo Culture
25 minutes Examples of communication and mannerism
25 minutes Impacts/codeswitching of communication and mannerism
15 minutes Conclusion and Q&A
1257
3:15 pm – 4:45 pm
Multi-Interest | S15Assessment of and Intervention for Auditory Processing Deficits in Children, Part 2Teri James Bellis, PhD, Professor Emerita, University of South DakotaThis presentation will present methods of assessing auditory processing and listening difficulties in children. The focus will be on the identification of areas of auditory deficit for the purpose of developing deficit-specific intervention plans. Additional attention will be given to the importance of the audiologist’s contribution to a variety of activities, including inter-professional teams, that go beyond mere identification of peripheral hearing status.At the end of this presentation, participant will be able to:
- Describe several methods of assessing auditory perceptual difficulties in children
- Delineate categories of diagnostic tests of Central Auditory Processing Disorder
- Discuss the importance of deficit-specific intervention for children with auditory processing difficulties
1265
3:15 pm – 4:45 pm
Adult SLP | S16Ethics, Difficult Conversations and End of Life. (Ethics)Keri Winchester, MS, CCC-SLP, Certified End of Life Doula/Educator, Banner Gateway/Banner MD Anderson Cancer CenterThis presentation will provide an overview of the various principles of ethics and ethical decision making. You will learn about a framework for difficult conversations and questions to ask for providing goal concordant care. And finally you will learn how recognize changes with end of life, how to support potential conversations and support patients and caregivers.At the end of this presentation, participant will be able to:
- Describe various components of ethics and ethical decision making
- Obtain resources for difficult conversations
- List talking points for participating in difficult conversations
- Describe basic information about the process of dying/end of life
30 minutes Ethics
30 minutes Difficult conversations
20 minutes End of life
5 minutes Q&A/Interactive wrap up
1258
3:15 pm – 4:45 pm
Pediatric SLP | S17Multiple Oppositions: Practical Overview, Case Studies, & Clinical ToolsKeila Gutierrez, CCC-SLP, Desert Lily Bilingual Speech Therapy Clinic PLLCI invite you to join me for a compelling presentation where we will demystify the multiple oppositions approach and discuss practical strategies for its implementation within your caseload. In our session, we will analyze authentic case studies, and I will offer pertinent clinical insights to enhance your understanding. This presentation integrates research-based literature with practical application. Your attendance promises not only educational value but also a professional and engaging experience.At the end of this presentation, participant will be able to:
- List three clinical characteristics that indicate the Multiple Oppositions treatment approach is an appropriate intervention for a child on your caseload
- List three steps in the Multiple Oppositions treatment approach
- List two strategies, based on the principles of motor learning, that can facilitate generalization
Saturday, April 13
12228:00 am – 9:30 am
Pediatric SLP | S18Language Evaluations for School-Age ChildrenSarah Lynn Neiling, CCC-SLP, MA, University of Arizona
Melissa White, CCC-SLP, MA, University of ArizonaThis presentation will center around selecting methods to evaluate language disorders in school-age children. We will discuss both standardized and non-standardized assessment methods, with a focus on understanding how to select and interpret standardized assessments for a particular purpose and population. This presentation is intended to be a practical guide and will be relevant for speech-language pathologists working with children in a variety of settings, including schools and clinics. In addition, we will cover culturally and linguistically responsive considerations particular to Arizona. Overall, this presentation is designed to help clinicians make evidence-based decisions surrounding testing for school-age children.At the end of this presentation, participant will be able to:
- Evaluate whether a particular assessment is appropriate for a given purpose and population
- Compare existing standardized assessments for language
- Describe where to find supporting evidence to justify assessment choices
1255
8:00 am – 9:30 am
Multi-Interest | S19SLPA NOW!: Professional and Ethical Issues Facing SLPAs and Their Supervisors in Arizona (Ethics)Jeffery Meeks, EdD, CCC-SLP, Northern Arizona University
Vickie Jones, SLPA, Tucson Charter SchoolSLPAs now will focus on current SLPA issues in Arizona. Our primary focus will be the Code of Conduct, Scope of Practice and Ethical practices for SLPAs. This will also encompass looking at the roles and responsibilities of both the SLP and the SLPA in these areas as well as supervisory responsibilities for both the SLP and the SLPA. We will delve into professional social media presence, growth and expansion in the use of SLPAs, barriers to expansion, and utilization.At the end of this presentation, participant will be able to:
- Identify the ethical issues facing SLPAs in a variety of settings.
- Analyze the role of both the SLP and the SLPA in ethical and professional issues regarding supervision, documentation, and client services.
- Describe the issues facing SLPAs as they work and practice in Arizona in a variety of settings.
5 minutes Review of the SLPA licensing and certification
10 minutes Review of supervision requirements AZ/ASHA
25 minutes Ethics and the SLP-SLPA team
25 minutes SLPA professional issues and resources
15 minutes Audience question/answer and wrap-up
1237
8:00 am – 9:30 am
Adult SLP | S20Cognitive Rehabilitation Then and Now: What Have We Learned in the Last Three Decades? Part 1McKay Moore Sohlberg, PhD, University of OregonCognitive rehabilitation after brain injury is a complicated clinical undertaking that requires diverse knowledge and skills in the areas of cognitive processing, physical states, and psychosocial functioning, as well as behavior change and adaptation. Additionally, many different professional disciplines provide cognitive rehabilitation services, each with their own conceptual frameworks and practice methods. Together this has created a “black box” with inconsistent delivery and challenges in explaining the work to funders and other stakeholders. This presentation explores the progress that has occurred in the field over the last 30 years and reviews updates in our conceptualization and models of rehabilitation and applies them to three different treatment approaches.At the end of this presentation, participant will be able to:
- Describe the Plan Implement & Evaluate (PIE) and Rehabilitation Treatment Specification System (RTSS) as applied to cognitive rehabilitation
- Identify the key components of person-centered collaborative goal setting
- Describe psychological mindedness practices that enhance working alliance, client engagement and psychoeducation
- Describe treatment ingredients and the PIE process for; metacognitive strategy instruction, external aid training, use of attention drills (brain training)
1259
8:00 am – 9:30 am
Audiology | S21Becoming the GOAT: Pediatric AudiologyBridget Shanahan Herrick, AuD, Arizona State UniversityAbstract:Pediatric audiologists specialize in diagnosing and treating hearing loss in children. Many audiologists work on medical multidisciplinary teams to address speech/language development and progression of hearing loss or syndromes. Yet, children with hearing loss experience more challenges that just a deficit in their ears, such as learning challenges, social emotional challenges, and self-advocacy needs. Many of these needs may be addressed at school with support of their educational audiologist. The overall purpose of this presentation is to address ways we can work towards improving team collaboration between the clinical audiologist and school team.At the end of this presentation, participant will be able to:
- Understand and add two additional items to their pediatric case history.
- Recall the amount of deaf/hard of hearing students who complete high school and post-secondary education.
- Outline options for aided testing for ensuring access to spoken information in the classroom.
1266
10:00 am – 11:30 am
Pediatric SLP | S22Working Memory in ChildrenShelley Gray, CCC-SLP, Arizona State UniversityWorking memory encompasses an individual’s ability to process and store incoming information over brief periods of time. In this presentation we will review the different components of working memory in children. We know that working memory is a powerful predictor of learning in oral language, math, reading, and science. Because of this, children with learning difficulties who struggle academically are often assumed to have working memory deficits; however, in this presentation we will review research showing that working memory deficits do not always co-occur with developmental disabilities such as developmental language disorder or dyslexia and can occur in children with typical development (Gray, et al., 2019). This suggests that working memory assessments could contribute important information about children’s cognitive function over and above typical psycho-educational measures. It also suggests one possible explanation why some children compensate better than others for challenges presented by learning disabilities. Finally, we will review ways to support working memory in educational contexts.At the end of this presentation, participant will be able to:
- List the components of working memory
- Describe whether all children with language learning disabilities have working memory problems
- List three ways to support working memory in educational contexts
1223
10:00 am – 11:30 am
Multi-Interest | S23Tools You Can Use: Bilingual Assessment for Any SLP (DEI)Victoria Clark, CCC-SLP, Arizona State UniversityApproximately a quarter of all Arizonans speak one or more languages other than English. This seminar draws on the best evidence available to support your referral and differential diagnosis of bilingual students or patients. SLPs in all settings are often in a position to make judgments about whether to a client is likely to have a speech-language disorder, or simply a speech-language difference as a speaker of a language variety or as an English Language Learner (ELL). Before referring for a bilingual evaluation, relevant information can be gathered by a monolingual clinician or a bilingual clinician, even those not speaking the home language of the client. In this seminar, a discussion of the most recent research on bilingual assessment, sources of converging evidence for diagnosis, and relevant assessment tools will be analyzed. Participants will practice using freely available assessments to gather information about bilingual clients for referral or differential diagnosis. Caregiver interview instruments and Dynamic Assessment tools from multiple sources will be presented and practiced within the session. Tools to describe language dominance will also be reviewed.At the end of this presentation, participant will be able to:
- Differentiate between sources of converging evidence and how these can support diagnoses of speech-language differences vs. speech-language disorders.
- Compare assessment tools that can be administered by bilingual or monolingual clinicians to build a case for a speech-language difference vs. disorder.
- Apply understanding of converging evidence after practicing caregiver interview and dynamic assessment tools during the session.
10 minutes Converging evidence for diagnosis
15 minutes Available Tools and resources
20 minutes Caregiver Interview and practice
20 minutes Dynamic Assessment and practice
10 minutes Questions and discussion
1256
10:00 am – 11:30 am
Adult SLP | S24Cognitive Rehabilitation Then and Now: What have We Learned in the Last Three Decades? Part 2McKay Moore Sohlberg, PhD, University of OregonCognitive rehabilitation after brain injury is a complicated clinical undertaking that requires diverse knowledge and skills in the areas of cognitive processing, physical states, and psychosocial functioning, as well as behavior change and adaptation. Additionally, many different professional disciplines provide cognitive rehabilitation services, each with their own conceptual frameworks and practice methods. Together this has created a “black box” with inconsistent delivery and challenges in explaining the work to funders and other stakeholders. This presentation explores the progress that has occurred in the field over the last 30 years and reviews updates in our conceptualization and models of rehabilitation and applies them to three different treatment approaches.At the end of this presentation, participant will be able to:
- Describe the Plan Implement & Evaluate (PIE) and Rehabilitation Treatment Specification System (RTSS) as applied to cognitive rehabilitation
- Identify the key components of person-centered collaborative goal setting
- Describe psychological mindedness practices that enhance working alliance, client engagement and psychoeducation
- Describe treatment ingredients and the PIE process for; metacognitive strategy instruction, external aid training, use of attention drills (brain training)
1267
10:00 am – 11:30 am
Audiology | S25Living Well With Hearing Loss for Underserved ArizonansKate Helms- Tillery, PhD, CCC-SLP, Arizona State University
Aparna Rao, PhD, Arizona State UniversityIn Arizona, approximately 200,000 adults lack access to hearing health care. Untreated hearing loss is linked with social isolation, depression, and cognitive decline. Adults with untreated hearing loss experience difficulty communicating with their health providers, and face higher risks of hospitalization. Comprehensive hearing intervention has been shown to mitigate these negative effects. Access to comprehensive hearing health care includes not only diagnostic testing and appropriate amplification, but also personalized training to help individuals reach their communication goals. In this presentation, we will discuss a model we have developed and implemented at Arizona State University, which involves interprofessional collaboration between audiologists and speech-language pathologists. We will begin with an exploration of the concept of “living well” with hearing loss in the context of overall health. Next we will present a life span approach to personalizing intervention, and summarize known variables affecting living well with hearing loss. Our intervention involves working with individual clients to identify their listening and communication goals, and then tailoring training to meet their unique needs. Participants will practice setting goals and planning intervention based on case studies. The presentation will include a combination of didactic and interactive learning activities.At the end of this presentation, participant will be able to:
- Describe the elements of comprehensive hearing health care.
- Identify personalized communication and listening goals for individuals with hearing loss.
- Develop personalized intervention plans for individuals with hearing loss.
1268
1:00 pm – 2:30 pm
Multi Interest | S26Supervising the Students of Today: Facing the Future Together (Supervision)Kathleen R. Cazzato, MA, CCC-SLP, BCS-S, University of Arizona
Karen Guilmette, MS, CCC-SLP, University of Arizona
Janet L. Hawley, ClinScD, CCC-SLP, University of Arizona
Natalie Monahan, MS, CCC-SLP, University of ArizonaThe quality of the supervisory-student relationship is key to the success of the graduate clinicians’ professional growth and learning. Understanding your graduate student including their values, motivations, learning styles, and expectations will facilitate your ability to optimize this relationship and thus the outcomes of the practicum experience. We will share in-depth information about the demographics of today’s students including characteristics that are unique to the Gen Z generation, special attributes of ‘mature’ students, the diverse nature of our student populations, and the increasing role mental health plays in the learning process. Delving into the unique perspective and potential contributions of these individuals will help us better understand them and welcome them as they join us as colleagues in the work force and we FACE the FUTURE together.Learning Objectives: At the end of this presentation, participants will be able to:
- Describe key characteristics, values, and learning styles of our current graduate student cohorts in the post-Covid landscape.
- Identify implications for these characteristics for student performance and the supervisory relationship in externship settings.
- Describe at least three specific supervisory practices that may optimize student learning and foster independence in the clinical externship setting.
30 minutes The demographics currently in graduate school and implications for clinical education
10 minutes Breakout activity
20 minutes Suggestions to promote success during clinical externships
15 minutes Breakout activity
10 minutes Conclusions and questions
1269
1:00 pm – 2:30 pm
Multi-Interest | S27Social Learning Differences in Neurodiverse Adolescents: Establishing EBP Through a Capstone Research ProjectDarrell Dern, SLPD, CCC-SLP, Rocky Mountain UniversityThis presentation provides current research findings to practicing clinicians regarding methodologies that support neurodiverse adolescents with social learning differences. It will offer insight into the evidence-based treatment frameworks, social metacognitive strategies, activities, and tools used to enhance observation of the social world and understanding and valuing dimensions of self. Additionally, it will foster discussion on how this intervention may be an effective and evidence-based tool to provide neurodiverse individuals with strategies to navigate the social world. Offered by a speech-language pathologist with extensive experience with neurodiverse individuals and currently working in high school-based practice, it will enable clinicians to engage in thought-provoking conversations about evidence-based practices.At the end of this presentation, participant will be able to:
- Identify key aspects of social learning characteristics of neurotypical and neurodiverse adolescents.
- Explain the methodologies of Social Thinking ® and Self-Concept Framework that form the foundation of a novel and evidence based intervention for building accurate sense of self in neurodiverse adolescents.
- Recognize the effect of the novel intervention on accurate sense of self as demonstrated by the empirical study.
12321:00 pm – 2:30 pm
Adult SLP | S28Moving Onward and Downward in VFSS: The Importance of Evaluating the Entire Swallowing ContinuumJessica Gregor, BCS-S, CCC-SLP, MS, Mayo ClinicThe swallowing continuum spans the lips to the stomach and comprises interrelated physiologic components of the oropharynx, airway, and esophagus. Due to the intimate interconnectivity, these components can influence one another during the swallowing process, causing upstream and/or downstream effects. Oropharyngeal and esophageal swallowing impairments frequently occur simultaneously, with up to 60% or more of patients referred for VFSS having an esophageal component (Gullung et al., 2012; Miles et al., 2015; Watts et al., 2019). A multidisciplinary team of specialists is ideal for optimal diagnostics and intervention of persons with dysphagia. Specialists, including SLPs, caring for persons with dysphagia must understand the complexity of this interplay, along with its inherent diagnostic and treatment implications. Therefore, it is imperative for SLPs ensure that the videofluoroscopic swallowing evaluation includes visualization of the esophagus and employ a validated protocol.At the end of this presentation, participant will be able to:
- List three interrelationships between the oropharynx and esophagus.
- Identify rationale for assessing the entire swallowing continuum under fluoroscopy.
- Describe the value of videofluoroscopic swallowing studies, standardization practices, and multidisciplinary collaboration in dysphagia diagnostics.
1270
1:00 pm – 1:30 pm
Audiology | S29University of Arizona Advocacy for AHCCCS Coverage of Hearing Devices/Services for Adults Thomas Muller, AuD, CCC-A, University of Arizona
Erica Hansen, AuD, CCC-A, University of Arizona
Amy Wheeler, AuD, CCC-A, University of ArizonaArizona’s Medicaid program, the Arizona Healthcare Cost Containment System (AHCCCS) does not cover hearing aids, cochlear implants, aural rehabilitation or related audiology services for adults over age 21 and under age 65. This leaves low-income, working-age adults in Arizona uncovered and with limited resources for hearing loss management. Students and faculty are interested in advocating for legislative change that would create coverage for this population beyond initial exams. Clinical faculty will provide an update on the research and tools they have been developing for this purpose.At the end of this presentation, participant will be able to:
- Identify the barriers to hearing aids, cochlear implants, and related audiogic services for Arizonan’s with limited income
- Estimate the number of Arizonan’s with hearing loss impacted by these barriers
- Explain the ways in which they can help support the lobbying efforts anticipated.
1271
1:30 pm – 2:30 pm
Audiology | S30Interdisciplinary Approach to Vestibular Audiology Evaluation and Physical Therapy ManagementHaley Lanoue, AuD, CCC-A, Washington University in St. LouisA case study highlighting the benefits of an interdisciplinary approach to vestibular evaluation and management of dizzy patients. Cases to include examples of vestibular audiology testing at various timepoints within the patient’s rehabilitation process, including physical therapy treatment and Otology evaluation and medical management. These cases will emphasize the overall benefits of vestibular audiologists working closely with vestibular physical therapists, especially in the care of complex multifactorial causes of dizziness, and education on the benefits and limitations of rehabilitative physical therapy.At the end of this presentation, participant will be able to:
- List at least two etiologies/symptom profiles of patients who are good candidates for Physical Therapy vestibular rehabilitation.
- List at least one etiology/symptom profile of a patient who is not likely to benefit from Physical Therapy vestibular rehabilitation.
- Identify at least two indications a patient should be referred for further audiologic, medical, and/or physical therapy workup when seen for initial hearing/audiometric testing.
1230
3:00 am – 4:30 am
Pediatric SLP | S31AAC in Arizona- What is the process?Danika Stampfel, CCC-SLP, ArSHA AAC Committee/ NAU AAC Evaluation and Training Program
Jeremy Legaspi, ArSHA AAC Committee / PRC-Saltillo
Kristy Gibson, ArSHA AAC Committee/ Tobii Dynavox
Rui Hernandez, ArSHA AAC Committee
Michelle Raymond, ArSHA AAC CommitteeAAC is a language intervention approach that honors multiple modalities of communication for persons with complex communication needs. (Beukelman & Mirenda, 2012; Johnston et al., 2012; Romski & Sevcik, 1996). In 2020 the process for obtaining personal AAC devices through the Division of Developmental Disabilities (DDD) changed to a managed care model. While the process has changed, the need for AAC has not changed. Personal AAC devices purchased through DDD and or private insurance, provide access to communication everywhere. During this presentation, we, your ArSHA AAC Committee will describe the process for obtaining a personal AAC device in Arizona as well as provide several resources for checking out devices, and use in treatment sessions. Bring your AAC questions for solutions and more!At the end of this presentation, participant will be able to:
- Discuss pertinent AAC documentation for medical justification
- Explain steps in the new AAC referral process
- Identify three resources for AAC evaluation process
- Identify and describe one strategy for implementation or trial of an AAC device
1218
3:00 pm – 4:30 pm
Multi-Interest | S32Myofunctional Disorders and Anklyoglossia – What Speech Therapists Need to KnowJoy Leslie, MS, CCC-SLP, Private PracticeMyofunctional therapy is research-based and has an important role to play as SLPs and SLPAs work to remediate articulation errors. Our clients often demonstrate open mouth posture, tongue tie, frontal/lateral lisps, and stubborn /r/ errors – let’s take a closer look at the oral structures and function behind these problems! Myofunctional therapy can help clients improve nasal breathing, lip closure, tongue retraction, and open bite/overbite. Learn what to look for, how to incorporate myo into your current therapy sessions, and how to discuss these topics with parents. Discussion will include tethered oral tissues (lip tie, tongue tie) and their impact on tongue position at rest, range of motion, and precision of movement during speech.At the end of this presentation, participant will be able to:
- Identify three symptoms of a myofunctional disorder.
- Describe three oral motor exercises that could be used to address correct oral rest posture.
- Explain the impact of tethered oral tissues on speech production.
1217
3:00 pm – 4:30 pm
Multi-Interest | S33My 50-year Journey with Apraxia in Adults and Children.Barbara Dabul, PhD, Private PracticeThe speaker contributed to a paradigm shift early in her career from apraxia as a linguistic deficit to apraxia as a motor speech disorder. In today’s presentation, she will share her 50 years of experience in assessing and treating apraxia, and she will provide practical tools for therapy, including ten common elements for successful treatment of apraxia in both adults and children, as well as a cueing hierarchy for use by SLPs, other professionals, and family members for maximum success in communicating with persons with apraxia. Participatory exercises will be provided to participants, with a goal of helping them to understand what it feels like to have apraxia. Identification of apraxia and assessment tools will then be described, including the rationale behind the speaker’s published test, The Apraxia Battery for Adults.At the end of this presentation, participant will be able to:
- List three of the ten common elements described for successful treatment of apraxia, and current treatments which would incorporate those elements.
- Provide a cueing hierarchy for maximal assistance by SLPs, other professionals, and parents to apraxic adults and children who are attempting to speak clearly and accurately.
- State five of the 15 behaviors important for any assessment of apraxia, to differentiate it from other disorders.
- Share a short two-person exercise to understand the difficlties and challenges of apraxia.
1272
3:00 pm – 4:30 pm
Audiology | S34Grand RoundsNancy Flores, AuD, CCC-A, Barrow ENT and Skull Base Surgery, Dignity Health
Linda Norrix, PhD, CCC-A, University of Arizona Speech, Language, & Hearing Clinics
Jennie Mollerup Wagner, AuD, CCC-A, Deer Valley Unified School DistrictTopic 1: Sound Perspectives: Exploring Candidacy and Treatment Options for Single-Sided DeafnessSingle-sided deafness (SSD) poses significant challenges to individuals, affecting their ability to localize sounds, understand speech in noisy environments and maintain balanced hearing perception. This abstract presents a comprehensive program aimed at addressing SSD, focusing on candidate selection criteria and diverse treatment strategies. This presentation explores various treatment modalities available for SSD, including conventional hearing aids, bone-anchored hearing devices and cochlear implants. Each modality’s advantages, limitations and candidacy criteria are examined, providing clinical insights into personalized treatment selection. These treatment selections offer promising avenues for improving speech intelligibility, spatial hearing and overall quality of life for individuals with SSD.At the end of this presentation, participant will be able to:
- Define the impact of SSD on individuals’ auditory capabilities: how SSD affects sound localization, speech perception in noisy environments and overall hearing perception balance, thereby appreciating the challenges faced by individuals with SSD.
- Describe candidate selection criteria for SSD interventions.
- Show proficiency in evaluating and comparing treatment modalities for SSD.
- Formulate a plan for a diagnostic hearing evaluation for a preschooler with language/linguistic differences who has a “likely” bilateral sensorineural hearing loss.
- Describe at least two things to consider when providing audiologic rehabilitation services for a preschooler with a newly-identified hearing loss.
- Describe how best-case healthcare teams can be created.
- Describe the Functional Listening Evaluation (FLE)
- State where to get more information about the FLE
- Define FLE and why should it be included in our “tool kit.”
Friday, April 12
1:00 pm – 2:00 pmSP1 | AudiologyDeciding Factors in Selecting a Career Path in Educational AudiologyNatasha Seaton, AuD, CCC-A, FAAA, University of Arizona and Happy Ears Hearing Center
Linda Norrix, CCC-A, PhD, The University of Arizona and Tucson Medical Center
Aileen Wong, AuD, CCC-A, The University of Arizona
Nicole Marrone, CCC-A, PhD, The University of ArizonaEducational Audiologists are health-related professionals who specialize in prevention, identification, and treatment of hearing loss for children 3 years of age to 21 in the school system. Given that they play a critical role in ensuring the success of deaf and hard of hearing students, the Educational Audiology Association (EAA) and the American Speech-Language-Hearing Association (ASHA) recommend a ratio of one educational audiologist per 10,000 school children. Despite this recommendation, no state currently meets this ratio, and many far exceed the recommendation. Recognizing there may be a possible shortage of educational audiologists, this project focused on creating a survey designed to identify what factors persuade or dissuade audiologists from pursuing a career as educational audiologists. The survey was distributed electronically to audiologists and audiology externs. Outcomes of this research provide insights into perceived factors that motivate and deter individuals from a career in educational audiology. From our findings, we also will share possible recommendations for recruiting professionals into a career in educational audiology.At the end of this presentation, participant will be able to:
- Describe two perceived factors that motivate individuals to become educational audiologists.
- Describe two perceived factors that may deter individuals from becoming educational audiologists.
- Identify one or more possible recommendations for recruiting new educational audiologists.
SP2 | Multi-InterestDysphagia Care in Rural Arizona: Perspectives, Barriers, and OpportunitiesSara Monti, CCC-SLP, MS, Summit Healthcare Regional Medical Center
Tifani Wilhelm, CCC-SLP, CLC, Summit Healthcare Regional Medical Center
Julia Watson, CCC-SLP, MS, Summit Healthcare Regional Medical CenterRural populations across the United States have experienced long-standing health disparities that distinguish their experiences from those of their urban counterparts, including reduced life expectancy, poorer health outcomes, higher incidences of disease, and reduced access to healthcare. Despite these common themes, rural communities are varied, diverse, and, for many of them, understudied. Data regarding the incidence and prevalence of dysphagia and access to dysphagia services in rural communities nationwide is sparse, and particularly so for the Southwestern United States. In an effort to address this gap in the literature, this poster session will use the Arizona White Mountains region as a case study and use it as a lens through which to examine broader trends associated with rural dysphagia and feeding services. Pertaining to both the acute care and outpatient settings, geographic dispersion; population trends and migration patterns; healthcare workforce; access and infrastructure; clinical pathway challenges; and post-COVID era changes will be discussed. Finally, in sharing the unique barriers and opportunities faced with expanding service lines and the various possibilities for incorporating rural health care into graduate training programs, it is hoped that the increased awareness will support both development of well-rounded professionals and ongoing improvement to dysphagia and feeding care access in rural areas.At the end of this presentation, participant will be able to:
- Describe the burden of disease for dysphagia in the White Mountains region and rural Arizona more broadly
- Identify infrastructure, expertise, population, and clinical pathway challenges facing rural Arizona’s access to dysphagia care
- List three resources or strategies for improving rural healthcare access to dysphagia services
- Integrate the information to support dysphagia service expansion in the rural Arizona setting
SP3 | Adult SLPEarly Cognitive-Communication Therapy for Adults With mTBI/Concussion and Persistent SymptomsChloe Baker, Northern Arizona UniversityFive adults approximately one month post-mild TBI/concussion participated in early, weekly cognitive-communication therapy. All described persistent symptoms related to the injury, and reported that therapy was beneficial in recovery. Results showed improvements on the Awareness Questionnaire following treatment.At the end of this presentation, participant will be able to:
- Describe the importance of early cognitive-communication therapy.
- Identify benefits reported by patients with Persistent Symptoms.
- Describe the unique needs of each client with mild traumatic brain injury.
SP4 | Adult SLP Perceived Strengths and Limitations of Telepractice for Persons With AphasiaRosa Stewart, BA, Northern Arizona University
Emi Isaki, PhD, CCC-SLP, Northern Arizona UniversityTelepractice is a form of service delivery used by speech-language pathologists (SLPs) to screen, assess, and provide intervention to persons with aphasia (PWA). During COVID-19, telepractice became mandatory following social distancing guidelines. Little is known about how caregivers to PWA and SLPs feel about telepractice aphasia therapy. A questionnaire was provided to caregivers of PWA and clinicians to determine the perceived strengths and limitations of using telepractice. Results will add to the literature on the feasibility and efficacy of this modality of therapy.At the end of this presentation, participant will be able to:
- Identify perceived strengths and limitations of telepractice aphasia therapy from SLPs.
- Identify perceived strengths and limitations of telepractice aphasia therapy from caregivers of PWA.
- Discuss clinical implication of these results.
SP5 | Adult SLP The Effects of Multiple mTBI in Adults and Possible CTEAllie Lopez, BA, Northern Arizona University
Alexia Leon, BA, Northern Arizona University
Emi Isaki, PhD, CCC-SLP, Northern Arizona UniversityNinety plus adult participants reported their history for mild traumatic brain injury (mTBI). Although reports of injuries were subjective, a high number of mTBI was indicated. Based on the athletic literature, similar concerns for Chronic Traumatic Encephalopathy (CTE) occur in the general population. The clinician should consider the possibility of CTE if future dementia occurs after multiple mTBIs. Currently, the field of speech-language pathology does not have standards of best-practice for CTE.At the end of this presentation, participant will be able to:
- Describe the number of mTBIs in the general population.
- Explain the prevalence of CTE with multiple mTBIs.
- Discuss the possible association of CTE and multiple mTBIs.
SP6 | Adult SLP High-Flow Nasal Cannula and Swallowing in Hospitalized InpatientsCintamani Ellsworth, CCC-SLP, Northern Arizona University and Northern Arizona Healthcare
Emi Isaki, PhD, Northern Arizona UniversityThe purpose of this study was to examine swallowing outcomes, including overall level of swallowing dysfunction and presence of aspiration and silent aspiration, in hospitalized patients receiving a form of supplemental oxygen known as High Flow Nasal Cannula (HFNC). This is a single center, within subjects, retrospective study of 21 hospitalized inpatients who underwent Fiberoptic Endoscopic Evaluation of Swallowing (FEES) while receiving supplemental oxygen via HFNC. Subjects had their swallowing evaluated a minimum of two times. At least once with FEES while on HFNC and at least once with FEES or a Modified Barium Swallow (MBS) study when on low-flow oxygen or room air. When patients were on HFNC, their overall swallowing function on FEES was rated as significantly more impaired (Z = -3.439, p< 0.001) than when they were on low-flow oxygen or room air. Additionally, it was found during FEES that the odds of having an aspiration event for those on HFNC were 5.2 the odds of having an aspiration event when not on HFNC (OR 5.2, 95% CI: 1.36-19.77 p=0.0156). Findings related to silent aspiration were not significant. The results of this study indicate that HFNC is a factor that should be considered when determining if a patient is appropriate for oral alimentation. Given the limited data on HFNC and swallowing function, and the fragility of this population, instrumental examination of swallowing prior to initiation of oral intake is prudent.At the end of this presentation, participant will be able to:
- Describe gaps in the current literature related to High Flow Nasal Cannula and swallowing.
- Identify mechanisms by which critically ill hospitalized patients are at risk for dysphagia.
- Discuss one way that the results of this study could be incorporated into clinical practice.
SP7 | Pediatric SLPSupport Needs of Autistic Adult Females in Higher EducationSydney Stone, BS, Midwestern University
Schea Fissel, PhD, Midwestern UniversityMany neurodiverse females enter college undiagnosed, misdiagnosed, or seeking a medical diagnosis, which limits their access to academic accommodations, but also to knowledge of their own identity, disability, and strengths. These limitations constrain neurodiverse females’ self-determinacy, which is needed to seek accommodations, find mentorship, self-advocate, or access supportive membership in various communities and care-networks. Many are left to navigate the social landscape of academia alone, resulting in feelings of isolation, academic failure, or drop out. This presentation reports the results of a nation-wide survey that asked neurodiverse females enrolled in college to report their preferences for social support in higher education. These survey results are grounded within the lived experiences of two neurodiverse SLP students, who report their experiences and support preferences.At the end of this presentation, participant will be able to:
- Describe the experiences of adult autistic females.
- Describe the support needs of adult autistic females.
- Explain the identity of adult autistic females.
- List ways to support positive identity in adult autistic females.
SP8 | Adult SLP Bilingual Cognition Following Brain Injury and Implications for Reading PerformanceMoyi Chang, BS, Arizona State University
Ileana Ratiu, PhD, Arizona State UniversityBrain injuries impact multiple cognitive functions such as attention, memory, and higher-level executive functions. These abilities are necessary for complex skills, such as reading comprehension. Executive function skills are also critical for language processing in bilingual individuals. Studies have shown that individuals with traumatic brain injuries perform worse on measures of reading than control participants, especially when reading requires inferencing. Further, evidence has shown that bilingual individuals with acquired brain injury may be impacted differently than monolingual individuals. The current study examined reading comprehension in bilingual and monolingual individuals with and without a history of traumatic brain injury under varying reading conditions. Performance was measured using both behavioral (e.g., reading time, accuracy) and physiological (e.g., eye movements) methodologies. Those with traumatic brain injuries reported significantly worse cognitive symptoms and showed subtle deficits in reading comprehension compared to controls. Consistent with prior studies, bilingual individuals’ performance on the reading comprehension task was more impacted by traumatic brain injury than monolingual performance. Interestingly, eye movement measures were more sensitive to group differences in performance than behavioral measures alone. These findings inform tailored intervention approaches to support reading comprehension skills in individuals with traumatic brain injury.At the end of this presentation, participant will be able to:
- Explain two consequences of traumatic brain injury related to reading comprehension.
- Learners will identify differences in self-reported cognitive symptoms and reading performance between monolingual and bilingual individuals with and without traumatic brain injury.
- Learners will explain the clinical implications of reading comprehension deficits following an traumatic brain injury.
SP9 | Pediatric SLP The Effect of Using Social Thinking® and The Self-Concept Framework Methodologies on Accurate Sense of Self in Neurodiverse AdolescentsDarrell Dern, SLPD, CCC-SLP, Rocky Mountain University of Health Professions
Brooks Peters, PhD, Forsyth County School
Nancy Clements, CCC-SLP, Social Thinking® Boston
Nancy Cotton, PhD, Social Thinking Boston®This poster presentation provides current research findings to practicing clinicians regarding methodologies that support neurodiverse adolescents with social learning differences. It will offer insight into the treatment frameworks, social metacognitive strategies, activities, and tools used to enhance observation of the social world and understanding and valuing dimensions of self. Additionally, it will foster discussion on how this intervention may be an effective tool to provide neurodiverse individuals with strategies to navigate the social world. Offered by a speech-language pathologist with extensive experience with neurodiverse individuals and currently working in high school-based practice, it will enable clinicians to engage in thought-provoking conversations about evidence-based practices.At the end of this presentation, participant will be able to:
- Integrate knowledge and information from the literature about psychosocial development milestones, the factors related to a healthy sense of self, and the experiences and demands that high school has on neurodiverse adolescent’s sense of self.
- Apply the research findings and determine if an integrated intervention utilizing Social Thinking® and The Self-Concept Framework methodologies may affect neurodiverse adolescents’ accurate sense of self and observations of the social world.
- Support clinicians supporting adolescents with social learning differences using evidence-based practices across community and school-based practices.
SP10 | Multi-InterestThe Effect of Aging on Vowel ProductionBrooklyn Jones, BA, Northern Arizona University
Benjamin Tucker, PhD, Northern Arizona UniversityVarious researchers have sought to get a better understanding of how aging influences speech production. While reduction, like producing [dʒitˀjɛt] for did you eat yet? is a normal process in spontaneous speech production, there is limited knowledge of the relationship between aging and vowel reduction or even how aging effects a speaker’s vowel space. Speech disorders, such as dysarthria, can result in reduced articulatory movements that are similar to the speech reduction described earlier. Thus, it is important to investigate, as individuals age, the typical use of reduced speech. The researchers transcribed and forced-aligned read speech and spontaneous speech produced by 18 younger (17-31) and 13 older speakers (64-79). Then, extracted formant values for the stressed vowels in the read and spontaneous speech to investigate differences in vowel space. The results of this study would further support the understanding of reduction in spontaneous speech and how changes in vowel space differ in dysarthric and non-dysarthric speakers.At the end of this presentation, participant will be able to:
- Described vowel space changes throughout the aging process.
- Identify vowel space changes throughout the aging process.
- Discuss the clinical implications of these results.
SP11 | Pediatric SLPThe Language Delay Associated with Chromosome 12Q24.31-33 Deletion and Its Impact on Those Individuals and Their Caregivers: A Case Study.Emily McKenney, BA, A.T. Still University
Ekaterina Bruno CCC-SLP, MEd, Research Advisor, A.T. Still UniversityThere is limited research on the topic of Chromosome 12Q24.31-33 deletion in addition to a language delay associated within it (Al-Zahrani et al., 2011). Chromosome 12Q24.31-33 deletion is characterized by short stature, heart defects, speech and language delays, and an association within autism. Language progress may be slower in this population and the treatment might be different from the traditional approach (Law et al., 2005). Considering the lack of research about language delay, Speech-Language Pathology intervention, and data on quality of life in individuals with Chromosome 12Q24.31-33 deletion, there’s a great need to at least start addressing these issues. This case study investigates effects of Speech-Language Pathology intervention for language delay in an individual diagnosed with Chromosome 12Q24.31-33 deletion and an impact on the quality of life of this individual and their caregivers. The lead investigator conducted a survey of past and present Speech-Language Pathologists that have worked with this individual and used the Quality of Life Scale to determine potential effects on the quality of life of the individual with Chromosome 12Q24.31-33 deletion and their caregivers. The case study contributes to the existing literature and helps to expand knowledge and data on this rare condition.At the end of this presentation, participant will be able to:
- Describe the need for research in language delay and intervention in individuals with Chromosoeme 12Q24.31-33 deletion.
- Explain how language treatment may be different in individuals with Chromosome 12Q24.31-33 deletion.
- Explain how langauge delay may effect the quality of life in individuals with Chromosome 12Q24.31-33 deletion and their caregivers.
SP12 | Pediatric SLPMarhabla Dialecti: Social Media Resource for Current and Aspiring SLPsChristine Abassi, BS, Midwestern University
Nancy Lira, BA, Midwestern University
Melissa Pierce-Rivera, PhD , CCC-SLP, Midwestern UniversityBackground: Research has shown that speech-language pathologists lack the confidence to treat and evaluate students from diverse backgrounds. For current and aspiring speech-language pathologists (SLPs) to provide efficient services to bilingual and multicultural students, they must be aware of dialectal and cultural differences within and between diverse languages and cultures. Limited resources are available about other languages and cultures to this level of detail. Method: We created a pediatric-focused social media resource (Instagram account) to inform current and aspiring SLPs about Spanish and Arabic dialects and the cultures that use them. We collected quantitative data from Instagram user analytics and used thematic analysis to describe the nature of user comments on the posts. Results: We published sixteen posts across 8 weeks, covering four distinct dialects of Spanish and four of Arabic. Followers and non-followers of the account engaged 381 times with posts covering cultural considerations and linguistic features. Instagram analytics showed primarily female users in the United States, Jordan, India, and Indonesia in addition to specific cities across a diverse range of ages. Qualitative analysis revealed that users found the posts valuable and applicable to their own clinical practice. Conclusion: There is a need for accessible resources for SLPs to learn about specific dialects and cultural characteristics associated with speakers of different languages. By utilizing social media platforms such as Instagram, SLPs can efficiently and effectively disseminate helpful information to SLPs to support more culturally sensitive diagnoses and treatment.At the end of this presentation, participant will be able to:
- Describe cultural considerations for work with children from at least three distinct groups of Spanish or Arabic speakers.
- Describe linguistic characteristics (phonology, morphology, syntax, semantics, pragmatics) of at least three distinct groups of Spanish or Arabic speakers.
- Identify the benefits of recognizing dialectal and cultural differences for appropriate assessment and intervention with children.
SP13 | Multi-InterestCorrelation Between Previous SLPA Experience and Graduate Student Clinical SkillsJessica Poet, BS, Midwestern University
Jessie Lind, BA, Midwestern University
Danielle Reed, CCC-SLP, Midwestern UniversityBackground: This study investigates the preparedness of graduate students in Speech-Language Pathology (SLP), comparing those with prior experience as Speech-Language Pathology Assistants (fSLPAs) to those without such experience (nSLPAs). Method: The aim is to discern significant differences in their readiness and correlations between the work settings of fSLPAs (e.g., home health, private practice, school-based, or telehealth) and their clinical readiness. A 19-question survey was developed and distributed online to 108 respondents, including 33 fSLPAs and 75 nSLPAs, ensuring anonymity and following ethical guidelines. Results: Quantitative analysis revealed a medium effect size for self-confidence in pediatric clinical abilities among fSLPAs (d = .574) and a large effect size for the question that students with prior SLPA experience are more successful in graduate school (d = 1.302). Other effect sizes were small or nonexistent. The results indicate that the majority of fSLPAs had pediatric experience before graduate school, contributing to reported confidence and the observed effect size. However, confirmation bias may influence the higher confidence levels in fSLPAs regarding their success in graduate school. Conclusions: The findings underscore the potential impact of SLPA experience on clinical readiness, particularly in pediatric settings. Further research is needed to explore whether fSLPAs can attribute their success in graduate school to their prior field experience.At the end of this presentation, participant will be able to:
- Identify if there is confirmation bias in the confidence of fSLPA’s in graduate school.
- Discuss possible reasons for improved confidence of fSLPAs vs. nSLPAs (i.e., previous work settings, time in the field, etc.)
- Discuss fSLPA confidence in pediatric clinical settings when compared to nSLPA graduate students.
SP15 | Pediatric SLPIdentifying Pediatric Feeding Disorders in Children Birth to FiveCynthia Farrell, CCC-SLP, Northern Arizona University
Grace Flynn, BA, Northern Arizona University
Elana Hirschkatz, BS, Northern Arizona UniversityThe purpose of this poster is to increase awareness of pediatric feeding and swallowing screening “red flags”, both in case history information and clinical observations. Incidence rates of Pediatric Feeding Disorder (PFD) have been steadily increasing with the prevalence being 1 in 37 children under the age of five in the United States (Kovicic, et al., 2020). As healthcare is improving, survival rates are also increasing for medically fragile infants and PFDs are becoming more prevalent (Homer, 2015). These children with swallowing disorders are “showing up” in the schools and communities with safety risks for eating and drinking activities, causing schools and communities to be more liable (Arvedson, 2020). Early identification of children who have PFD is important to support their health, developmental, psychological, and learning readiness. Therefore, there is a need for interprofessionals to utilize effective screening procedures in the area of pediatric feeding disorders. Many screeners exist to identify children with PFDs, such as the Infant and Child Feeding Questionnaire (ICFQ) (Barkmeier-Kraemer et al, 2017) and the Pedi Eat. (Thoyre et al, 2014). However, members of the child’s interprofessional team, including the caregiver, need increased awareness and training to utilize these tools to help with early detection of PFD. This poster will present evidence-based signs and symptoms of PFD to facilitate use of these screening tools and appropriate referrals to the feeding specialist on the child’s interprofessional team.At the end of this presentation, participant will be able to:
- List feeding and swallowing red flags for all practice settings.
- Describe the importance of early identification with PFD.
- Provide a list of screening procedures and tools to assist with early detection of PFD.
SP16 | AudiologyAdvocating for Hearing Healthcare: A Large-Scale Student Group Project
Erica Hansen , AuD, University of Arizona
Kayli Boyles, BS, University of Arizona
Rosemary Bramlett, BS, University of Arizona
Bryanne Crump, BS, University of Arizona
Grace Lavine, BS, University of Arizona
Brianna Robillard, BS, University of Arizona
Danielle Robillard, BS, University of Arizona
Abbie White, BS, University of Arizona
Nicole Marrone, Ph.D, University of Arizona
Tom Muller, AuD, University of Arizona
Linda Norrix, PhD, University of Arizona
David Velenovsky, PhD, University of Arizona
Amy Wheeler, AuD, University of Arizona
Aileen Wong, AuD, University of ArizonaPresently, there are limited resources to support adults with hearing loss who have low-income in Arizona. This is in part because Arizona is one of twenty-one states in the United States that do not have hearing health coverage through Medicaid. In response, 7 doctor of audiology students at the University of Arizona, along with 9 faculty members, are working on a multi-semester project to study access to hearing healthcare care for this population to be completed in Spring 2024. As part of these efforts, a tool was developed to compare 50 state and 6 country models for diagnosis, follow-up, counseling, hearing aids, replacements/repairs, and aural rehabilitation. Based on these findings, a proposed model for coverage of hearing services and hearing devices for adults under Arizona’s Medicaid was created. Anticipated utilization and cost of implementing the program was carefully estimated. Additionally, a summary of the literature regarding the personal and financial costs of untreated hearing loss is being drafted. The students visited the state capitol and met with legislators this spring. Upcoming efforts will include proposed initiatives to mobilize stakeholders, such as patient groups and professional hearing organizations.At the end of this presentation, participant will be able to:
- Compare existing models for providing hearing healthcare to adults with low-income and learn about the vast differences that occur.
- Describe our proposed Arizona model for the future and its rationale.
- Identify information and advocacy efforts that may be transferable to other states attempting a similar objective.
- Discuss how collaboration can move audiologists and speech language pathologists toward a productive future.
SP17 | AudiologyEvaluating Bone Conduction Thresholds With Various Head CoveringsTricia Stanley, BS, Student Researcher
Kimberly Skinner, PhD, A.T. Still UniversityNo formal protocol currently exists for bone conduction testing for patients who wear head coverings. We recently surveyed hearing care professionals and found there is wide variety in bone conduction testing practices when patients wear a head covering. Here, we present data comparing bone conduction thresholds measured while wearing a baseball cap, a wig, and a hair scarf compared to baseline thresholds. Considering the cultural and religious diversity in the United States, the results of this study support the development of bone-conduction testing protocols for patients who wear head coverings.At the end of this presentation, participant will be able to:
- Describe the instrumentation used in bone conduction.
- Describe the current guidelines for bone conduction testing.
- Identify the impact of the head coverings used in this study on bone conduction thresholds.
SP18 | Pediatric SLPBreaking Language Barriers: An English-Tagalog Articulation Informal AssessmentKazhra Kelcho, BS, A. T. Still University
Ekaterina Bruno, CCC-SLP, MEd, A. T. Still UniversityThe United States is home to a diverse population with over 23% of individuals identifying as bilingual. While Spanish is the most prevalent non-English language spoken in the country, there is a significant presence of Tagalog speakers, especially in Hawaii, Nevada, and California (US Census Bureau, 2020). Despite the growing linguistic diversity of the United States, there is a limited selection of assessment tools for non-English and non-Spanish languages. This imposes on a Speech-Language Pathologist’s (SLP) ability to appropriately evaluate and support bilingual individuals. In the attempt to bridge this gap, we have developed a bilingual Tagalog/English articulation informal assessment to assist SLPs in identifying potential articulation and phonological disorders in both languages. This tool includes assessment of consonants in initial, medial, and final positions and a connected speech sample in both languages. This allows the clinician to identify articulation and phonological errors and document them in the provided templates. Additionally, we provided an audio recording of the stimulus materials for the clinician’s convenience and the visual stimuli if the clinician decides to include a visual component evaluating a child. This innovative assessment is designed to be culturally sensitive and inclusive of the unique linguistic features of both Tagalog and English. A valuable addition to the currently available resources, this informal assessment empowers SLPs to serve the population of bilingual Tagalog/English speakers effectively and ensure they get the support necessary.At the end of this presentation, participant will be able to:
- Describe the limited access to assessment tools for bilingual individuals in languages other than English/Spanish.
- Recognize the critical need of a bilingual English/Tagalog articulation and phonological assessment to address gaps in SLP services.
- Describe the benefits of the proposed bilingual English/Tagalog assessment.
This course is offered for up to 1.25 ASHA CEUs (various levels)The supervision courses (Session 7 and 26) are offered separately for up to 0.3 ASHA CEUs (various levels)The ethics courses (sessions 16 and 19) are offered separately for up to 0.3 ASHA CEUs (intermediate level)The DEI courses (Sessions 1, 2, 14 and 23) are offered separately for up to 0.55 ASHA CEUs (intermediate level)
ArSHA is approved by the American Academy of Audiology to offer Academy CEYs for this activity. The program is worth a maximum of 0.9 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.
Disclosures
| ArSHA 2024 Convention Presenter Disclosures:In compliance with ASHA’s Continuing Education Board requirements concerning transparency in course planning, delivery and marketing, the following is information on presenter relevant financial and non‐financial relationships in regards to the content of their presentations at the 2024 Convention. | |||
| First Name | Last Name | Relevant Financial Relationships | Relevant Non‐Financial Relationships |
| Christine | Abassi | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Carolyn | Abraham | Presenter receives a salary from Dignity Health. | Presenter has no relevant non‐financial relationships to disclose. |
| Nicole | Allen | Presenter is receiving an honorarium from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Patrice | Ayala | Presenter is a salaried employee of Midwestern University. | Presenter has no relevant non‐financial relationships to disclose. |
| Chloe | Baker | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Teri James | Bellis | Presenter is receiving an honorarium and travel expenses from ARSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Kayli | Boyles | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Rosemary | Bramlett | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Teresa | Brobeck | Presenter receives a salary from Midwestern University. | Presenter has no relevant non‐financial relationships to disclose. |
| Ekaterina | Bruno | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Kathleen | Cazzato | Presenter receives a salary from the University of Arizona.She will receive an honorarium from ArSHA for this | Presenter is a member of the Medical Committee for ArSHA. |
| Moyi | Chang | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Stephanie | Christensen | Presenter receives a salary from Midwestern University. | Presenter has no relevant non‐financial relationships to disclose. |
| Victoria | Clark | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Nancy | Clements | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Nancy | Cotton | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Sarah | Cretcher | Presenter is a PhD student at the University of Arizona, from which she receives funding for conduction of related | Presenter was a research clinician involved in and author of one of the studies cited in this presentation. |
| Bryanne | Crump | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Barbara | Dabul | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Darrell | Dern | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships todisclose. |
| Aubrey | Dunlap | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Cintamani | Ellsworth | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Cynthia | Farrell | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Schea | Fissel | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Nancy | Flores | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Grace | Flynn | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Kristy | Gibson | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Karen | Giilmette | Presenter receives a salary from the University of Arizona.She will receive an honorarium from ArSHA for this | Presenter has no relevant non‐financial relationships to disclose. |
| Shelley | Gray | Presenter is employed by ASU to do research and receives federal funding to study working memory. She is receiving lodging from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Jessica | Gregor | Presenter receives a full‐time salary through Mayo Clinic, Independent contractor for FDI 2.0 (MDTP), Independent contractor for MedSLP Ed. Presenter is co‐owner and founding member of Esophagelo Co‐Lab, LLC. She will receive an honorarium from ArSHA for her presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Keila | Gutierrez | Presenter is receiving an honorarium and lodging from ArSHA this presentation. Presenter is the owner of Desert Lily Bilingual Speech Therapy Clinic PLLC | Presenter has no relevant non‐financial relationships to disclose. |
| Erica | Hansen | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Janet | Hawley | Presenter receives a salary from the University of Arizona.She will receive an honorarium from ArSHA for this | Presenter has no relevant non‐financial relationships to disclose. |
| Kate | Helms Tillery | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Davis E. | Henderson | Presenter is receiving an honorarium and travel expenses from ARSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Rui | Hernandez | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Tiffany | Hines | Presenter will receive an honorarium and lodging from ArSHA for this presentation and receives a salary from A.T. Still University where she is an Assistant Professor of Speech Pathology. | Presenter is the Professional Development Manager (PDM) of the Special Interest Group #16 School‐based Issues: American Speech Language Hearing Association (ASHA) receives no compensation as a memebr of SIG 16’s Coordinating |
| Elana | Hirschkatz | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Marie | Ireland | Presenter is receiving an honorarium and travel expenses from ARSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Emi | Isaki | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Brooklyn | Jones | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Vickie | Jones | Presenter is receiving an honorarium from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Kazhra | Kelcho | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Haley | Lanoue | Presenter is receiving an honorarium from ARSHA for this presentation. | |
| Grace | Lavine | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Jeremy | Legaspi | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Alexia | Leon | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Jessie | Lind | Presenter has no relevant financial relationships to disclose. | This is a capstone presentation completed for graduate school at Midwestern University. |
| Nancy | Lira | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Allie | Lopez | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Colin | Macpherson | Presenter will receive financial support from Midwestern University to attend this conference. | Presenter has no relevant non‐financial relationships to disclose. |
| Ivonne | Maldonado De la Rosa | Presenter is a member of the ATSU faculty. | Presenter has no relevant non‐financial relationships to disclose. |
| Nicole | Marrone | Presenter is a University of Arizona employee, Co‐Project lead on a contract to the University of Arizona from the Patient‐ Centered Outcomes Research Institute (PCORI), Eugene Washington PCORI Engagement Award. Recipient of UArizona internal grants. | Presenter is a Professional Development Manager for ASHA SIG‐ 7 Aural Rehabilitation and Its Instrumentation, affiliate of the DIALOGUES group. |
| Angelica | McCarron | Presenter has no relevant financial relationships to disclose. | Presenter was a research clinician involved in and author of one of the studies cited in this presentation. |
| Emily | McKenney | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Jeffery | Meeks | Presenter is receiving an honorarium from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Ashley | Mixon | Presenter is a graduate assistant for ATSU. | Presenter has no relevant non‐financial relationships to disclose. |
| Jennie | Mollerup‐Wagner | Presenter is receiving an honorarium from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Natalie | Monahan | Presenter receives a salary from the University of Arizona.She will receive an honorarium from ArSHA for this | Presenter has no relevant non‐financial relationships to disclose. |
| Sara | Monti | Presenter receives a salary from Summit Healthcare Regional Medical Center. | Presenter has no relevant non‐financial relationships to disclose.disclose. |
| Tom | Muller | Presenter is receiving an honorarium from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Sarah Lynn | Neiling | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Linda | Norrix | Presenter is an employee at the University of Arizona and Tucson Medical Center. She will receive an honorarium from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Brooks | Peters | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Melissa | Pierce‐Rivera | Presenter receives a salary from Midwestern University. | Presenter has no relevant non‐financial relationships to disclose. |
| Jessica | Poet | Presenter has no relevant financial relationships to disclose. | This is a capstone presentation completed for graduate school at Midwestern University. |
| Aparna | Rao | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Ileana | Ratiu | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Michelle | Raymond | Presenter receives a salary from the University of Arizona. | Presenter is a member of ASHA, Member of SIG 12, Member of ArSHA AAC Committee |
| Danielle | Reed | Presenter is Owner/Author of Sublime Speech ‐ creates materials for SLPs, including supervision materials which may be mentioned as part of this presentation. | Presenter is Assistant Program Director/Assistant Professor at Midwestern University. She is the faculty advisor for this capstone project. |
| Brianna | Robillard | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Danielle | Robillard | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Lisa | Said | Presenter is receiving an honorarium from ArSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Natasha | Seaton | Presenter is an employee at Happy Ears Hearing Center and the University of Arizona. Research and Project (ReaP) Grant from the University of Arizona’s Graduate & Professional Student Council in the amount of 300 to purchase ten, $30 gift cards to incentivize individuals completing the survey. | Presenter has no relevant non‐financial relationships to disclose. |
| Bridget | Shanahan Herrick | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Kimberly | Skinner | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Dori | Smith | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| McKay Moore | Sohlberg | Presenter is receiving an honorarium and travel expenses from ARSHA for this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Danika | Stampfel | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Tricia | Stanley | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Denise | Stats‐Caldwell | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Rosa | Stewart | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Sydney | Stone | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Benjamin | Tucker | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Tamara | Turner | Presenter is a salaried employee of Midwestern University, Owner of Meaningful Living Therapy Services. | Presenter has no relevant non‐financial relationships to disclose. |
| David | Velenovsky | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Malathy | Venkatesh | Presenter is a salaried employee of A.T.Still University. | Presenter has no relevant non‐financial relationships to disclose. |
| Julia | Watson | Presenter receives a salary from Summit Healthcare Regional Medical Center. | Presenter has no relevant non‐financial relationships to disclose. |
| Amy | Wheeler | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Abbie | White | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Melissa | White | Presenter has no relevant financial relationships to disclose. | Presenter has no relevant non‐financial relationships to disclose. |
| Tifani | Wilhelm | Presenter receives a salary from Summit Healthcare Regional Medical Center. | Presenter has no relevant non‐financial relationships to disclose. |
| Keri | Winchester | Presenter is receiving an honorarium and lodging from ArSHA this presentation. | Presenter has no relevant non‐financial relationships to disclose. |
| Aileen | Wong | Presenter is a University of Arizona employee, Co‐Project lead on a contract to the University of Arizona from the Patient‐ Centered Outcomes Research Institute (PCORI), Eugene, Washington PCORI Engagement Award. | Presenter is a member of the ArSHA Cultural and Linguistic Diversity Committee, PCORI Ambassador, member of the Health Care Delivery and Disparities PCORI Advisory Panel, affiliate of the DIALOGUES group. |
Join ArSHA or renew your membership to qualify for member rates.
Groups
ArSHA Convention – Group Registration Instructions
When professionals from the same workplace/district register to attend Convention together, they are eligible to receive a discounted rate. Examples of workplace/district are School Districts, Hospitals, Health/Rehab Centers, University Faculty/Staff, Staffing Agencies or Private Practice.
Note: All registration forms must come in one packet in order to qualify for the Group Discount. (Please mail these to ArSHA at 700 McKinght Park Drive, Suite 708, Pittsburgh, PA 15237 or email to arsha@arsha.org) There is no online group registration.
Professional Group Rates – Full Convention
3 or more ArSHA members, same agency
$205/ person – before or on 3/1/2024$235/person – after 3/1/2024
Professional Group Rates – Single Day
3 or more ArSHA members, same agency
$145/person – before or on 3/1/2024$175/person – after 3/1/2024
Downloadable program and registration form: https://www.arsha.org/documents/2024_con/ArSHAConventionBrochure2024-REVISED2.pdf
Accomodations EL Conquistador Hotel10000 N. Oracle Road
Tucson AZ 85704
Call: 1-888-370-0980
Group Code: ASH411Rate: $209 plus tax, per night
Cut-Off Date: Reservations must be made by 03/19/24