Robert Augustine, PhD, CCC-SLP

This session will focus on the successes and strengths of advancing the American Speech-Language-Hearing Association’s vision of making communication a human right accessible and achievable for all. Categories of membership, current membership numbers, resources to support member success and the Strategic Pathway to Excellence guiding ASHA’s leadership and strategies will inform this session. ASHA’s Committee of Ambassadors, ASHA’s plans for Hill Day 2024, an overview of selected ASHA resources will be highlighted and discussed.

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

• Identify the resources to advance ASHA’s mission.
• Evaluate the strengths and opportunities of ASHA’s current Strategic Pathway.
• Describe ASHA’s Committee of Ambassadors and 2024 national advocacy plans.

Marshall Chasin, AuD, FAAA, Musicians’ Clinics of Canada
Stephanie Czuhajewski, MPH, CAE, Executive Director- Academy of Doctors of Audiology

This session will highlight state and federal public policy issues impacting the practice of audiology, and opportunities for audiologists to shape them. Legislative and regulatory issues affecting the deployment of audiology assistants, the scope of practice for audiologists and hearing instrument specialists, and the AUD-SLP Interstate Compact will be discussed. Information related to federal legislative and regulatory issues will be presented, including a run down on the impact of implementation of the FDA final rule on over-the-counter hearing aids and a comprehensive overview of the Medicare Audiology Access Improvement Act and its importance to advancing the profession of audiology and patient care.

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

• List three requirements that some states have introduced for audiology assistants.
• Describe the process for participating in the AUD-SLP Interstate Compact.
• Identify statutory language gaps impacting the scope of practice for audiology.

Level of Learning: Intermediate | Track: Audiology

Lynn Cerillo, MS, CCC-SLP; Amanda Dell’Aira, MS, CCC-SLP; Kristie Soriano, MS, CCC-SLP, from HMH/JFK Johnson Rehab Institute

Speech-language pathologists (SLP) play a critical role in dysphagia evaluation and management and are often dealing with sudden onset or exacerbation of swallowing problems that may result in life threatening consequences and “high stakes” scenarios. This combined with new research and more educated consumers (families and patients with internet access) creates a need for shared decision making to include ethical principles and evidence based practice (EBP). The balance between the clinical recommendations (EBP), the ethical principle of “Do No Harm,” and the patient’s right to choose often makes the SLP feel like a tightrope walker: safety on one side and patient’s choice on the other. This session is designed to present a framework to move from an impairment-based approach to shared decision making to optimize patient centered care and quality of life. For many SLPs this means recommendations for diets that are more liberal than are in their comfort zone. In order to encourage shared decision making, this session will replace some current dysphagia management techniques with ethical rationale to support a patient’s right to choose and refute treatment. Strategies to assist “in the conversation” will include emphasis on Inter-Professional Practice (IPP) which in the medical setting includes the physician, dietician and nurse. Case examples will be used to highlight the need to adopt a shared decision based on input from the treatment team including the patient utilizing EBP and the ethical principles in order to support and optimize patient centered care and quality of life. Participants are encouraged to bring case examples to be discussed with the panel.

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

• Describe the ethical principles which need to be considered when making dysphagia recommendations.
• List three components of EBP in dysphagia.
• Identify barriers to shared clinical decision making in dysphagia management.

Level of Learning: Intermediate | Track: Adult

Megan Papandrea, SLPD, CCC-SLP, Woodbridge Township School District

Developmental language disorder (DLD) may be going untreated in certain populations of students in New Jersey (NJ) (Papandrea et al., 2023). Children from under-resourced communities are likely to have different experiences than children from advantaged communities, which may contribute to different levels of language. Traditional norm-referenced, standardized assessment measures often rely heavily on children’s previous experiences and do not account for potential differences (Campbell, 1997). Therefore, if test-takers differ in their life experiences, any standardized assessment tool may potentially confuse “difference” with “disorder”, and their use may contribute to disproportionate special education classification (Campbell, 1997; Oetting et al., 2019; Wright Karem & Washington, 2021).  Although standardized assessments are most commonly used in clinical practice of speech-language pathologists (SLPs) (Fulcher-Rood et al., 2019), the sociocultural approach of assessment allows a clinician to interpret results of an evaluation while also considering the child’s linguistic and cultural background, and may be a more ecologically valid assessment measure than standardized measures (De Lamo & Jin, 2011; Denman et al., 2021). Dynamic assessment practices can benefit students of certain populations, such as multilingual students, students from low-socioeconomic environments, and students with medical diagnoses. Dynamic assessment is designed to test children’s learning potential by providing them with mediated learning experiences to determine not only what they know, but also how they learn. This presentation will highlight: the differences between static and dynamic assessment; different methods of dynamic assessment; and emphasize how biased assessment practices may contribute to disproportionate representation in special education.

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

• Describe biased assessment practices and how they negatively affect students.
• Identify differences (and pros/cons) between static and dynamic assessment.
• Define dynamic assessment, and learn how to implement in professional practice.

Level of Learning: Introductory | Track: Pediatric/School Based

Erik Raj, PhD, CCC-SLP, Monmouth University, Emma Rizzuto, Kali Haney

In 2022, a substantial number of school-aged children, and adults, happily play video games and consider themselves to be “gamers.” Speech-language pathologists who provide therapy to those who stutter can benefit from the intentional utilization of video games within virtual or in-person therapy. Many video games are designed in a manner that puts players in active positions where they are striving to improve on previous scores and reach new levels. During these experiences, players can mentally analyze what they notice on the screen and plan their actions accordingly with the hopes of meeting or exceeding a given goal. In short, this helps players to make, and reflect upon, certain decisions to solve a particular problem, which is strikingly like the reflective decision-making process that a client who stutters usually engages in while participating in a speech therapy experience with a clinician. Therefore, the purpose of this session is to actively discuss and demonstrate numerous app and online-based video games to showcase how that digital experience could benefit some school-aged children who stutter as they continue to grow and evolve as communicators. Participants will leave the session with concrete information about several video games and how they can be used as a supplement to various speech therapy approaches that are already in use. Additionally, participants will learn about the broader experience of stuttering from the speaker’s perspective so clinicians will be better prepared to help their clients minimize the adverse impact of the disorder.

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

• Identify video games that are appropriate to use in speech therapy with school-aged children who stutter.
• Summarize approaches to using video games to help school-aged children who stutter become more comfortable discussing their stuttering-related thoughts and feelings.
• Demonstrate different ways to appropriately use video games to motivate and excite school-aged children who stutter.

Level of Learning: Intermediate | Track: Pediatric/School Based

Jinjun Xiong, PhD, University at Buffalo

Artificial intelligence (AI) has become an increasingly powerful technology force that promises to impact all aspects of our society, from transportation to health care and education to sustainability. But the diverse layers of software abstractions, hardware heterogeneity and data privacy concerns have made the development of optimized AI solutions extremely challenging. This results in the business world’s expensive investment only on a handful of selective and “profitable” AI solutions, leaving many critical societal needs, such as equitable education and sustainability, much less addressed than deserved. For example, nearly 3.4 million children in the United States require speech and language services under the Individuals With Disabilities Education Act (IDEA) and are at risk of falling behind in their academic and social-emotional development without timely intervention by speech-language pathologists (SLPs). Unfortunately, there is a significant shortage of SLPs and the COVID-19 pandemic has further exacerbated this gap, making it almost impossible for SLPs to provide individualized services for children. Through the recently established NSF National AI Institute for Exceptional Education, we envision a transformative approach to address this challenge We aim to develop advanced AI technologies to scale SLPs’ availability and services such that no child in need of speech and language services is left behind. Towards this end, we propose to develop two novel AI solutions: (1) AI Screener to enable universal early screening for all children, and (2) AI Orchestrator to work with SLPs and teachers to provide individualized interventions for children with their formal Individualized Educational Plan (IEP). In developing these solutions, we will advance foundational AI technologies, enhance our understanding of children’s speech and language development, serve as a nexus point for all special education stakeholders and represent a fundamental paradigm shift in how SLPs serve children in need of ability-based speech and language services.

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

• Describe some of the most fundamental concepts and principles behind those frequently used AI (and machine learning) terminologies, including deep neural networks and ChatGPT.
• Describe the value of a few concrete use cases for AI in the educational settings, including those to be developed at the National AI Institute for Expectational Education.
• Define skills used to formulate domain use cases that can potentially benefit from AI, hence open up opportunities to collaborate with AI researchers.

Level of Learning: Intermediate| Track: Multi Interest

Susane Dardeir, EdD, CCC-SLP
Maria Nordelo, SLPD, CCC-SLP
Phillip Hernández, Ed.D., CCC-SLP, BCS-CL
Kristen Victorino, Ph.D., CCC-SLP
Ry Pilchman, MS, CCC-SLP

Becoming culturally responsive is an ongoing process and requires clinicians to apply knowledge and consider the influence of each individual’s culture in every exchange. According to ASHA (n.d.), “cultural competence, cultural humility and culturally responsive services all are vital components to each professional interaction.” Almost 30 percent of the United States population identifies as racial minorities (U.S. Census Bureau, 2010), whereas, only 8.9 percent of ASHA members and affiliates identify themselves as such (ASHA, 2022). It is of the utmost importance for all audiologists and speech-language pathologists to be aware of this disparity and approach all professional responsibilities with flexibility and openness. With the assistance of an ASHA grant, NJSHA held a Diversity, Equity and Inclusion (DEI) Conference in Fall 2023. A panel of presenters/developers for the DEI Conference will provide an overview of the conference and debunk some common myths about DEI and service provision. Attendee survey results will be shared to review trends in providing culturally appropriate and inclusive services for audiologists and speech-language pathologists across settings. Participants will reflect on their understanding of cultural inclusivity as it pertains to professional interactions with clients and their families, and with colleagues; explore how unconscious biases are harmful to individuals from marginalized communities and how they shape ideas held by non-members of those communities; and identify awareness of diversity in various aspects of assessment practices and therapy planning.

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

• Identify what cultural awareness and cultural sensitivity are and how they can improve professional practice.
• Identify what bias and unconscious bias are and how they impact service delivery.
• Implement culturally appropriate SLP and audiology services in their daily practice.

Level of Learning: Introductory | Track: Dual SLP/Aud

Kathleen Wallace, AuD, CCC-A, Anywhere Audiology; Tuned

Social media platforms have become a powerful search engine, educational resource and marketer. While many professionals may understand the importance of a website, a robust online presence can attract the right clients or patients and give you credibility as an expert in your local community and nationwide. This presentation will review all aspects of building an engaging social media presence, share experiences on TikTok and Instagram, and walk you through how you can build your own following.

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

• Explain the importance of social media and who uses it.
• Describe how to create different kinds of posts specific to each platform.
• Develop a ‘brand’ and content strategy for your own practice or professional presence.

Level of Learning: Introductory | Track: Audiology

Karen Sussman, MA, CCC-SLP

Given today’s political/social climate, there are increasing challenges facing the transgender/gender non-conforming (TGNC) community, a community that already often experiences distress in the form of gender dysphoria. Voice-based gender dysphoria can occur when one’s voice does not match one’s gender identity. If a transgender person is not comfortable with how their voice sounds, they may avoid speaking on the phone or in public, possibly leading to isolation, social anxiety and depression. SLPs and voice therapists are uniquely qualified to support this community. While providing a safe, nurturing and respectful space, we can equip the TGNC individual with the techniques they need to develop authentic voice and communication that aligns with their gender identity. Participants will learn specific ways to create this safe and welcoming space in their practice. This session will present an overview of voice evaluation protocols for the TGNC client, and will also focus on gender-affirming voice-training techniques. (It is assumed that participants have a working knowledge of traditional voice evaluation and voice therapy protocols). The training techniques for gender-affirming voice will include feminization and masculinization. Participants will be given opportunities to try out techniques presented, and will hear from a member of the TGNC community who will talk about how gender-affirming voice training has impacted their quality of life.

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

• List at least three ways that speech-language pathologists/voice therapists can create a safe space for the TGNC client.
• Identify at least three differences between feminine versus masculine voice and communication modes.
• Describe at least three techniques for feminizing or masculinizing a client’s voice and communication.

Level of Learning: Intermediate | Track: Adult

Lynette Sheard/Mental Health Players

This presentation by the national award-winning New Jersey Mental Health Players will explore the emotional impact of cognitive dissonance and its influence on mental health, service delivery and self-care. With the use of improvisation and interactive role play, the participants will:

• Receive an overview of mental health and cognitive dissonance.
• Participate in two live scenarios featuring uncomfortable conversations for an audiologist and speech-language pathologist.
• Share practical application and collective strategies to improve on-going communication.
• Receive mental health resources and wellness support information.

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

• Describe an overview of mental health and cognitive dissonance.
• Participate in two live scenarios featuring uncomfortable conversations for an audiologist and speech-language pathologist.
• Identify practical application and collective strategies to improve on-going communication.
• Identify mental health resources and wellness support information.

Level of Learning: Intermediate | Track: Multi Interest

Lissa Power-deFur, PhD, CCC-SLP, BCS-CL

Speech-language pathologists are often frustrated by their students’ slow progress in remediating speech sound disorders. This two-part session will begin with an overview of the long-term implications of speech sound disorders. Participants will refresh their skills in transcribing phonemes and identifying phonetic and phonologic errors. Part 2 will open with a focus on best practices in assessment of speech sound disorders. The use of assessment data for determining eligibility for services and target selection will be addressed, with opportunities for application. The session will conclude with an overview of effective goal writing.

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

• Explain the long-term implications of speech sound disorders.
• Analyze phonemes by manner, place and voicing.
• Transcribe phonemes using useful diacritics.
• Differentiate phonetic and phonologic speech sound errors.

Level of Learning: Intermediate | Track: Pediatric/School

Lauren Enders Gonzales, MA, CCC-SLP, Bucks County Intermediate Unit, Delaware Valley University

It’s likely that most of you have observed the challenges speech-language pathologists (SLPs) face when trying to support students who need AAC to communicate. Over the years, those invested in supporting AAC learners have worked hard to teach communication partner skills and develop and implement practices that foster the development of competent AAC users. Unfortunately, in many cases, isolated professional development activities, sit n get style professional development or even AAC courses do not help as much as we had hoped. In this session, we will discuss the power of shifting the mindsets of communication partners first and then guiding communication partner skill development through coaching with feedback and self-evaluation.

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

• Describe two common mindsets that become barriers to those tasked with supporting AAC learners
• Discuss an example of how coaching with feedback and self-evaluation support the development of competent communication partners to AAC (and ALL language) learners.
• Identify two printable resources that can be used to provide guidance and support to the communication partners of AAC users

Level of Learning: Introductory | Track: Pediatric/School Based

Ry Pilchman, MS, CCC-SLP
Nicole Surizon, MS, CCC-SLP, TSSLD, ASDCS

Clinical Educators (CE) support and nurture the development of clinical skills and education to a varied background of graduate students studying speech language pathology (SLP) ,doctoral students studying audiology and clinical fellows. Some students that CEs encounter are neurodivergent individuals who may have diagnoses such as, but not limited to, autism spectrum disorder, attention deficient hyperactivity disorder, etc. Neurodivergent individuals bring unique prospectives to the field of SLP, but they also face specific challenges during their training as higher education is typically tailored to neurotypical populations. During this presentation, the presenters will outline a comprehensive approach to clinical supervision tailored to the needs of neurodivergent SLP and audiology students and clinical fellows. The core objectives of this presentation are to teach participants how to cultivate an inclusive and supportive learning environment, foster self-awareness and self-advocacy and ensure the acquisition of essential clinical skills.  During this presentation, participants will look in-depth at clinical mentorship, recognizing that effective supervision requires a deep understanding of the individual strengths and challenges of each student. Participants will learn about creating accessibility for our students by incorporating universal design principles into clinical training and clinical environments. Participants will also explore the importance of addressing potential biases and misconceptions they may hold about neurodivergent individuals. The presenters aim to empower CEs to in-turn empower their neurodivergent graduate and doctoral students and clinical fellows to excel in their studies, contribute to the field and advocate for more inclusive practices within the profession. Ultimately, neuro-inclusion fosters a more diverse and resilient profession that can better address the unique needs of their clients.

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

• Identify and explain how to create supportive learning environments for neurodivergent students through universal design principles.
• Identify ways to assist neurodivergent students in demonstrating self-advocacy skills as it relates to clinical education and clinical settings.
• Apply universal design principles to support acquisition of essential clinical skills in neurodivergent students.

Level of Learning: Intermediate | Track: Higher Education/University

Marykate Vaughn, AuD, CCC-A
Michele McGlynn, BS-SLP, MS, CCC-A
Lynn Nowak, Porzio Governmental Affairs
Jacy Lance, Porzio Governmental Affairs

This session will provide a review and discussion of current professional and legislative issues in audiology at the state and national level. There will be an opportunity to meet with NJSHA’s legislative agent and the Audiology Committee for questions and answers on audiology issues in New Jersey.

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

• Summarize legislative issues in New Jersey.
• Summarize national audiology issues.
• Describe trends in professional practice.

Level of Learning: Introductory  | Track: Audiology

Robert DiSogra, AuD, FAAA, Retired

Based on published research, this program will update the participants on COVID-19’s impact on hearing, balance, auditory processing and cognitive function. Diagnostic tests for all four areas will be reviewed. Recommendations will be made for selecting the most effective tests when a COVID-19 survivor is scheduled for testing. There will be detailed information about “brain fog” and auditory processing – a case study will also be presented. Finally, there is a section on cognitive screenings.

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

• Assess the current status of auditory and cognitive impairment diagnoses as they relate to COVID-19 ‘long-haulers’ who complain of ‘brain fog.”
• Identify the most effective auditory diagnostic tests as well as balance tests for balance complaints; cognitive screening tools will be reviewed.
• Predict how auditory processing is affected by COVID-19 and what can be done to evaluate “brain fog” as well as develop a rehabilitate plan that includes cognitive impairment.

Level of Learning: Intermediate | Track: Audiology

Jacquelyn Briggs, MA, Sound Start Babies Program

All children are born musical. Music, in all its forms, allows us to explore different avenues for self expression. Music and language are biologically part of human life. The FOXP2 gene, a transcriptional repressor and the only gene directly linked to human speech, demonstrates this. We know that music and language processes develop in the frontal and temporal lobes. They share a partial overlap which suggests that these specific neural pathways begin development in the womb in the same place, but develop their own unique neural pathways. Significant research over the last 15 years discusses music participation and music perception in individuals with hearing loss. Their research suggests that musical training and listening activities may be helpful in recognizing speech intonation for children with cochlear implants. With their research, we can begin integrating musical activities for children with hearing loss. The presenter will discuss strategies to integrate musical activities into deaf education settings. The presenter will provide examples of musical activities and invite participants to engage in presented activities as well as create activities of their own. Challenges often experienced in musical activities for children with hearing loss include how to present instruments in a constructive and meaningful way and how to expose children with hearing loss to musical concepts. This presentation offers fundamental knowledge and strategies for Teachers of the Deaf, speech-language pathologists and music educators looking to integrate musical activities for children with hearing loss.

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

• List four overlapping principles of music and language.
• Strategize integration of music and Deaf Education.
• Create their own musical activities for students with hearing loss.

Level of Learning: Introductory | Track: Pediatric/School Based

Karen Sussman, MA, CCC-SLP

The evaluation and treatment of the professional voice, including the singing voice, is a sub-specialty of speech-language pathology that requires specialized skills and training. However, many speech-language pathologists (SLPs) may feel that their one course in voice disorders in graduate school left them unprepared to deal with this unique population, whose vocal demands can be much greater than the casual voice user, and whose voice problems, though sometimes seemingly subtle, may be devastating to the professional voice user. In this session, participants will learn the differences between casual and professional voice users and how these differences impact evaluation and treatment. Subjective and objective methods of evaluating singers and other professional voice users will be covered. The collaborative approach to comprehensive care of the professional voice will be discussed. Participants will gain hands-on experience in the use of therapeutic techniques to improve vocal function and reduce dysphonic symptoms, and will learn how to manage musculoskeletal tension associated with voice production.

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

• Identify at least three differences between professional voice users and casual voice users and how these impact evaluation and treatment.
• Assess the professional voice user’s level of vocal function, both objectively and subjectively.
• Describe and use three methods for reducing perilaryngeal musculoskeletal tension.
• Design an effective therapeutic daily warm-up regimen for professional voice users.

Level of Learning: Intermediate | Track: Adult

Lauren Enders Gonzales, MA, CCC-SLP, Bucks County Intermediate Unit, Delaware Valley University

As speech-language pathologists (SLPs), most of us find that planning and preparing activities that target speech and language goals and engage speech and language learners can be challenging. When we add the complexity of teaching language to individuals with complex communication needs who require augmentative and alternative communication (AAC), planning and preparation can become downright daunting. In this session, you will learn about items and objects you can stash in your SLP “bag of tricks” that can be customized for each learner “on the fly.” We will discuss how to use and adapt these items to tailor our services to each AAC learner’s interests, ideas and experiences. Video examples will be provided to illustrate materials and techniques. When we empower AAC learners to communicate about topics that are meaningful to them and show them that their thoughts and messages are not only heard, but matter, we can foster development of a strong language foundation. Quality of life for nearly all of us is directly related to feeling of connection and belonging with “our people”. Join me as we explore key elements of AAC therapy that motivate our students and clients to expend the effort and energy required for competent AAC use! Note: In the words of my mentor Gail Van Tatenhove, “AAC Therapy is just language therapy!” You CAN do this! The concepts and ideas shared in this session can be applied to language learners with a wide variety of speech and language needs and interests (not just those of AAC users).

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

• Describe one or more ways to use an open-ended activity to follow a learner’s lead in therapy to target their goals.
• Provide three details about a student or client you support and describe an activity/idea you plan to implement.
• Name the first five items you plan to add to your SLP “bag of tricks.”

Level of Learning: Intermediate | Track: Pediatric/School Based

Lissa Power-defur, PhD, CCC-SLP, BCS-CL

Speech-language pathologists are often frustrated by their students’ slow progress in remediating speech sound disorders. This two-part session will begin with an overview of the long-term implications of speech sound disorders. Participants will refresh their skills in transcribing phonemes and identifying phonetic and phonologic errors. Part 2 will open with a focus on best practices in assessment of speech sound disorders. The use of assessment data for determining eligibility for services and target selection will be addressed, with opportunities for application. The session will conclude with an overview of effective goal writing.

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

• Identify elements of a comprehensive speech sound disorder assessment.
• Identify intervention targets that will yield the greatest progress.
• Select phonetic contexts that facilitate or hinder production.
• Write intervention goals that are measurable, achievable and relevant.

Level of Learning: Intermediate | Track: Pediatric/School

Kristen Gavinelli, MS, CCC-SLP
Robynne Kratchman, MS, CCC-SLP
Kathleen Palatucci, MA, CCC-SLP
Lynn Nowak, Porzio Governmental Affairs
Jacy Lance, Porzio Governmental Affairs

This session will introduce NJSHA members to lobbyists and representatives of the New Jersey government’s agencies and departments that exist to oversee services to individuals with special needs. Focus will be on resources and information needed to advocate for individuals and professionals across work settings. Key questions from NJSHA will be presented to panel members for discussion.

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

• Describe the varied roles of the Department of Education, the Department of Health and the Department of Human Services.
• Describe the process for reporting concerns related to service delivery across settings.
• Identify grass roots options to affect change in policies related to professional concerns.

Level of Learning: Introductory | Track: Adult

Susane Dardeir, EdD, CCC-SLP
Nicole Ford, MS, CCC-SLP

This program will provide a review and discussion of current professional topics and legislative issues of school-based initiatives at the state and national level. There will be a presentation by Lynn Nowak and Jacy Lance, NJSHA’s lobbyists, addressing current legislative actions in Trenton. Melissa Eldred, the ASHA School Education Advocacy Leader (SEAL), will also provide an update on ASHA-focused initiatives. A review of this year’s member concerns regarding NJAC 6A:14., and finally, an open discussion forum will be provided to address pressing questions from attendees.

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

• List two legislative actions NJSHA’s SAC has taken during the 2023-2024 school year.
• Identify three sources where members can find information regarding updates with SAC issues.
• Explain the process for access SAC’s FAQ responses.
• Explain correct interpretation of evaluation and eligibility requirements through N.J.A.C. 6A:14.

Level of Learning:  Intermediate | Track: Pediatric/School

Healthcare/Early Intervention/Private Practice Committees

Come celebrate the opportunity to meet in person and reunite to hear firsthand from our lobbyists from Porzio Governmental Affairs about legislation on the state level regarding health care and private practice issues. Discover how the various committees of NJSHA are working together on issues which impact us as a profession. Early Intervention (EI) and Augmentative and Alternative Communication (AAC) Committees have come together to meet with the New Jersey Early Intervention System (NJEIS) to help us provide improved services! Health Care/EI and Private Practice are joining together to have informative meetings. Healthcare Committee is increasing our topic presentations throughout this year as members have requested. Private Practice is always staying on the cutting edge with legislative issues that impact our profession such as telehealth. The Dysphagia Subcommittee worked diligently on the White Paper to help speech-language pathologists in New Jersey in order to be able to conduct the Fiberoptic Endoscopic Evaluation of Swallowing (FEES), independently of a medical doctor being present. They are moving forward to gain regulatory or legislative support as New Jersey is the only state within the United States with this requirement. Get up to date with the New Jersey StAMP and STAR as they discuss private insurance, Medicaid and Medicare guidelines which impacts our reimbursement rate and salaries. How will we fair as a profession as the Public Health Emergency ends on May 11, 2023? We look forward to hearing your concerns and hope you will join in our pursuit to be recognized for our services and to work toward providing better care for our patients and clients that we are so passionate about.

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

• Describe the telehealth’s pay parity and other private insurance, Medicaid and Medicare issues.
• Describe recent rate study results for early intervention and become aware of proposed joint projects in relation to NJEIS.
• Describe the No Surprises Act and Public Health Regulations regarding COVID-19 and their affects on private practices.

Level of Learning: Intermediate | Track: Adult