Saturday, May 1

Convention Information | Wednesday Sessions | Thursday Sessions | Friday Sessions | Posters | Convention Schedule At-A-Glance

SESSION KEY:

   All sessions will be available LIVE on the date and time noted.
  Indicated sessions will also be recorded and available on-demand May 3-17, 2021.

All sessions are noted in eastern time zone

Megan Brazas, MA, CCC-SLP, Northern Speech Services

Attendees will be introduced to a low tech exchange based communication system called the Core Vocabulary Exchange System™ (CVES). This session begins with an introduction to CVES, including its features and functions and the different communication users who will benefit from CVES. Case study examples highlight how the CVES™ can be used as a communication system or language teaching tool in therapy and routines.

At the conclusion of this presentation, participants will be able to…

  • Describe the benefits of removable and returnable icons to increase motor automaticity for language
  • Explain how to select and implement core and fringe vocabulary words in a low-tech AAC system
  • Discuss the relationship between core vocabulary, autism and typical language development
  • Understand how to implement at least two different data collection tools that align to core word acquisition

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

Part 2 of this session will take place 10:45 am–12:45 pm (Session 35)

Leigh Carrico Mann, MS, CCC-SLP, Robert Wood Johnson University Hospital

As the specialty of gender-related treatment grows, so does the SLP role in this area. Sometimes this means voice training, which itself requires a specialized skill set, but we also need to be ready to address speech and language features, non-verbal communication and non-verbal phonatory behaviors (like coughing, sneezing, laughing). We have to be sensitive to the complex medical, social, emotional and economic factors that affect this population. School-based SLPs, whether they are providing voice therapy or not, are in a position to advocate for the well-being and safety of transgender or gender queer students. This has the potential to literally save lives. This session will provide instruction about the evaluation, treatment and documentation of gender diverse clients; where to find resources for professionals, clients and families; and suggestions for how to help build a comprehensive and inclusive culture and systems of care within institutions.

At the conclusion of this presentation, participants will be able to…

  • Evaluate and create specific treatment goals for gender-related needs of transgender/gender diverse clients
  • Identify at least three strategies to create an inclusive environment for LGBTQ+ staff and patients/clients
  • Locate at least three specific organizations and sources of continuing education/support in this area of practice

Level of Learning: Introductory | Track: Multi-Interest

Anita Archer, PhD, Educational Consultant

Whether you are working with elementary or secondary students, the ultimate aim is to have students read accurately and fluently with good understanding of what is being read. To ensure student success, the following big ideas must be addressed with research-validated practices before, during and after passage reading. Can students read the words accurately and fluently? Do students know the meaning of critical vocabulary? Do students have the necessary background knowledge for the passage? Do students use powerful practices to focus on and respond to the passage’s critical content? During this session the presenter will address each of these questions with current research. Attendees will leave with instructional procedures that you can put into action immediately.

At the conclusion of this presentation, participants will be able to…

  • Outline instructional practices before passage reading that will increase comprehension
  • Outline instructional practices implemented during passage reading that will increase comprehension
  • Outline instructional practices implemented after passage reading that will increase reading comprehension

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

Robert M. DiSogra, AuD, CCC-A, FAAA

The impact of the COVID-19 has been having an impact within the audiology profession since 2020. Hearing loss, tinnitus, vestibular problems, repurposed drugs, new vaccines side effects, pediatric concerns (late diagnosed), cerumen management (and disposal), the use of dietary supplements as an intention strategy and insurance billing are the concerns of every audiology practice in 2021. Each area will be addressed in detail with recommendations to manage COVID-19 survivors during this two hour program.

At the conclusion of this presentation, participants will be able to…

  • Identify the Mechanism of Action of the COVID-19 virus that causes hearing loss/tinnitus and/or balance problems
  • Explain drug repurposing as well as the advantages and disadvantages of the FDA’s Emergency Use Authorization for drugs and vaccines
  • Identify the degree and types of hearing loss, tinnitus and balance issues as a result of the COVID-19 virus as well as identifying the emerging problem with late diagnosed hearing loss in babies
  • Decide which audiometric tests (objective and subjective) are appropriate for adult and pediatric COVID-19 survivors

Level of Learning: Intermediate | Track: Audiology


Megan Brazas, MA, CCC-SLP, Northern Speech Services

Attendees will be introduced to a low tech exchange based communication system called the Core Vocabulary Exchange System™ (CVES). This session begins with an introduction to CVES, including its features and functions and the different communication users who will benefit from CVES. Case study examples highlight how the CVES™ can be used as a communication system or language teaching tool in therapy and routines.

At the conclusion of this presentation, participants will be able to…

  • Describe the benefits of removable and returnable icons to increase motor automaticity for language
  • Explain how to select and implement core and fringe vocabulary words in a low-tech AAC system
  • Discuss the relationship between core vocabulary, autism and typical language development
  • Understand how to implement at least two different data collection tools that align to core word acquisition

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


Susan Pattay, CCC-SLP, BCS-S, Penn Medicine Princeton Medical Center

Dysphagia assessment and management now represents 39 percent of the caseload of responding speech-language pathologists (SLPs) in health care settings who treat adults and 16 percent of the caseload of responding pediatric SLPs, according to the ASHA 2017 Health Care Survey. ASHA anticipates that the demand for dysphagia services will continue to grow as advances in medical care extend life at both ends of the age spectrum. Additionally, many settings now require documented competencies for privileging dysphagia services provided or procedures performed. The Joint Commission (n.d., para 1) specifically states the following: “The competency assessment looks at whether the clinical staff has the skills, knowledge and abilities to perform the assigned job duties. Competency must be assessed by staff who understands the skills and knowledge required by the job responsibilities.” It is also recommended by the Joint Commission that staff complete competencies immediately after initial job orientation and then be assessed on an ongoing basis. While many organizations, facilities and institutions recognize the need to work on addressing clinical competencies for dysphagia practice, the process of starting a program can be overwhelming in the modern world of healthcare, particularly in the current climate. However, developing a program can be manageable if a speech-language pathology team follows a prescriptive model, that others have first used with success. It is key to: identify preceptors, or supervisors; establish familiarity with ASHA’s Dysphagia Competency Verification Tool (DCVT); understand clinical documentation review; and
reinforce clinician self-assessment and reflection. This presentation outlines such a model for dysphagia clinicians.

At the conclusion of this presentation, participants will be able to…

  • Describe the role of preceptors or supervisors within a dysphagia competency program
  • Explain why documented dysphagia competencies are becoming a requirement across many settings for practice
  • Design a clinical competency program that assesses dysphagia skills

Level of Learning: Intermediate | Track: Adult

Kathleen Scaler Scott, PhD, CCC-SLP, BCS-F, Monmouth University

This session will provide focus specifically on stuttering, cluttering and atypical disfluency in clients with concomitant diagnoses. Myths and pitfalls related to assessment and treatment will be covered for areas including: autism spectrum disorders, speech sound disorders, intellectual disability, learning disabilities and selective mutism. Critically thinking through everyday problems in diagnosis and assessment will be presented, using real cases as examples.

At the conclusion of this presentation, participants will be able to…

  • State one myth related to treating fluency disorders in concomitant speech sound disorders
  • Name one strategy for treatment of disfluency in a client with intellectual disability
  • Name one strategy for treatment of atypical disfluency in a client with autism spectrum disorder

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


Debra Abel, AuD, Audigy

Audiologists are at a crossroads and a public health emergency challenged many ways practices delivered services. This two hour session will review the new CPT codes effective 1/1/21, discuss the Merit Incentive Payment System for Medicare beneficiaries, itemizing for hearing aid services (critical in a disruptive environment) and niche areas of audiology to consider adding to your practice.

At the conclusion of this presentation, participants will be able to…

  • identify new Medicare payment methodologies for the near future
  • identify how services can be provided remotely
  • identify how to itemize for hearing aid services

Level of Learning: | Track: Audiology