NJSHA Webinars
Upcoming Live Webinars
7:00 pm – 9:00 pm ET
Registration
NJSHA Members: $30 / NJSHA Student Members: $5
Non-Members: $50 / Student Non-Members: $30
Online Registration has closed. To register, contact the NJSHA Office at 888-906-5742
Presenter
A past president of the New Jersey Speech-Language-Hearing Association (NJSHA), Sue A. Goldman, MA, CCC – SLP, has spent the bulk of her career working as a public school SLP, designing programs for students with speech-language disorders and working directly with special and regular education teachers to facilitate and support in-class SLP services and literacy skills. Sue has worked as adjunct faculty at Kean University and currently works as a consultant. She spent three years as a supervisor working through Seton Hall University, investigating ways to consult in setting up innovative speech-language service delivery models and literacy lessons in preschool school programs. Workshop presentations include Phonemic Awareness and Literacy, Individuals with Disabilities Education Act (IDEA) regulations and In-class Speech-Language Pathology Services. The first State Education Advocacy Leaders (SEAL) representing New Jersey for the American Speech-Language-Hearing Association (ASHA), Sue is a coauthor of ASHA’s 2010 Roles and Responsibilities of Speech-Language Pathologists in Schools and co-author of the New Jersey’s Department of Education’s Technical Assistance Document: The Evaluation of Speech and Language. She has served as a member of ASHA’s School Finance Committee, ASHA’s Legislative Council and ASHA’s Speech-Language Pathology Advisory Committee (SLPAC). Currently on the board of NJSHA and the program advisory board of the New Jersey Coalition of Inclusive Education (NJCIE), Sue also is serving as a member of the current New Jersey Tiered Systems of Supports Committee of the NJDOE. She has earned thirteen ACE awards for continuing education from ASHA, the Volunteer of the Year Award, the Distinguished Professional Service Award, and Honors of the Association from NJSHA, and the Middlesex County Governor’s Teacher Recognition Award.
Abstract
New Jersey’s Special Education Code, N.J.A.C. 6A:14 is based on the mandates within the Individuals with Disabilities Education Act (IDEA). Over the years both NJASLS and NJSHA have worked with the NJ Office of Special Education Programs on clarification of the intent of the mandates in the code. Since it is required that all students with disabilities be identified and served appropriately in order to receive a free appropriate public education (FAPE), misinterpretation of mandates may lead inadvertently to noncompliance. Currently ASHA is requiring all members to obtain professional development in ethics, which also can be compromised if correct interpretation of regulations prevails. In addition, N.J.A.C 6A:9-3.3 contains important mandates relative to professional development. Knowledge of these mandates will help the SLS attain appropriate professional development opportunities.
This webinar will aim to clarify interpretation of regulations that have frequently been questioned and misinterpreted and how SLSs can interpret them appropriately. Topics include initial evaluation criteria versus re-evaluation requirements, application of CI criteria to speech-language pathology as a related service for classifications other than CI, action on requests to drop speech-language services from an ESLS IEP versus an Eligible for Special Education and Related Services (ESERS) IEP, professional development and Medicaid issues.
Due to its relevance and importance, the 2010 ASHA document, Roles and Responsibilities of SLPs in Schools, will be referenced specific to various topics, as will an explanation of the intent of the SLS’s job in the schools, as dictated by the IDEA.
Learner Outcomes
After completing this course, participants will be able to:
- Describe how to appropriately apply criteria to eligibility for CI and speech-language pathology as a related service for other categories under ESERS.
- Explain what considerations for future eligibility are needed when a reevaluation is completed.
- Explain how to cite regulations that will enable SLSs to receive appropriate professional development
Time-Ordered Agenda
| 30 Minutes | Use of assessment results – choosing appropriate standardized tests to meet the mandates for a language evaluation in N.J.A.C. 6A:14 | |
| 40 Minutes | Appropriate functional assessment to accompany test results for determining eligibility for CI and speech-language pathology as a related service | |
| 20 Minutes | Considerations for future eligibility decisions when completing a reevaluation | |
| 30 Minutes | Regulations to ensure appropriate professional development for SLSs and PD relative to Medicaid |
Continuing Education
This program is offered for 0.20 ASHA CEUs (intermediate level, related area)
Presenter Disclosure:
Financial Disclosure: Sue Goldman is receiving an honorarium from NJSHA for her presentation.
Non-Financial Disclosure: Sue Goldman is co-author of ASHA’s Roles and Responsibilities of Speech-Language Pathologists in Schools and the co-author of the New Jersey’s Department of Education’s Technical Assistance Document: The Evaluation of Speech and Language. She does not receive compensation for these publications.
7:00 pm – 8:30 pm EST
Registration
NJSHA Members: $25 / NJSHA Student Members: $5
Non-Members: $40 / Student Non-Members: $25
Presenter
Jed Kwartler, MD, MBA is the Director of the Ear Specialty Center at Summit Medical Group. His practice is limited to Otology and Neurotology. He is also a Clinical Associate Professor in Otolaryngology at Rutgers-Newark. He has served on Boards and Medical Advisory Boards of numerous organizations including Summit Speech School, Lake Drive School, NJ-Acoustic Neuroma Association, Acoustic Neuroma Association USA. He has also participated in clinical research trials introducing new Cochlear Implant technologies. When not seeing patients he enjoys active sports, travel and furthering a civil and inclusive society.
Abstract
While the technologies of cochlear implants and other implantable hearing solutions (bone conduction devices, middle ear implantable devices) have been around for many years there has been a recent expansion of patient candidacy criteria to include single sided deafness, asymmetric hearing loss, patients with more residual hearing, younger ages in children and older ages in adults. The goal of the webinar is to bring you up-to-date so you can incorporate these technologies in the management of your patients. Attendees will gain a better understanding of the patient benefits, limitations and outcomes of the various technologies being offered as well as today’s candidacy criteria.
Learner Outcomes
After completing this course, participants will be able to:
- Identify patients who meet today’s cochlear implant candidacy criteria
- Identify who would benefit from, as well as limitations of, bone conduction devices
- Explain expected outcomes for cochlear implant and bone conduction recipients
Time-Ordered Agenda
| 10 Minutes |
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| 35 Minutes |
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| 10 Minutes | Middle ear implantable Hearing devices: new developments and where they fit in continuum of hearing rehabilitation | |
| 20 Minutes | Bone conduction systems: percutaneous (BAHA, PONTO) and transcutaneous (Bonebridge, Osia) with emphasis on candidacy and outcomes | |
| 15 Minutes | Questions/Discussion |
Continuing Education
This program is offered for 0.15 ASHA CEUs (intermediate level, professional area)
The New Jersey Speech-Language-Hearing Association is approved by the American Academy of Audiology to offer Academy CEUs for this activity. The program is worth a maximum of 0.15 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.
The New Jersey Speech-Language-Hearing Association is approved by the International Hearing Society to offer continuing education for this course. This course [CEN-670-20] is approved for up to 1.5 credit(s) of continuing education (1 CE Credit = 1 contact hour). IHS approval of this course is based on the course’s adherence to IHS’s course approval requirements only and does not imply endorsement of the course content, specific products, clinical procedure, instructor or adherence to the IHS Code of Ethics. Any views that are presented are those of the presenter/Education Provider and not necessarily of the International Hearing Society.
Presenter Disclosure:
Financial Disclosure: Jed A. Kwartler is receiving an honorarium from NJSHA for his presentation.
Non-Financial Disclosure: Jed A. Kwartler has no relevant non‐financial relationships to disclose.
Recorded Webinars
(available until December 31, 2020)
Registration
NJSHA Members: $30 / NJSHA Student Members: $5
Non-Members: $50 / Student Non-Members: $30
NJSHA Members, click here to register.
Non-Members, click here to register.
Presenter
Jennifer Drenchek-Cristiano, MA, CCC-SLP/L, received her masters degree in speech pathology from the University of Buffalo where she worked at the Rehabilitation Engineering Research Center on Technology Transfer focusing on AAC systems. She began her career working in a private school for students with complex communication needs. Jennifer then went to work with the Technology for Life and Learning Center ATEAM performing AT evaluations throughout the state of New Jersey. Jennifer started a private consulting business, Technology for Education and Communication Consulting, Inc, specializing in speech, AAC and AT in 2004. In 2018 Jennifer expanded her practice to include a Pediatric and Adult Speech Therapy Clinic in Williamstown, New Jersey called the South Jersey Speech Center. She has experience with students birth to 21 and specializes in integrating technology solutions into their educational plan. Jennifer has extensive experience working with students with complex communication needs including Cerebral Palsy, Downs Syndrome, and Autism. She has provided numerous trainings across the country on assistive technology, augmentative communication and technology in the field of speech pathology. Jennifer is an adjunct faculty member at Richard Stockton College of New Jersey in the Health Sciences department where she has worked as a professor and clinical supervisor. Jennifer also collaborated with Stockton University to create an AAC program providing advanced training in the field for practicing SLPs.
Abstract
As a result of the current pandemic, many speech-language pathologists (SLPs) and clinical supervisors have been asked to shift their treatment methodology from face to face intervention to that of virtual telepractice services. This dramatic and rapid shift has left many SLPs without the training or resources to adequately provide services to vulnerable populations of individuals with speech and language disorders. Students and supervisors in clinical training programs have had to adjust to new and increasing demands of telepractice services. This presentation will serve to support supervisors in understanding current best practice in the field of telepractice, as well as modifying supervision techniques and feedback to best meet the needs of this new service delivery model. Participants will review telepractice platforms, terminology, resources, methodologies and training for support personnel and families. Participants will also review best practice in the use of evaluation tools via telepractice platforms. Ethical considerations of this model of service delivery will be identified and applied to functional outcomes.
Learner Outcomes:
At the conclusion of this presentation, participants will be able to:
- identify telepractice platforms, features and functions that support supervision and therapy in the provision of speech and language services.
- contrast various digital and non-digital therapy tools and methodologies to implement evidence-based decision making in the development of POCs.
- demonstrate knowledge of parent and support personnel training needed to support telepractice sessions.
- identify tools for providing telepractice speech and language evaluations.
- apply applications to their therapy practice for the treatment of communication disorders using technology.
Time-Ordered Agenda
| 30 Minutes | Overview of Telehealth/Telepractice
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| 45 Minutes | Providing structured support and supervision to graduate students implementing telepractice services
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| 30 Minutes | Telepractice and Standardized Testing
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| 15 Minutes | Questions and Answers |
Continuing Education and Disclosure
This course is offered for 0.2 ASHA CEUs (Intermediate Level, Professional Area)
This course qualifies for the ASHA supervision requirement.
Presenter Disclosure:
Financial Disclosure: Jennifer Drenchek-Cristiano is receiving an honorarium from NJSHA for her presentation.
Non-Financial Disclosure: Jennifer Drenchek-Cristiano has no relevant non‐financial relationships to disclose.
(available until February 5, 2021)
Registration
NJSHA Members: $30 / NJSHA Student Members: $5
Non-Members: $50 / Student Non-Members: $30
NJSHA Members, click here to register.
Non-Members, click here to register.
Presented by Jennifer Moore, EdD, CCC-SLP
Dr. Jennifer Moore is a speech-language pathologist with a private practice in Wayne, New Jersey. She has clinical expertise in the areas of motor speech development/disorders and autism spectrum disorder. Dr. Moore is a PROMPT Certified Instructor and has formal training in Applied Behavioral Analysis. She has previously held positions in academia, public schools and hospitals.
Abstract
This webinar was developed to provide speech-language pathologists in the state of New Jersey with foundational information for establishing their own private practice. The webinar will cover areas such as state/federal filings, insurance/client billing, business insurances and acquiring clients. Each participant will complete a self-assessment form during each step of the webinar to help organize their pathway to private practice by assisting in the development of a plan and set intentions. This webinar was designed to guide the participants one step at a time.
Learner Outcomes
After completing this course, participants will be able to:
- Complete the self-assessment form to develop their pathway towards private practice.
- List three components needed to set up a private practice.
- Identify three strategies to acquire private clients.
Time-Ordered Agenda
15 Minutes – Introduction
- Introduce speaker and journey into PP
- Iceberg analogy
- Review learning objectives
- Overview of course
- Introduce flow chart
10 Minutes – The Why
- What are your intentions?
- Making a mission statement
- PT or Ft gig?
10 Minutes – Naming Your Practice
- Selecting a name
- How to get a logo
10 Minutes – Incorporating Your Practice (State and Federal)
- Accountant/lawyer (EIN, LLC, S-Corp)
- Register name with state
- Retirement- Accountant
10 Minutes – Business Insurance
- Professional Liability
- General Insurance
- Worker’s Comp
- Short term disability
- Renter’s Insurance
10 Minutes – Market Analysis
- Proximity to other practices
- Setting up rates
- Insurance or PP
- Supply and demand
10 Minutes – Location of Your Practice? Pros/Cons
- Client’s homes
- Your home
- Office
- Someone else’s office
10 Minutes – Marketing
- Domain
- Setting up Website
- Google my business
- Referrals
10 Minutes – Setting up Your Practice to Take Payments
- Coding and billing
- NPI numbers (group and individual)
- EMR
- HIPAA
- Taking payments and providing receipts
10 Minutes – Resources
- Websites
- Social media
- Professional connections
15 Minutes – Questions and Answers
Continuing Education
This program is offered for 0.20 ASHA CEUs (intermediate level, professional area)
Presenter Disclosure
Financial Disclosure: Jennifer Moore is receiving an honorarium from NJSHA for this presentation.
Non-financial Disclosure: Jennifer Moore is the vice chair of the NJSHA Private Practice Committee and does not receive any compensation for this role.
(available until December 31, 2020)
Registration
NJSHA Members: $30
NJSHA Student Members: $5
Non-Members: $50
Student Non-Members: $30
NJSHA Members, click here to register.
Non-Members, click here to register.
Additional information and login procedures will be provided to participants after registration.
Presented by Mary M. McArdle, MA, CCC-SLP
Mary McArdle is currently the early intervention manager for Children’s Specialized Hospital, the nation’s leading provider of inpatient and outpatient care for children from birth to 21 facing special health challenges. Before becoming the manager 15 years ago, she was a staff member providing early intervention services. Prior to working at Children’s Specialized Hospital, she worked for RWJ/Laurie Institute and JFK Johnson Pediatric Rehab providing speech-language, EIP and feeding interventions to children and families. Mary began her career as a speech-language pathologists working for DHS/DDD-MR for 10 years at NJDC in Totowa.
Abstract
Early intervention (EI) is a state and federally funded program that provides supports and services to families of children under the age of three. It is home and community based supports that are intended to enhance the capacity of the family to meet the developmental needs of their children. Due to the nature of service provision-practitioners often find themselves on their own when it comes to understanding the model, when forms are due and how to help parents advocate for their children. This webinar will review policies, procedures and best practices to ensure those providing EI services have the supports they need to provide quality supports to families.
Learner Outcomes
After completing this course, participants will be able to:
- Discuss NJEIS policies and procedures that govern the provision of Early Intervention services in New Jersey
- Identify resources for families outside of NJEIS for supports, services and understand the transition to preschool process
- Identify the recourses available to families when they feel their child’s plan is not effective-and how as the family’s practitioner you can support them
Continuing Education
This program is offered for 0.20 ASHA CEUs (intermediate level, professional area)
Presenter Disclosure
Financial Disclosure: Mary McArdle is receiving an honorarium from NJSHA for this presentation.
Non-financial Disclosure: Mary McArdle does not have any non-financial relationships to disclose.
Registration
(Available until November 10, 2020)
NJSHA Members: $25 / NJSHA Student Members: $5
Non-Members: $40 / Student Non-Members: $25
NJSHA Members, click here to register.
Non-Members, click here to register.
Additional information and login procedures will be provided to participants after registration.
Presented by Alyssa Molfese, MM, MA, CCC-SLP
Alyssa Molfese holds a bachelor of music education degree from the University of North Carolina at Greensboro, a master of music education degree from Rutgers University and a master of speech-language pathology degree from Kean University.
As a speech-language pathologist, Alyssa serves a wide population of clients in the public school. In addition, she is the owner of Saunders Music Studio, LLC in Hightstown, New Jersey, works for Speech and Hearing Associates in Metuchen, New Jersey, and Becker ENT in Robbinsville and Princeton, New Jersey. Alyssa is a speaking and singing voice specialist who rehabilitates children, teachers, singers and other professional voice users with vocal fold injuries, or those seeking corrective vocal technique. She also provides gender spectrum voice and communication training. Furthermore, she teaches all genres of signing and many of her students have become professional singers and music teachers.
Alyssa lives in Hightstown, New Jersey with her husband and twin girls. She is also an AFAA certified personal trainer and Certified Precision Nutrition coach who specializes in fitness for busy moms.
Abstract
This webinar will focus on comparing voice therapy to physical therapy or personal training. The subsystems of the voice will be reviewed in a practical way, and exercises explained in a physiological manner, as they would be in physical therapy. Speech-Language Pathologists (SLPs) will increase their understanding and use of practical exercises resulting in optimal therapeutic outcomes, as well as develop an understanding of the “why” behind vocal hygiene and exercises. After completing this webinar, participants will have a better understanding of voice therapy methodology, and be more equipped to explain therapy to patients/clients. Lastly, for the pediatric population, these exercises will be transcribed into fun games for kids.
Learner Outcomes
After completing this course, participants will be able to:
- Discuss similarities/differences between voice therapy and physical therapy
- List the three subsystems of vocal production
- Identify exercises to target coordination of the subsystems, muscle lengthening, contraction, and strengthening
- Demonstrate how to make exercises into games for kids so that they become fun
Continuing Education
This program is offered for 0.15 ASHA CEUs (introductory level, professional area)
Presenter Disclosure
Financial Disclosure: Alyssa Molfese is receiving an honorarium from NJSHA for this presentation. She will also be referencing case studies from her place of employment, Speech and Hearing Associates and Becker ENT.
Non-financial Disclosure: Alyssa Molfese will be referencing exercise activities in which she is a certified personal trainer through the Aerobic and Fitness Association of America.
Registration
(Available until October 22, 2020)
NJSHA Members: $30 / NJSHA Student Members: $5
Non-Members: $50 / Student Non-Members: $30
NJSHA Members, click here to register.
Non-Members, click here to register.
Additional information and login procedures will be provided to participants after registration.
Presented by Diane J. German, PhD
Diane J. German, PhD a Professor Emeritus at National Louis University, Chicago, Illinois, is an ASHA fellow and a fellow of the International Academy for Research in Learning Disabilities. She has published many articles and conducted numerous seminars in Word Finding. She is the author of the Test of Word Finding – Third Edition (TWF-3), the Test of Adolescent/Adult Word Finding, Second Edition (TAWF-2), and the Test of Word Finding in Discourse. Most recently, she has authored the new Word Finding Intervention Program, Third Edition (WFIP-3).
Abstract
This webinar will present a comprehensive model for word finding (WF) intervention drawn from the new Word Finding Intervention Program, Third Edition (WFIP-3). Part 1, Characteristics, will focus on semantic and form based WF error patterns in single word and discourse contexts. Part 2, Retrieval Strategies, will match specific retrieval strategies to learners’ WF error patterns. Part 3, WF Based Differentiated Instruction, will match curriculum accommodations to learners WF error patterns for assessment and instruction. Part 4, Self-Advocacy instruction, will demonstrate self-advocacy activities to help learners develop an awareness of their WF difficulties. Part 5, Progress Monitoring, will present two approaches to measuring learners WF intervention success. Please visit www.wordfinding.com to review introductory material.
Learner Outcomes
After completing this course, participants will be able to:
- Describe the characteristics of semantic and form based WF error patterns in single word and discourse contexts.
- Explain the retrieval strategies appropriate for learners based on their WF error
patterns. - Describe WF Based Differentiated assessment and Instruction of classroom discourse and vocabulary and reading activities for learners with Word Finding difficulties.
- Explain self-advocacy instruction for learners with WF difficulties.
- Describe WF based progress monitoring.
Continuing Education
This program is offered for 0.20 ASHA CEUs (intermediate level, professional area)
Presenter Disclosure
Financial Disclosure: Diane German is receiving an honorarium from NJSHA for this presentation. She will also be discussing the book Word Finding Intervention Program, Third Edition (WFIP-3), in which she received royalties from PRO-ED Inc.
Non-financial Disclosure: Diane German does not have any non-financial relationships to disclose.
(Available until September 9, 2021)
Registration
NJSHA Members: $25 / NJSHA Student Members: $5
Non-Members: $40 / Student Non-Members: $25
Registraion ~ COMING SOON
Presenter
Pati King-DeBaun, MS, CCC-SLP is a speech-language pathologist with more than 30 years experience in the field. She is the owner of Company Creative Communicating that develops products for children with severe and multiple disabilities and/or in need of alternative communication supports such as AAC.
Abstract
This webinar will focus on a systematic approach for teaching augmentative communication (AAC) using the integrated model of communication. This highly successful program is supported by a pilot study over two years with students who have severe and multiple disabilities. Participants will learn the importance of instructional lessons that focus on teaching social skills, linguistic skills and literacy skills while developing operational (access) skills. Case examples will show how the integrated model is used in the school setting. Samples of activities, AAC communication pages, how to prepare lessons, the scripting used by staff, data collection and case examples of students will be shared. This webinar is appropriate for teachers, therapists, parents and paraprofessionals at all levels of experience.
Learner Outcomes:
At the conclusion of this presentation, participants will be able to:
- describe each component of the integrated model including; literacy, language and social communication.
- describe at least one activity for conversation support, and literacy/language support.
- discuss at least three strategies on how to implement the integrated model with a typical or special education program.
Time-Ordered Agenda
| 30 Minutes | Introduction: Clear understanding of the concept of AAC and the integrated Model of Communication | |
| 30 Minutes | What? Who? Why? of AAC research into practice Validation Research into practice | |
| 20 Minutes | Conversational language and literacy: Supporting students with severe and multiple disabilities | |
| 10 Minutes | Teaching strategies and case examples |
Continuing Education and Disclosure
This course is offered for 0.15 ASHA CEUs (Introductory Level, Professional Area)
Presenter Disclosure:
Financial Disclosure: Pati King-DeBaun is receiving an honorarium from NJSHA for her presentation.
Non-Financial Disclosure: Pati King-DeBaun has no relevant non‐financial relationships to disclose.
Registration
This webinar is FREE to NJSHA members. Registration is required.
Continuing education credit is not available for this webinar.
Presented by Lynn Nowak
Lynn Nowak is an experienced lobbyist representing the interests of a wide variety of clients before the legislature and executive branch. She targets client needs, analyzes political trends and then devises and executes a legislative strategy that gets the job done. Ms. Nowak served as president of the lobbying firm of Nancy H. Becker Associates (NBA) for several years before she merged that practice into Porzio Governmental Affairs, LLC (PGA). Prior to becoming the president of NBA, she served as the firm’s executive vice president and vice president of public relations. She holds a Bachelor of Arts in Political Science from the State University of New York at Oswego and has done graduate work in Urban Planning at Rutgers University.
Abstract
This webinar will give participants an overview of the structure of government in Trenton and the elements that go into the creation and passage of legislation.
Learner Outcomes
After completing this course, participants will be able to understand the basic structure of state government in New Jersey, describe how a bill moves through the legislative process and understand how to impact the process.
Additional information and login procedures will be provided to participants after registration.