NJSHA Webinars
Upcoming Live Webinars
There are no live webinars available at this time. Stay tuned for webinars coming soon.
Recorded Webinars
Join us for the Dr. Gerard L. Caracciolo Membership Appreciation Webinar
2-Hour Recorded Webinar
(Available until May 31, 2020)
Registration
Registration is FREE for current NJSHA members only.
Log into the Member Center to register.
Additional information and login procedures will be provided to participants after registration.
Presented by Robert C. Fifer, PhD
Dr. Robert Fifer is currently an associate professor and director of audiology and speech-language pathology at the Mailman Center for Child Development, Department of Pediatrics, University of Miami Miller School of Medicine. He received is bachelor’s degree from the University of Nebraska at Omaha in Speech-Language Pathology with a minor in deaf education. His master’s degree is from Central Michigan University in audiology. And his PhD is from the Baylor College of Medicine in audiology and bioacoustics. Dr. Fifer’s clinical and research interests focus on the areas of auditory evoked potentials, central auditory processing, early detection of hearing loss in children and auditory anatomy and physiology. His non-clinical interests focus on health care economics. He is a past president of the Florida Association of Speech-Language Pathologists and Audiologists, a form members of ASHA’s Health Care Economics Committee and the former ASHA representative of the American Medical Association’s (AMA) Health Care Professions Advisory Committee for the Relative Value Utilization Committee in addition to being ASHA’s representative to the AMA’s Practice Expense Advisory Committee from 2002 until 2014. From 2016 through 2018 he was a member of the ASHA Board of Directors as the Vice President of Audiology Practice. Additional responsibilities at the state level include serving as a consultant to the Florida Department of Health’s Children’s Medical Services, Florida Medicaid, the audiology representative to the Genetics and Newborn Screening Advisory Council and audiology representative to the State EHDI Advisory Council.
Abstract
In its most basic form, ethics focuses on “doing the right thing.” But is there always a “right thing” in contrast to a “wrong thing”? And is that “right thing” always universal? This webinar will focus on modern day ethics in health care, including paternalistic behavior, duty to the patient/client and to the profession, and yes, “doing the right thing.” Spoiler alert: The “right thing” in one situation is the “wrong thing” in another situation.
Learner Outcomes
After completing this course, participants will be able to:
- Identify and discuss when paternalistic behavior is appropriate and its limits of appropriateness.
- Discuss the concept of duty to patients/clients and to one’s profession.
- Identify biases that may influence clinical judgement and patient management.
- Discuss the role and limitations of code of ethics.
Time-Ordered Agenda
15 Minutes – Introduction and background to ethics
30 Minutes – Classifications of ethics
20 Minutes – Paternalistic and Duty: A discussion of appropriateness and boundaries
20 Minutes – Ethics versus morality
20 Minutes – White, gray and black areas of ethics
5 Minutes – Summary and conclusions
10 Minutes – Questions and Answers
Continuing Education
This program is offered for 0.20 ASHA CEUs (advanced level, professional area)
This webinar qualifies for the ASHA ethics requirement.
Presenter Disclosure
Financial Disclosure: Robert Fifer is receiving an honorarium from NJSHA for this presentation. He will also be referencing case studies from his place of employment at the University of Miami.
Non-financial Disclosure: Robert Fifer does not have any non-financial to disclose.
(Available until October 9, 2020)
Registration
This recorded presentation is available to watch for free, but if you would like to receive ASHA CEUs a fee would apply.
If you would like to watch this recorded presentation but not receive CEUs, please complete the following to register and watch.
To register without CEUs:
If you would like to receive CEUs, the course fee is $7 for NJSHA Members and $10 for Non-Members.
To register to earn CEUs:
Additional information and login procedures will be provided to participants after registration is processed.
Abstract
ASHA recognizes the value of interprofessional education (IPE) as well as interprofessional practice (IPP) and has recently adopted this model as core knowledge and skills for speech-language pathologists and audiologists. IPE establishes a foundation for team planning and intervention implementation. Professionals who make up the team need to learn about, from and with each other to enable effective collaboration and improve outcomes for both the individuals and families we serve. This introductory course will define IPP, provide a foundation to implement IPP, as well as identify barriers and provide suggestions for successful implementation. A fictional case study of a client across the lifespan will be presented to reveal the scope of practices which overlap various healthcare/educational professions. Pertinent information to diagnosis, treatment and outcomes and challenges will be illustrated through this case study. Come join us for this learning experience, and leave with insightful, practical information for your team.
Learner Outcomes
After completing this course, participants will be able to:
- Identify at least two key components and benefits of IPP
- List at least two barriers to implementation and at least two suggestions to overcome said barriers
- Describe at least two core competencies when working on an IPP team
Continuing Education
This program is offered for 0.20 ASHA CEUs (introductory level, related area)
(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.
Registration
(Available until September 18, 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 Teresa Farnham, MA, CCC-SLP
A graduate of Case Western Reserve University, Teresa (Terri) Farnham has been practicing speech-language pathology for more than 40 years in a variety of settings, including 20+ years in schools. She is currently in private practice with Clarity for Communication LLC. She has presented around the United States on professional issues, speech sound disorders, and augmentative and alternative communication. She is a past President, Conference Chair and SLP-At-Large of the Ohio School Speech Pathology and Educational Audiology Coalition (OSSPEAC), and the 2018 recipient of the Patricia C. Lindamood Clinical Leadership Award.
Abstract
This presentation will discuss current assessment and intervention strategies for children with speech sound disorders, with emphasis on linguistically based analysis, target selection, and intervention methods. Practical strategies for implementation in a school or clinical setting, with emphasis on treatment based on detailed diagnostic analysis will be reviewed. The presenter has implemented this SSD treatment model in a public school setting, with significant student success in a relatively short time. Key components of effective therapy will be the primary focus of the session.
Learner Outcomes
After completing this course, participants will be able to:
- Identify key elements of phonological target selection for therapeutic intervention
- Identify key components of effective phonological assessment
- Identify key strategies for effective phonological intervention
Continuing Education
This program is offered for 0.20 ASHA CEUs (intermediate level, professional area)
Presenter Disclosure
Financial Disclosure: Teresa Farnham is receiving an honorarium from NJSHA for this presentation. She will be referencing her work and case studies at the Clarity for Communication LLC where she is owner.
Non-financial Disclosure: Teresa Farnham does not have any non-financial relationships to disclose.
Originally presented at 2019 NJSHA Convention
Registration
(Available until May 1, 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 Katherine Lamb, PhD, CCC-SLP
Katherine Lamb, PhD, CCC-SLP, is an assistant professor in the Department of Communication Sciences and Disorders at Valdosta State University (VSU) in Valdosta, Georgia. Prior to her position at VSU, she was a speech-language pathologist in an acute care hospital setting and graduate clinical supervisor. Dr. Lamb is a member of the American Speech-Language-Hearing Association, Florida Association of Speech-Language Pathologists and Audiologists, Georgia Speech-Language-Hearing Association and the Academy of Neurological Communication Disorders and Sciences. She received her master’s degree in communication sciences and disorders from Governors State University and her doctorate from the University of South Florida. Her research interests include lexical access, semantic relationships and the clinical impact of neurogenic disorders on lexical access. Dr. Lamb’s teaching focus at VSU includes undergraduate and graduate courses in traumatic brain injury, aphasia, dysphagia, neuromotor communication disorders, clinical processes, adult communication disorders, clinical methods, neuroanatomy, organic communication disorders, diagnostics and practicum in voice, fluency and neurogenics.
Abstract
AAC Message Management is the process of choosing content for your client’s device. These steps involve the formulation of the appropriate and functional section of vocabulary and transparent symbols. But, why is this such a difficult endeavor? The pursuit of the optimal vocabulary must consider several aspects to the message. For this session, we will review the purpose for an AAC device, the variation in message management choices that are available and the types of messages on AAC systems. We will also cover the vocabulary needs for different capabilities, the vocabulary needs for different contexts, the vocabulary needs for vocabulary resources and vocabulary needs for supporting conversation. We will also examine several other aspects to the management of messages in an AAC device or system. For example, we will focus on the individual’s specific capabilities, their preferences skill level, their interests, common environments that the user of the AAC will interact, their communicative purpose and accessibility. Incorporating these elements in AAC message management will produce the most advantageous communication options and skills for the individual utilizing an AAC system.
Learner Outcomes
After completing this course, participants will be able to:
- Describe the procedures and processes by which an individual’s communication skills can be maximized for functional and effective communication
- Identify the types of messages available on AAC systems
- Differentiate the vocabulary needs in different contexts, capabilities and resources
- Explain the process for choosing content in the formulating, storing and retrieving messages
Continuing Education
This program is offered for 0.20 ASHA CEUs (intermediate level, professional area)
Presenter Disclosure
Financial Disclosure: Katherine Lamb received an honorarium and travel support from NJSHA for this presentation.
Non-financial Disclosure: Katherine Lamb does not have any non-financial relationships to disclose.
Originally presented at 2019 NJSHA Convention
(Available until May 1, 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 Panayiota Senekki-Florent, PhD, CCC-SLP
Panayiota Senekki-Florent, PhD, CCC-SLP, has been working as a pediatric speech-language pathologist for the past 21 years and has had the privilege of working exclusively in the area of pediatric dysphagia for 15 years. She founded the first dysphagia clinic in Cyprus in 2006, offering VFSS and FEES and following an 11-year battle with the Ministry of Health and Education was able to establish services for pediatric patients with dysphagia throughout the public and private hospitals and in the public school system. Dr. Senekki-Florent’s passion for serving pediatric patients with dysphagia and in particular, preterm infants, propelled her to pursue a PhD obtained in 2016 from Trinity College, Dublin, Ireland. Her research focused on the epidemiology
of feeding and swallowing difficulties in preterm infants.
Abstract
Feeding and swallowing disorders are often associated with genetic syndromes in infants and children. Early identification of infants and children that are at high risk for developing feeding and swallowing difficulties is the primary role of the speech-language pathologist (SLP) working with this population, in addition to developing and practicing evidence based interventions that ensure safe and efficient oral feeding.
Learner Outcomes
After completing this course, participants will be able to:
- Identify universally accepted definitions of pediatric dysphagia
- Summarize common genetic syndromes associated with dysphagia
- Identify the role of the SLP as an integral member of the interdisciplinary team
- Classify current evidence based practice in pediatric dysphagia
Continuing Education
This program is offered for 0.20 ASHA CEUs (intermediate level, professional area)
Presenter Disclosure
Financial Disclosure: Panayiota Senekki-Florent received an honorarium and travel support from NJSHA for her presentation. She is a salaried employee of Johns Hopkins.
Non-financial Disclosure: Panayiota Senekki-Florent does not have any non-financial relationships to disclose.
Originally presented at 2019 NJSHA Convention
Registration
(Available until May 1, 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 Katherine Lamb, PhD, CCC-SLP
Katherine Lamb, PhD, CCC-SLP, is an assistant professor in the Department of Communication Sciences and Disorders at Valdosta State University (VSU) in Valdosta, Georgia. Prior to her position at VSU, she was a speech-language pathologist in an acute care hospital setting and graduate clinical supervisor. Dr. Lamb is a member of the American Speech-Language-Hearing Association, Florida Association of Speech-Language Pathologists and Audiologists, Georgia Speech-Language-Hearing Association and the Academy of Neurological Communication Disorders and Sciences. She received her master’s degree in communication sciences and disorders from Governors State University and her doctorate from the University of South Florida. Her research interests include lexical access, semantic relationships and the clinical impact of neurogenic disorders on lexical access. Dr. Lamb’s teaching focus at VSU includes undergraduate and graduate courses in traumatic brain injury, aphasia, dysphagia, neuromotor communication disorders, clinical processes, adult communication disorders, clinical methods, neuroanatomy, organic communication disorders, diagnostics and practicum in voice, fluency and neurogenics.
Abstract
Word retrieval difficulty or failure is a frustrating event. Often, we have clients, children and adults that experience difficulty in retrieving or recalling a word, or are challenged in attempting to name an object or name a pictured item. Our clients will report the sense that it is right on the tip of their tongue, can see the word, know the word and cannot remember or it seems that their mind just goes blank! How many times have you experienced the challenge of not recalling a word or the ability to name? Frustrating. Word recall retrieval or naming may be an issue with lexical access. Lexical access is the process in which lexical entries (words) are activated. This activation has a base in the organization and the representational structure of the lexical entries. Semantic features of words are the prominent semantic characteristics of a word concept. Accessing the semantic features of words can significantly provide an advantage to recall and retrieval of a word concept. In this session, we will address the importance of semantic features, such as the typical and atypical features within a lexical category and semantic representations. Finally, we will utilize these feature representations of word to enhance and improve word retrieval and recall and naming skills for our clients.
Learner Outcomes
After completing this course, participants will be able to:
- Define word retrieval and naming difficulty
- Identify factors that impact the process of word retrieval and naming
- Describe typical and atypical semantic features
- Compare and contrast semantic features for intervention
Continuing Education
This program is offered for 0.20 ASHA CEUs (intermediate level, professional area)
Presenter Disclosure
Financial Disclosure: Katherine Lamb received an honorarium and travel support from NJSHA for this presentation.
Non-financial Disclosure: Katherine Lamb does not have any non-financial relationships to disclose.
Registration
This webinar is FREE to NJSHA members. Registration is required.
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.
No ASHA Continuing Education credits are available for this webinar.