Wednesday, April 28

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


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

Barbara Schwerin Bohus, MS, CCC-SLP, Hackensack University Medical Center

Aging baby boomers are on the rise. The number of Americans age 65 and older will more than double by 2060 as compared to 2016. People with the diagnosis of dementia will continue to increase within the healthcare professionals’ caseloads. Are you aware that there are various types of dementia syndromes? Do you know how to conduct a person-centered assessment? It is essential to collaboratively form goals that are individually client driven when designing the plan of care. Memory aids, environmental modifications and technological support are key in providing services. Assessing for safe nutritional intake of foods and providing meal management techniques are an integral part of therapy. Helping families to deal with concomitant behavioral disturbances improves the quality of life within the home. Community outreach programs should be suggested with the client, family and caregiver in mind.

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

  • List types of dementia syndromes
  • Conduct a person-centered assessment
  • Identify the team approach and community outreach programs
  • Design individual functional goals using a collaborative approach


Level of Learning: Introductory | Track: Adult

Kayley Mayer, MAT, TOD, Sound Start Babies/Mountain Lakes EIP

Join us on an alphabetical journey through the world of early intervention! While specialized knowledge is necessary to address each child’s unique needs, there are universal best practices that can support early intervention practitioners in maximizing their effectiveness when providing services to young children and their families. In the 2017 fiscal year, children receiving services under Part C of IDEA in New Jersey accounted for 4.4 percent of babies and toddlers, birth to three years of age (APR Indicator 5 & 6 SFY18). This number has grown over the past five years, subsequently increasing the need for qualified professional to provide intervention during this critical window of opportunity (APR Indicator 6 Trend SFY 2018). During this session the presenter will introduce and discuss key terms related to this specialized population, as well as demonstrate techniques using case examples and videos. Attendees will be invited to take part in a dialogue related to the concepts. Challenges often experienced in coaching families will also be considered. This presentation provides fundamental knowledge and key concepts for new therapists entering the world of early intervention, or seasoned professionals looking to refresh and re-center.

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

  • Identify a challenge in family coaching and how to address it
  • Apply a discussed strategy into their daily work with children and families
  • Differentiate their instruction and intervention more effectively for children birth to three years of age


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

Susane Dardeir, EdD, CCC-SLP, Elizabeth Public Schools, Kean University; Maria Rodriguez, SLPD , CCC-SLP, Elizabeth Public Schools

The number of culturally and linguistically diverse students within schools in New Jersey has been steadily increasing throughout the years. According to the American Community Survey, one in three families in New Jersey speak a language other than English in the home (US Census, 2018). Of the total number of New Jersey members, certificate holders, international affiliates and associates of the American Speech-Language-Hearing Association (ASHA) were considered racial minorities, only seven percent self-identified as bilingual service providers (ASHA, 2019), which is much lower than the 27.6 percent of the total United States population that identifies as bilingual. As of school year 2012-2013, the number of public school students identified as English Language Learners (ELLs) had increased to 9.1 percent or approximately 4.4 million (National Center for Education Statistics, 2014). The purpose of this session is to highlight the significance of cultural and linguistic competency to improve student outcomes as well as SLP understanding and performance. Appropriate assessment measures incorporating formal and functional assessments will be reviewed and explained through case scenarios. Attendees will be equipped with legislative references and directives to prepare the school-based SLP with the necessary knowledge and tools to provide appropriate and ethical services to all students.

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

  • Identify federal, state and ASHA guidelines for best practices for assessment and treatment
  • Discuss cultural and linguistic diversity issues within the school setting and their impact on service delivery
  • Explain the significance of cultural competence for both monolingual and multilingual SLPs


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

Amyn M. Amlani, PhD

The profession of audiology plays an integral role in the diagnosis and treatment in healthcare, but that role— and our value and perception— is now being threatened by external and internal factors. In this session, we discuss the current healthcare landscape, audiology’s role within that landscape and then take a critical look at factors that are opportunities and barriers to the profession and its future valuation.

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

  • Define life expectancy, better health, and how individuals value health care.
  • Explain factors that influence the demand for health care and health care seeking behavior.
  • Summarize the different types of health utility measurements, and audiology’s impact within the healthcare landscape.

Level of Learning: Intermediate | Track: Audiology

Allison Frederick, MS, CCC-SLP, CBIST, ARC Seminars, Encompass Health Rehabilitation Hospital of Vineland

This introductory level session will identify the common behavioral disturbances present in adults with acquired brain injury and will summarize strategies to assist with behavior management and planning.

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

  • Define the two types of acquired brain injury, and be able to list types of each
  • Define and summarize informal and formal assessment tools utilized to identify behaviors in this population
  • Discuss the need for behavior planning and management strategies in the clinical setting in order to maximize functional patient outcomes


Level of Learning: Introductory | Track: Adult

Kayley Mayer, MAT, TOD; Alana D’Alessandro, MA, CCC-SLP, Sound Start Babies/Mountain Lakes EIP

This session will provide participants with educational materials to share with families regarding the importance of establishing routine, as well as research-based, language-focused strategies to approach and coach them to “close the gap” effectively. As each clinician’s caseload presents diverse family dynamics, parent education levels and cultural aspects to consider when developing treatment plans, the importance of individualized support will be highlighted. Participants will also be provided with take-away ideas and activities to enhance their work with children with hearing loss and language delays – birth to three and beyond.

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

  • Identify an early learning skill that relates to later literacy
  • Demonstrate a research-based, language-focused strategy using a children’s book
  • Generate activities using books in classroom, daycare setting or home


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

Kyomi Gregory, PhD, CCC-SLP, Pace University

This session will address what microaggressions are and how it occurs in the professions of speech-language pathology and audiology. Microaggressions are most often considered to be “micro” since they are conducted at the individual and private levels. Several different types of microaggressions occur from micro-assaults to micro-invalidation. This presentation will highlight some of the microaggressions that occur in our profession at the structural and interpersonal level that serve as barriers for the profession and impact our connections with our colleagues and clients. The session will focus on how to identify our unconscious biases and make steps towards being advocates for equity.

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

  • Evaluate their own biases and and how it relates to effectively working with colleagues and clients
  • Identify what microaggressions are and how it impacts our profession
  • Identify the differences between micro-assaults, micro-insults and micro-invalidation


Level of Learning: Introductory | Track: Multi-Interest