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2020 ISHA Convention – Meet the Speakers Lynn Bielski, PhD, CCC-A – Presenting with Brad Fleenor Affiliation: Ball State University Experience: Dr. Bielski is an audiologist with a background in clinical practice. Her current research interests include auditory processing disorder, auditory-visual communication, noise-induced hearing loss, hearing loss in older adults and cognitive audiology. Dr. Bielski has a special interest in the relation between hearing and cognitive function, specifically working memory. Her research investigates auditory-visual speech perception and the relation to working memory using behavioral and electrophysiological (EEG) measures. She currently has an appointment in Speech Pathology and Audiology at Ball State University. Title of Presentation: Exploring the Links Between Hearing Loss and Cardiovascular Disease Learner Objectives: 1. As a result of the activity, the participant will identify key components of the cardiovascular system in relation to hearing anatomy; 2. As a result of the activity, the participant will list three reasons previous methods for measuring cardiovascular heath are not the best for determining hearing health; 3. As a result of the activity, the participant will recognize two novel methods for measuring cardiovascular function.

Course Overview: Heart disease is the most prominent chronic health concern in the United States. Hearing loss is the third most common age-related health condition. Hearing loss leads to social isolation, loneliness and cognitive decline in older adults. Associations have been shown between: a) hearing and cognition and b) cognition and cardiovascular disease risk factors; however, the association between hearing function and cardiovascular disease risk is unclear. Previous methods of measuring cardiovascular function may not be best in assessing the auditory system. This presentation will provide information on cardiovascular physiology and its relation to hearing as well as new measures of cardiovascular function in relation to hearing loss. Level: Intermediate Disclosure: Lynn Bielski is employed by Ball State University. She has no significant non-

financial relationships to disclose.

Ann Bilodeau, MA, CCC-SLP

Affiliation: Butler University Experience: Ann Burford-Bilodeau is an ASHA certified speech-language pathologist with over 30 years of experience working primarily with adults with brain injury. She earned both undergraduate and master’s degrees from Purdue University. Currently, she is the clinic director for the Butler University Speech and Language Clinic in Indianapolis Indiana. In addition, she is a former president of the Indiana Speech-Language-Hearing Association, receiving Honors of the Association in 2010. Professor Bilodeau is currently a member of the Indiana Professional Licensing Agency, appointed by the governor as a board member of the Speech-Language Pathology and Audiology Board. Title of Presentation: Communication Disorders Around-the-World Learner Objectives: Participants will: 1. demonstrate a broader awareness of global services for those with communication disorders; 2. recognize discrepancies in services and training among various countries around the world; 3 be empowered to participate in the International

Communication Project. Course Overview: It is estimated that approximately 40 million Americans have a communication disorder, but what about the rest of our big, beautiful world? Seniors in the capstone course at Butler University researched various countries around the world relative to how, or sometimes if, services for those with communication challenges are identified and treated. This presentation will help professionals and students to develop their world view. Participants will learn about the International Communication Project and how they can become involved with this initiative. Level: Beginner Disclosure: Ann Bilodeau is employed by Butler University. She has no significant non-

financial relationships to disclose.

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Heather Bolan, MA, CCC-SLP – Presenting with Tiffani Wallace Affiliation: Community Howard Regional Health Experience: Heather Bolan M.A., CCC-SLP graduated from the University of Cincinnati in 2015 and has primarily practiced in acute care, NICU, and Oncology. Her clinical interests include acute dysphagia management, neonatal feeding disorders, and oncological prophylactic/rehabilitative intervention for head, neck, and esophageal cancer. She is a certified MDTP, MBSImP, Myofascial Release, and Trismus provider, graduate of the NANT IGNITE program, and an ASHA ACE Awardee. Title of Presentation: Evidence Based Intervention for the Clinical Swallow Evaluation Learner Objectives: 1. As a result of the activity, the participant will be able to demonstrate evidence-based techniques for the Clinical Swallow Evaluation; 2. As a result of the activity, the participant will be able to describe the difference between evidence-based and non-evidence-based evaluations; 3. Participants will be able to describe outdated techniques often utilized during the Clinical Swallow Evaluation; Course Overview: The Clinical Swallow Evaluation (Bedside Swallow Evaluation) is a critical piece in the dysphagia puzzle. Thorough investigation is critical in determining the appropriate framework for your dysphagia treatment and plan of care. The Clinical Swallow Evaluation is not

standardized and often completed differently in each facility (even within facilities). Many times administration and interpretation of the Clinical Swallow Evaluation is outdated with no evidence to support a variety of the screens completed. Learning how to complete an accurate and evidence-based Clinical Swallow Evaluation is critical for appropriate patient care. Disclosure: Heather Bolan is employed by Community Howard Regional Health. She has no

significant non-financial relationships to disclose. Ricci Bradley, MA, CCC-SLP Affiliation: Hamilton Southeastern Schools Experience: Ms. Ricci Bradley, MA, CCC-SLP attended Indiana University for her undergraduate and graduate degrees. While she was there, she was an IU cheerleader for 4 years and coached IU cheerleading for 6 years. Go Hoosiers! After graduation, Ricci started working in Hamilton Southeastern Schools in Fishers, IN at the Intermediate and Junior High levels working with speech only, resource, FAP, and Life-skills program classes. Soon after, she moved to an elementary position (K-4) at Thorpe Creek Elementary and has fell in love with this age range. Passions include providing inclusive services to increase transfer of learning. She has held the position of Coordinator of the Speech/Language Department for over 12 years. Title of Presentation: Innovative Therapy Strategies and Service Delivery: Inclusive Practices using the 3:1 Model Learner Objectives: Learning Objectives: 1. Define different types of inclusive practices; 2. Outline effective strategies to make inclusive services successful; 3. List positive outcomes of using a 3:1 model State ways this will benefit students on your workload; 4.Create a "plan" and set a goal to work towards building more inclusive practices. Course Overview: This two-part presentation will answer your questions: What SLP "hats" dominate your time? What "hats" would you like to wear more often? What is preventing you from providing more "inclusive" practices? This session will provide practical information about different types and examples of inclusive practices (push-in, co-teaching), things to consider to get this started successfully in your building, and how to make it happen using different service delivery options, such as the 3:1 model. This interactive workshop will provide you with resources, activities, strategies, and personal stories to help elementary school-based SLPs become more successful at implementing inclusive services that carryover to the general education setting. We will practice ways to make your "pitch" to administration to try something new in your building. Plus, scheduling ideas, data collection strategies, and much, much more! Level: Intermediate Disclosure: Ricci Bradley is employed by Hamilton Southeastern Schools. She has no

significant non-financial relationships to disclose.

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Beth Browning, MA, CCC-SLP – Presenting with Beth Waite-Lafever, MS, CCC-SLP, ATP Affiliation: PRC Saltillo Experience: Beth Browning has had a passion for AAC since graduate school - 13+ years ago! Prior to joining PRC in June 2010, she worked as an SLP in the public schools and at Easter Seals providing comprehensive AAC services. She is a co-founder of the Indiana AAC Summit, an annual conference that brings together front-line providers of AAC for networking, collaborating, sharing resources, working through challenges, and celebrating successes. Beth holds the Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-Language-Hearing Association (ASHA), a state license in Speech-Language Pathology from the State of Indiana, and is a member of ASHA’s Special Interest Division 12 (AAC Division). She also served as elected VP of Marketing for the Indiana Speech-Language Hearing Association from 2017-2019. Title of Presentation: Presenting with Beth Waite-Lafever – Planning for Literacy and AAC Learner Objectives: Participants will 1. Explain why reading/writing are essential skills for AAC users; 2. Describe emergent vs conventional literacy; 3. Use sample literacy lesson plans to target reading and writing skills. Course Overview: The ability to read and write is an essential skill for individuals who use AAC.

In this session, we will discuss why literacy is so important and how to build literacy skills with students who use AAC. We will explain and demonstrate the differences between emergent and conventional literacy and we will provide sample lesson plans for targeting literacy throughout the year! Level: Beginner Title of Presentation II: AAC Buy-In and Beyond Learner Objectives: Participants will 1. Identify barriers and challenges that impede the team's buy-in of the AAC device and its implementation/use; 2. Describe at least 3 ways to enhance the team's buy-in of the AAC device and its implementation/use; 3. Create an action plan to target team buy-in when they return to their workplace Course Overview: AAC teams are comprised of teachers, paraprofessionals, therapists, administrators, parents/caregivers, and the device users themselves. Getting everyone to "buy-in" to the AAC device and its implementation can be a challenging feat, but it's critical to the quality of outcomes. In this session, we will share some of the most common barriers and challenges that impede buy-in. We will provide ideas and develop action plans to overcome them. Level: Beginner Disclosure: Ms. Browning is an employee of PRC Saltillo. She has no significant non-

financial relationships to disclose.

Elizabeth Buck, MA, CCC-SLP – Presenting with Melissa Wirth, MA Affiliation: Indiana University Experience: Elizabeth Buck is a Clinical Assistant Professor in the Department of Speech and Hearing Sciences at Indiana University, Bloomington. In this role, she serves as the building speech-language pathologist at William Penn School 49 in Indianapolis Public Schools (IPS), where she supervises graduate students doing school-based clinical practica. Additionally, Elizabeth supervises undergraduate students in IU’s speech-language pathology assistant (SLPA) program at William Penn and provides district-wide professional development to school-based SLPs. Elizabeth has been practicing in schools for 7 years, prior to which she worked in the medical setting. She received her bachelor's degree from Butler University and her master's degree from Indiana University. Her professional interests include language and literacy development and disorders and translational science as it relates to service delivery and treatment in schools. Title of Presentation: The SLP and the Reading Specialist: Partnering for Student Outcomes Objectives: As a result of this seminar, participants will: 1. Identify individual scopes of practice of the SLP and reading specialist and areas in which their roles overlap; 2. Work together with a reading specialist to identify children at risk of language/literacy disorders; 3. Plan and provide unified interventions for students with language/literacy disorders.

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Course Overview: Though frequently underutilized, school-based SLPs knowledge of the language underpinnings of literacy makes them very valuable members of the school literacy intervention team. Particularly with the advent of new state guidance on literacy disorders, it is even more crucial for SLPs to get involved. This presentation will focus on the relationship between the school SLP and the reading specialist and how it can be cultivated in order to provide unified interventions that promote school-wide student success. Level: Intermediate Title of Presentation II – Presenting with Jennifer Whitley - Case Studies in Effective Assessment and Treatment for Pediatric English Language Learners Learner Objectives: 1. Demonstrate strategies to implement different aspects of bilingual service delivery models; 2. Develop goals that are appropriate for bilingual speakers; 3. Integrate evidence based practice to case scenarios of bilingual speakers Course Overview: According to the Indiana Department of Education, the number of English language learners (ELLs) in Indiana public schools is steadily increasing from year to year.

Inevitably, some of these students will require services from an SLP at some point in their school careers. Given the paucity of bilingual SLPs, the likelihood that a monolingual SLP will encounter a bilingual SLP in their school practice is remote. With the right tools, however, even monolingual SLPs can feel confident when working ELLs. Through the use of case studies, participants will explore effective tools and treatment strategies when implementing interventions with ELL individuals. This presentation will expand on last year’s introductory presentation, Therapy Targets for ELL Students: Effective Tools and Strategies. Level: Intermediate Disclosure: Ms. Buck is an employee of Indiana University. She has no significant non-

financial relationships to disclose. Talia Bugel, PhD – Presenting with Naomi Gurevich, PhD, CCC-SLP Affiliation: Purdue University Fort Wayne Experience: Talia Bugel is an Associate Professor in the Department of International Language & Culture Studies at Purdue University, Fort Wayne. She has an MA in applied linguistics from the Universidade Estadual de Campinas, Brazil, and a PhD in Spanish as well as a certificate in SLATE from the University of Illinois at Urbana‐Champaign. Talia has research interests in sociolinguistics, language policy and attitudes, second language acquisition and teacher education, and Portugese and Spanish in contact. Title of Presentation: Clinical Competency and Accent Reduction: Cultural and Linguistic Considerations in Treating Accentedness

Learner Objectives: As a result of attending this session, participants will be able to: 1. Explain how one's native language contributes to a foreign accent in one’s target language; 2. Discuss methods of accent reduction beyond phoneme acquisition; 3. Describe how cultural considerations may affect perceptions of a speaker's foreign accent and intelligibility. Course Overview: Speaking with a foreign accent is not an impairment and cannot be reduced to articulation errors. Accents are often critical to the cultural and linguistic identity of the speakers. Native sound inventories and rules, group identity, and language attitudes can all influence the perception of accentedness by a listener. These considerations also affect listeners’ perception of the accented speaker’s intelligibility. Cultural and linguistic factors contributing to foreign accents are presented, and implications of accent modification practice are discussed. Level: Beginner Kelley Davis, MA, CCC-SLP Affiliation: Pediatric Specialty Associates, Inc Experience: After 13 years of serving as a medical pediatric speech pathologist at Peyton Manning Children’s Hospital at St Vincent, Kelley recently transitioned to being an independent contractor with IN First Steps. During her time at St Vincent, Kelley worked in outpatient and inpatient peds,

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as well as in the Level IIIC NICU. Kelley was honored and delighted to serve as SLP on the St Vincent Craniofacial Team for over 9 years and she considers cleft lip & palate to be an area of expertise and great professional passion. She has had the opportunity to travel to South America with Medical Missions for Children on multiple occasions, combining her love of travel and her interest in cleft care. In her free time, Kelley can be found chasing her two young children, curling up with a good book, or hosting a weekly music Bingo show at a local brewery! Title of Presentation: WebMD for the SLP: An Overview of Diagnoses for the Pediatric Speech Pathologist Learner Objectives: The learner will: 1. Identify a variety of diagnoses that are common in babies in NICU / PICU settings; 2. Determine how specific diagnoses affect feeding, swallowing and/or speech in infants and young children; 3. Have the opportunity to share own experience with unique diagnoses / challenging cases and talk through problem-solving and treatment techniques. Course Overview: In the field of speech-pathology, we meet and treat a variety of children, many of whom have complex medical histories. This presentation will offer an overview of common diagnoses that we may see, particularly in the NICU and medical peds setting. We’ll explore congenital defects, GI, cardiac, airway, and neuro diagnoses and how they directly affect feeding / swallowing and speech / language development. Level: Beginner

Disclosure: Kelley Davis is employed by Pediatric Specialty Associates, Inc. She has no

significant non-financial relationships to disclose. Brian Dear, BA Affiliation: iCouch, Inc. Experience: Brian Dear is the founder of iCouch, a mental health practice management system. In over ten years of working with mental health professionals at all levels, he has helped thousands of professionals with building sustainable businesses. As a former Reuter’s photojournalist, military officer, and overseas English teacher, he has vast experience with leadership and communications. He is the author of the book The Therapist Guide to Online marketing and was an early pioneer in online therapy technology. At iCouch, he developed the world's first browser-based video therapy platform. He is also an accomplished pilot and a father of four. Title of Presentation: From the Ivory Tower to the Streets: Empowering Communication Learner Objectives: 1. How to build trust with patients through the authenticity of your message; 2. The importance of tailoring patient communication to the individual; 3. Understanding the effects of diction on the perceived credibility of your message. Course Overview: Professionals in the healing professions have a communication problem. Speech language professionals, ironically, are skilled and knowledgeable in helping others to communicate, however when it comes to building a meaningful connection with their patients, they often fall short. What can companies such as Apple and Nike teach us about connecting with our audience? How can we communicate simply without being simplistic? How can speech language professionals develop an authentic voice that empowers both themselves and their patients? This presentation will share examples and ideas on how those in the healing professions can better connect with their patients, stakeholders, the public, and why it’s important. Level: Beginner Title of Presentation II - Online Marketing Workshop for Speech Professionals Learner Objectives: 1. Understanding patient marketing personas and tailoring your message for those personas; 2. Understanding the strengths and weaknesses of various online marketing and outreach channels; 3. Creating and executing a marketing plan for a speech language business. Course Overview: Online marketing and outreach are essential for a successful speech language business. The vast majority of potential clients begin their journey to getting help with an online search, however most professionals have no experience with marketing in general, or online marketing and advertising specifically. This workshop will teach the fundamentals of online marketing as it pertains to the healing professions. Specifically: how to develop and refine fictional personas that represent the types of patients you want to attract, how to craft a message designed to reach and connect with those personas. Participants will also learn the basics of various online

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channels such as search engines, social media, and blogs. We will also explore creating your "pitch," refining your message, and measuring results. Level: Beginner Disclosure: Brian Dear is self-employed. He is receiving an honorarium from ISHA. He has

no significant non-financial relationships to disclose. Kathy Dowd, AuD Affiliation: The Audiology Project Experience: Dr. Kathy Dowd, AuD received her undergraduate BA in French Education from Spalding University, MEd in Audiology from University of Louisville and AuD from Salus University. In the last few years Dr. Kathy Dowd has worked to raise the awareness of chronic disease and ototoxic medications and the comorbid impact on hearing loss and risk of falls. Her work on this emerging issue in Audiology has focused on diabetes educators, state agencies for chronic disease, hearing loss and fall prevention, as well as federal agencies such as Centers for Disease Control and Healthy People. Dr. Dowd is presently the executive director of The Audiology Project, a nonprofit organization working with national audiology professional organizations to define a medical management model of audiological care for diabetes and other chronic and infectious diseases.

Title of Presentation: Audiology Medical Management in Diabetes Care Learner Objectives: 1. Recognize the pathophysiology of diabetes in hearing and balance; 2. Describe screening and assessment for audiology in diabetes care; 3. Explain the medical professionals involved in diabetes care, including PPOD+A Course Overview: Hearing loss and vestibular effects from diabetes has been researched for many years. However, the Centers for Disease Control in 2011 was unaware of the link with diabetes, hearing loss and risk of falls. Now the CDC and diabetes groups are guiding Audiology toward inclusion in diabetes care. This presentation will explore why Audiology is critical in diabetes care and what path can be taken for best practices and inter professional education with other involved medical professionals. Level: Intermediate Title of Presentation II: Advocacy and Interprofessional Collaboration: State Cohorts and Skilled Nursing Learner Objectives: 1. Identify roles for the current audiology advocacy in TAP on national, state and local levels; 2. Detail the need for Audiology Services in Skilled Nursing Facilities (SNFs): IPC with SLPs; 3. Describe the process to include Audiology and reimbursement for audiology in SNFs Course Overview: The Audiology Project (TAP) is raising awareness of the emerging issue of Audiology in diabetes and other chronic disease care. State cohorts are an integral part of this advocacy, bringing the message to national groups such as Healthy People, state agencies and local medical societies. This presentation discusses volunteer action in TAP cohorts. In addition, Skilled Nursing Facilities (SNFs) have a high incidence of chronic diseases, requiring the services of Audiology. There is an opportunity for implementing programs and collaborating with Speech Therapy for resident care and quality of life. Disclosure: Kathy Dowd is employed by The Audiology Project. She is receiving an

honorarium from ISHA. She has no significant non-financial relationships to disclose. Hala Elsisy, PhD, CCC-A – Presenting with Suzanne Foley Affiliation: Indiana EHDI Experience: Hala Elsisy, Ph.D., CCC-A is a Regional Audiology Consultant for the Early Hearing Detection and Intervention (EHDI) program, Indiana State Department of Health. She provides technical assistance, training and consultation to hospitals and families concerning newborn hearing screening, early intervention, and practice issues. Dr. Elsisy received both her M.S., and Ph.D. degrees from Purdue University. She is a state licensed audiologist and a certified educational audiologist in Indiana. She holds the ASHA Certificate of Clinical Competence in Audiology, and she's a Fellow of the American Academy of Audiology. Dr. Elsisy previously worked as a clinical faculty in the Department of Speech Language and Hearing Sciences, Purdue University, as an educational audiologist in Indiana schools, and as a clinical audiologist in university hospital and

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private practice settings. She has a breadth of professional experience in audiological assessment and management, auditory processing disorders, educational audiology, and auditory electrophysiology. Title of Presentation: Pediatric Audiology Best Practice Guidelines for Indiana

Learner Objectives: 1. Participants will review the new pediatric audiology best practice guidelines for diagnostic audiology services following universal newborn hearing screenings published by Indiana EHDI. 2. Participants will understand EHDI procedures from universal newborn hearing screenings through diagnostic testing. 3. Participants will learn resources available to families of deaf and hard of hearing children in the state of Indiana. Course Overview: Indiana Early Hearing Detection and Intervention (EHDI) program has a newly revised Pediatric Audiology Best Practice guidelines to assist audiologists in developing procedures for diagnostic testing and follow up services. This presentation will review key components of these procedures to improve services for deaf and hard of hearing children in the state of Indiana. Level: All Levels Title of Presentation II: Indiana Early Hearing Detection and Intervention Program (EHDI) Update Learner Objectives: 1. Participants will learn about demographic trends in newborn hearing

screening and follow up efforts. 2. Participants will understand EHDI procedures from universal newborn hearing screening to follow up and their role in the process. 3. Participants will review state and national data regarding children who are identified as deaf and hard of hearing. Course Overview: Indiana Early Hearing Detection and Intervention Program (EHDI) is responsible for ensuring all babies born in Indiana receive a newborn hearing screening and follow up services. Pediatric audiologists in the state are an important component of this process. EHDI procedures and current data trends regarding deaf and hard of hearing children will be discussed. Level: All Levels

Disclosure: Dr. Elsisy is employed by the Indiana EHDI. She has no significant non-financial relationships to disclose. Jennifer Essig, MA, CCC-SLP Affiliation: Indiana University South Bend Experience: Jennifer Essig, MA, CCC-SLP is the founding program director of the graduate degree in speech-language pathology at Indiana University South Bend. She has 15 years of experience as a medical-based SLP and now finds herself fully invested in teaching the next generation of clinicians. Prior to her role at IUSB, she served as a clinical educator and coordinated fieldwork placements. While developing a graduate program, she has been actively working to blend multiculturalism and interprofessional collaboration into the total curriculum in order to develop clinicians poised and ready for interactions with diverse clients and colleagues. Title of Presentation: The 4th and 5th "C": Cultural Competence Learner Objectives: 1. During an activity, learners will examine their own cultural beliefs and biases; 2. Learners will define the domains of cultural competence; 3. Learners will correlate social determinants of health and the impact they have on clinical practice; 4. Learners will contrast Anglo-European perceptions toward education and healthcare with the perceptions of cultural-linguistic diverse populations; 5. Learners will identify best practices related to assessment and intervention of cultural-linguistic diverse populations. Course Overview: The demographic of Indiana exposes speech-language pathologists and audiologists to individuals from diverse cultural and linguistic backgrounds, but are we always prepared to serve them? ASHA (2017) calls us to develop our cultural competence in order to improve delivery of service and outcomes. While cultural competence cannot be developed in a single session, we will begin to explore personal belief systems, explore how cultural and linguistic diverse populations view healthcare and education, review social determinants of health and their relationship to treatment, and review best practices in assessment and intervention. Level: Beginner

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Disclosure: Jennifer Essig is employed by Indiana University South Bebnd. She has no sigifnicant non-financial relationships to disclose.

Neina Ferguson, PhD, CCC-SLP

Affiliation: Tubes2Tables Experience: Neina Ferguson owns Tubes 2 Tables, Inc. in Pensacola, Florida. Neina is a fellow of the Darden College of education’s department of communication sciences and disorders at Old Dominion University. Research interests include identifying distress behaviors that signal increased risk for aspiration in preterm infants and training professionals to intervene preventing physiological decline during bottle-feeding. Level: Intermediate Title of Presentation: Neurodevelopmental Perspectives of Feeding Milestones Guide Pediatric Swallowing Management Learner Objectives: 1. Attendees will recognize developmental concepts specific to the Synactive Theory of Neurodevelopment as related to infant behaviors during oral feeding; 2. Attendees will relate biological subsystem development to oral feeding behaviors from embryonic period through childhood; 3. Attendees will develop a foundation for applying knowledge of principles and developmental milestones to pediatric dysphagia management.

Course Overview: Successful oral feeding will be discussed in the context of neurodevelopmental theories and biological subsystem development. Complex interactions among continually changing anatomy and physiological functions will be explored from the embryonic period through childhood. Typical stages of feeding development will be presented and applied to dysphagia management. Title of Presentation II: Evidence-Based Criteria for Initiating and Advancing Oral Feeding in Preterm Infants Learner Objectives: 1. Participants will compare signs of readiness to transition from tube feeding to oral feeding with signs of distress that indicate a lack of readiness to transition; 2. Participants will be able to define barriers to successful oral feeding in premature and term neonates; 3. Participants will be familiar with evidence-based assessment and intervention techniques for preterm and term neonates. Level: Intermediate Title of Presentation III: Sensory-Based Pediatric Feeding Difficulty: What do we know? How Do We Help? Learner Objectives: 1. Participants will recognize how early feeding experiences may wire infant brains to be aversive; 2. Participants will recognize sensory properties of food that interfere with feeding in children who perceive food as a threat; 3. Participants will be able to discuss meal-time routines as a means to facilitate structural support for families during their child’s transition thought stages of feeding. Course Overview: Fight or flight responses in the presence of food are real struggles for infants and children who have histories of negative eating experiences. A discussion of the human sensory systems, sensory properties of food, and early intervention methods will be discussed. Title of Presentation IV: A little PEP Goes a Long Way in Treating Sensory-Based Pediatric Feeding and Swallowing Disorders Learner Objectives: 1. Attendees will understand the foundations of the Positive Eating Approach; 2. Attendees will be able to apply principals of PEP to current caseloads in pediatric population; 3. Attendees will recognize the link between predictability and progress for children with sensory based feeding disorders. Course Overview: Feeding disorders in young children is a growing concern, particularly feeding challenges with sensory and/or behavioral underpinning. These feeding disorders are characterized by food refusal, anxiety when presented with novel foods, failure to advance to textured foods, and inappropriate mealtime behaviors. The Positive Eating Program (PEP) was developed to remediate feeding disorders by providing rich experiences in food vocabulary, positive sensory nonfood and food activities, and structured and predictable through trials. Disclosure: Neina Ferguson is the owner of Tubes2Table. She is receiving an honorarium

from ISHA. She has no significant fiancial relationships to disclose.

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Bradley Fleenor, PhD – Presenting with Lynn Bielski Affiliation: Ball State University Experience: Dr. Fleenor is a cardiovascular exercise physiologist with a background in clinical, translational and experimental exercise physiology. His current research interests are to identify novel exercise and functional food and/or nutraceutical intervention programs to improve cardiovascular function associated with aging, obesity and other chronic disease conditions. Dr. Fleenor has a particular interest in vascular function, specifically large elastic artery stiffness, which is emerging as a highly predictive risk factor of adverse cardiovascular outcomes. He currently has an appointment in Clinical Exercise Physiology at Ball State University. Title of Presentation: Exploring the Links Between Hearing Loss and Cardiovascular Disease Learner Objectives: 1. As a result of the activity, the participant will identify key components of the cardiovascular system in relation to hearing anatomy; 2. As a result of the activity, the participant will list three reasons previous methods for measuring cardiovascular heath are not the best for determining hearing health; 3. As a result of the activity, the participant will recognize two novel methods for measuring cardiovascular function. Course Overview: Heart disease is the most prominent chronic health concern in the United States. Hearing loss is the third most common age-related health condition. Hearing loss leads to

social isolation, loneliness and cognitive decline in older adults. Associations have been shown between a) hearing and cognition and b) cognition and cardiovascular disease risk factors; however, the association between hearing function and cardiovascular disease risk is unclear. Previous methods of measuring cardiovascular function may not be best in assessing the auditory system. This presentation will provide information on cardiovascular physiology and its relation to hearing as well as new measures of cardiovascular function in relation to hearing loss. Level: Intermediate Disclosure: Bradley Fleenor is employed by Ball State University. He has no significant non-financial relationships to disclose. Suzanne Foley, AuD, CCC-A – Presenting with Hala Elsisy Affiliation: Early Hearing Detection and Intervention Experience: Suzanne Foley, Au.D., CCC-A is the Director of the Indiana Early Hearing Detection and Intervention Program (EHDI) through the Indiana State Department of Health. The EHDI program is responsible for universal newborn hearing screenings and follow up in the state. In addition to her role as EHDI Director, she has been in private practice in Indianapolis for over 20 years. She provides pediatric and adult audiology services, specializing in auditory processing disorders. Dr. Foley has presented at numerous regional and state conferences regarding topics related to audiology and hard of hearing children. She has served as past President and on the Board of Directors of Hear Indiana as well as Marion County First Steps. Title of Presentation: Pediatric Audiology Best Practice Guidelines for Indiana Learner Objectives: 1. Participants will review the new pediatric audiology best practice guidelines for diagnostic audiology services following universal newborn hearing screenings published by Indiana EHDI. 2. Participants will understand EHDI procedures from universal newborn hearing screenings through diagnostic testing. 3. Participants will learn resources available to families of deaf and hard of hearing children in the state of Indiana. Course Overview: Indiana Early Hearing Detection and Intervention (EHDI) program has a newly revised Pediatric Audiology Best Practice guidelines to assist audiologists in developing procedures for diagnostic testing and follow up services. This presentation will review key components of these procedures to improve services for deaf and hard of hearing children in the state of Indiana. Level: All Levels Title of Presentation II: Indiana Early Hearing Detection and Intervention Program (EHDI) Update Learner Objectives: 1. Participants will learn about demographic trends in newborn hearing screening and follow up efforts. 2. Participants will understand EHDI procedures from universal newborn hearing screening to follow up and their role in the process. 3. Participants will review state and national data regarding children who are identified as deaf and hard of hearing.

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Course Overview: Indiana Early Hearing Detection and Intervention Program (EHDI) is responsible for ensuring all babies born in Indiana receive a newborn hearing screening and follow up services. Pediatric audiologists in the state are an important component of this process. EHDI procedures and current data trends regarding deaf and hard of hearing children will be discussed. Level: All Levels Disclosure: Suzanne Foley is self-employed. She has no significant non-financial relationships to disclose.

Elizabeth Ford Baldner, MA, CCC-SLP – Presenting with Kate McConville Affiliation: University of Michigan Experience: Elizabeth Ford Baldner is a speech-language pathologist at Michigan Medicine who specializes in voice, upper airway, cough, and laryngeal disorders in children and adults, as well as dysphagia and communciation in patients with head and neck cancer. Her research has involved validating a rating scale for vocal effort and defining which vocal pathologies predict subjective complaints of vocal effort. Title of Presentation: Pediatric Voice Disorders and their Assessment Learner Objectives: 1. Identify differences in laryngeal structure and function from infancy to

adolescence; 2. Recognize differences in the epidemiology of pediatric voice disorders as compared to adults; 3. Discuss approaches to and components of a comprehensive voice evaluation. Course Overview: Many speech pathologists in general practice only see a handful of voice patients, and don’t have the opportunity to become confident in working with this population. To further complicate this, voice disorders are heterogeneous, and pediatric patients are different from adult and geriatric patients in their voice anatomy and physiology and the incidence and prevalence of their voice-related etiologies. This lecture aims to review considerations for encountering pediatric voice disorders and assessing them. Topics will include basic pediatric laryngeal development, anatomy, and function, as well as review of variety of disorders affecting pediatric voice populations and approaches to assessment. Title of Presentation II: Pediatric voice therapy: rationales and approaches for all ages Learner Objectives: 1. identify current strategies for voice therapy with pediatric populations and their rationales; 2. Be able to discuss the appropriateness of direct vs. indirect services; 3. Will be able to pair treatment approaches with an understanding of a child’s cognitive development. Course Overview: Pediatric voice disorders are not uncommon with incident rates ranging from 6-23% (Maddern et al, 1991). Children with voice disorders may be aware of negative attention to their voices and may limit their participation in activities (Connor et al, 2008). The notion that children will “outgrow” voice problems or are “not candidates for voice therapy” is contradicted by literature showing that children who engage in direct voice therapy find it achievable and worthwhile (Braden et al 2018). SLPs who encounter children with voice disorders should be versed in treatment approaches that are both effective and developmentally appropriate for these populations. Disclosure: Elizabeth Ford Baldner is employed by the University of Michigan. She has no significan non-financial relationships to disclose. Jennifer Freeman, MA, CCC-SLP – Presenting with Julia Rademacher Affiliation: Paragon Rehabilitation Experience: Jennifer Freeman, MA CCC-SLP is a native Hoosier and alumni of Indiana University Bloomington in 1996. She has been an ISHA member for 17 years and has served on the Executive Council. She is currently the Indiana State Advocate for Medicare Policy with ASHA. Jennifer works in long term care in Bloomington, IN and has a passion for serving families living with Parkinson's disease. She is certified in LSVT LOUD, SPEAK OUT!, PWR, Delay the Disease and is a LOUD Crowd leader. Title of Presentation: SPEAK OUT! and the LOUD Crowd

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Learner Objectives: 1. As a result of this activity, attendees will learn the exercises and rationale of the SPEAK OUT! Program; 2. They will understand the neuropathology of a patient's brain with Parkinson's and how speaking intentionally with the SPEAK OUT! strategies alters the neuronal pathway; 3. Attendees will be inspired to start their own SPEAK OUT! and LOUD Crowd programs through certification with the Parkinson Voice Project. Course Overview: Nine out of ten people living with Parkinson's are at risk of developing a weak voice that can lead to serious speech and swallowing issues. A solution was developed by the Parkinson Voice Project; an effective program that combines education, individual speech therapy (SPEAK OUT!) and group speech therapy (The LOUD Crowd). Presenters' will share their journey to starting a program in Bloomington, talk about the components of SPEAK OUT! and how you can start your own program too. Level: Intermediate Disclosure: Jennifer Freeman is employed by Paragon Rehabilitation. She has no

significant non-financial relationships to disclose. Nancy Geruntino, MA, SLP Affiliation: Northern Speech Services Experience: Nancy Geruntino has worked as a SLP for 39 years in Public and Private School

Settings which included Head Start, Preschool, Elementary, Middle/Jr High, and High School. She has experience in teaching Lip Reading and Sign Language, and is the creator of the "R Made Simple - Innovative Methodology for 'R' Articulation With Application to Literacy and Language Development" program in addition to a Speech Improvement Program for Kindergarteners in the South-Western City School District, Grove City, OH. Nancy has been presenting "R Made Simple" since 2015 to state SLP conventions across the country; including California, Louisiana, Wisconsin, Colorado, Texas, Indiana, South Title of Presentation: R Made Simple - Innovative Methodology for 'R' Articulation with Application to Literacy and Language Learner Objectives: 1. As a result of this presentation, the participant will be able to identify correct tongue placement for each category and exercises to build muscle strength for the mastery of the 'R' sound. As a result of this presentation, the participant will be able to state the Up, Down, & Slide alphabet; 2. As a result of this presentation, the participant will be able to categorize which letters and sounds belong in each category of the Up, Down, & Slide protocol; and the participant will be able to analyze letters, words, picture cards, poems and stories using the Up, Down, & Slide method; 3. As a result of this presentation, the participant will be able to apply the Up, Down, & Slide methods to increase vocabulary skills, language skills, and strengthen literacy skills. Course Overview: Learn an entirely different approach to 'R' remediation. One that will give your students the ability and the confidence to produce any 'R' sound in any context. One that can be applied to any word with the 'R' sound, including all dialects, plus has application to language and literacy skills. Level: Intermediate Disclosure: Nancy Geruntino is employed by Northern Speech Services. She has no significant non-financial relationships to disclose. Naomi Gurevich, PhD, CCC-SLP Affiliation: Purdue University Fort Wayne Experience: Naomi Gurevich is an Assistant Professor of CSD at Purdue University Fort Wayne. Along with a clinical Masters from the University of Illinois at Urbana Champaign (UIUC) she holds a Doctorate in theoretical phonology (UIUC), a Masters in linguistics (UIUC), and a Masters in teaching ESL from the University of Washington, Seattle. She works primarily with adult neurogenic clinical populations, and has research interests in cognitive-communication disorders, motor speech disorders, and linguistics. Title of Presentation: Clinical Competency and Accent Reduction: Cultural and Linguistic Considerations in Treating Accentedness Learner Objectives: As a result of attending this session, participants will be able to: 1. Explain how one's native language contributes to a foreign accent in one’s target language 2. Discuss

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methods of accent reduction beyond phoneme acquisition 3. Describe how cultural considerations may affect perceptions of a speaker's foreign accent and intelligibility. Course Overview: Speaking with a foreign accent is not an impairment and cannot be reduced to articulation errors. Accents are often critical to the cultural and linguistic identity of the speakers. Native sound inventories and rules, group identity, and language attitudes can all influence the perception of accentedness by a listener. These considerations also affect listeners’ perception of the accented speaker’s intelligibility. Cultural and linguistic factors contributing to foreign accents are presented, and implications of accent modification practice are discussed. Title of Presentation II: Conversation Activities to Target Acquired Linguistic and Discourse Deficits

Learner Objectives: As a result of attending this session, participants will be able to: 1. Differentiate and describe linguistic-level and discourse-level impairments and skills; 2. Select conceptual frameworks and treatment approaches for evidence-based treatment of linguistic and discourse deficits; 3. Select appropriate therapeutic goals and stimuli for treating linguistic and discourse deficits. Course Overview: Applying the principles of specificity and intensity to intervention of neurogenic linguistic deficits involves targeting language at sentence - and discourse-levels. A variety of novel conversational activities that use picture stimuli are presented with suggestions on how to vary the

complexity of each task, how to document, how to select appropriate linguistic goals, and how to target these goals. The activities are flexible in that (1) they can be implemented in any language, and (2) they lend themselves to individual or group therapy. Conceptual frameworks and treatment approaches used in these activities are presented to support evidence-based practice. Level: Beginner Disclosure: Naomi Gurevich is employed by Purdue University Fort Wayne. She has no

significant non-financial relationships to disclose. Vicki Hammen, PhD, CCC-SLP – Presenting with Amanda Solesky and Lee Ann Luttrell Affiliation: Indiana State University Experience: Dr. Hammen is the director of the Communication Disorders Programs at Indiana State University. She teaches graduate coursework in voice disorders and dysphagia, as well as being a clinical educator. Her research interests include instrumental and perceptual measures of voice disorders and facilitating the research endeavors of the next generation of researchers. Title of Presentation: Workshop in Clinical Supervision: Are you ready for the 2020 Certification Standards? Learner Objectives: At the end of this workshop, participants will be able to: 1. Describe how learning and teaching styles can affect the supervisory relationship; 2. Develop five areas for growth in communication style; 3. Discuss strategies for providing effective feedback to beginning versus advanced supervisees. Course Overview: The new Clinical Certification 2020 standards require all clock hours be supervised by a clinical educator that has completed a minimum of two hours of professional development in clinical instruction/supervision after being awarded ASHA certification. The purpose of this workshop is to provide the opportunity to obtain the required professional development to meet this standard. A combination of information sharing, active learning, and small group discussion will be used to cover areas such as developing effective student-clinical educator relationships, how personal perspectives affect the supervislory relationship, the importance of feedback in clinical education, and strategies for providing effective feedback. Level: Introductory - Intermediate Disclosure: Dr. Hammen is employed by Indiana State University. She has no significant

non-financial relationships to disclose. Piper Harris, MA, CCC-SLP – Presenting with Stephanie Verdin Affiliation: Midwest Dysphagia Consultants Experience: Owner/Founder of largest mobile medical practice performing mobile MBSS consultations in the Country. Currently servicing 4 states: Ohio, Indiana, Kentucky, Texas.

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Title of Presentation: From Screening to Instrumental: When is it Appropriate to Use a Diagnostic Tool to Determine the Cause of the Dysphagia And How to Get the Most Value Out of the Instrumental Assessment Learner Objectives: 1. List important facts that support the value of managing dysphagia within the current healthcare system (especially with payment structure changes); 2. differentiate a screening evaluation vs. bedside vs. instrumental; 3. List barriers to obtaining a diagnostic evaluation and how to overcome them 4. Determine the cause of a swallowing problem using a diagnostic tool and write a treatment plan (do the same with a bedside evaluation as comparison) Course Overview: This two-part session will step up your clinical game. Learn how to use instrumentation to support SLPs value in diagnosing and managing dysphagia. Recognize, document, diagnose and treat a swallowing problem for better outcomes for patients and to support reimbursement at the highest level for your work! Level: Intermediate Disclosure: Ms. Harris is the owner of Midwest Dysphagia Consultants. She has no

significant non-financial relationships to disclose. Lydia Hittle, MA, CCC-SLP Affiliation: Hancock Regional Hospital

Experience: Lydia Hittle, MA CCC-SLP is the coordinator for a Heartburn and Swallow Center in Indiana where she works closely with two surgeons to treat esophageal dysphagia and complications from GERD. Her specialty and interest is dysphagia which composes 90% of her clinical practice. Lydia performs high resolution esophageal manometry and 24 hour reflux studies consistently. She coordinated and implemented the change of dysphagia diets to IDDSI last year in her hospital. Lydia also sees patients in ICU and LTAC and Acute rehab environments in addition to the clinic and outpatients. She has presented at ISHA's Fall conference and other places in the state. Lydia is the immediate past president of ISHA. Title of Presentation: Super Sleuthing with Esophageal Manometry "007"- Who? When? What? Where? Why? Learner Objectives: 1. Define esophageal manometry; 2. Identify when to refer for esophageal manometry; 3. Identify when esophageal manometry is contraindicated. Course Overview: As SLPs treating swallowing disorders, we encounter pharyngoesophageal dysphagia often. It is important to not only recognize it when we see it, but also to discern as much as possible the underlying cause to apply the appropriate treatment. Esophageal manometry is a tool that can be utilized in our toolbox to help us individualize treatment for pharyngoesophageal dysphagia. Disclosure: Lydia Hittle is employed by Hancock Regional Hospital. Ms. Hittle has no

significant non-financial relationships to disclose. Melanie Hudson, MA, CCC-SLP F-ASHA F-NAP Affiliation: EBS Healthcare Experience: Melanie W. Hudson, M.A. CCC-SLP is the National Director at EBS Healthcare, ASHA Fellow, and Distinguished Fellow of National Academies of Practice (NAP). She served on ASHA’s Board of Directors as Chair of the Speech-Language Pathology Advisory Council (2016-2018), the Board of Ethics, and the Board of Special Interest Group Coordinators. Melanie’s publications include Professional Issues in Speech-Language Pathology and Audiology, 4th edition (Lubinski & Hudson; Delmar, Cengage Learning, 2013; Plural Publishing, 2018), and 5th edition (Hudson & DeRuiter, 2019, Plural), chapter author for The Clinical Education and Supervisory Process in Speech-Language Pathology and Audiology, (McCrea & Brasseur, Slack, Inc., 2019). She served as President of the Georgia Speech-Language and Hearing Association and currently serves on the Georgia Board of Examiners for Speech-Language Pathology and Audiology. Title of Presentation: Professional Ethics for the Practicing Clinician Learner Objectives: 1. Participants will examine the purpose and function of a professional code of ethics; 2. Participants will discuss common ethical dilemmas; 3. Participants will understand the process of solving an ethical dilemma.

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Course Overview: A professional code of ethics provides guidance for speech-language pathologists and audiologists confronting conflicting information or differing opinions that may lead to ethical misconduct. Participants will be presented with a brief overview of the ASHA Code of Ethics followed by a discussion of examples of ethical misconduct. Participants will discuss the concept of willful blindness, the process of solving ethical dilemmas, learn to identify supportive resources when facing ethical dilemmas, and how and when to report ethical violations. Level: Intermediate Disclosure: Melanie Hudson is an employee of EBS Healthcare. She is receiving an honorarium from ISHA. Ms. Hudson has no significant non-financial relationships to

disclose. Paul Kreimer, MA, CCC-A Affiliation: Phonak Experience: Paul Kreimer is a Clinical Training Manager and is based in Indianapolis. He has been with Phonak since 2009. His primary responsibility is assisting fitters with Phonak hearing aid technology. Paul received his MA in Audiology from Indiana University in 1998 and BS in Audiology and Speech Sciences from Purdue University in 1996. His previous work experience includes

diagnostic audiological evaluations, vestibular testing, and hearing aid dispensing to pediatric and geriatric populations in various medical and private practice settings. Title of Presentation: Hearing Loss and Emotions Learner Objectives: Participants will understand currently existing data on the topic of emotions and hearing loss; 2. Participants will be able to better counsel patients and their families on the impact of hearing loss and emotions; 3. Participants will learn research tests used to assess emotional constructs. Course Overview: The ability to recognize emotion provides a foundation for social relationships. It follows, then, that disruption of emotional interpretation or recognition can significantly impact quality of life. Several recent research studies have shown that hearing impairment correlates with difficulty identifying the emotional intent conveyed by a communication partner. The current study at the Phonak Audiology Research Center (PARC) was designed to better understand the impact of amplification on emotion recognition. The results of this study, in addition to previous work, sheds light on difficulties hearing impaired listeners may experience beyond a reduction of hearing sensitivity. An awareness and understanding of this difficulty can facilitate more impactful conversations between healthcare provider and patient. Level: Beginner Title of Presentation II: Do Hearing Aids Prevent Cognitive Decline? Learner Objectives: 1. Describe the associations between cognitive decline and hearing loss; 2. Differentiate between different hypotheses about the origin of these associations; 3. Evaluate the current evidence related to the topic. Course Overview: Research has shown that there are known associations between hearing loss and cognitive abilities. Cognitive decline has been seen to be accelerated in people with hearing loss. Several hypotheses exist regarding the underlying mechanisms driving the described associations. Science is currently trying to find the most likely explanation. One of the more researched hypotheses is that impoverished auditory input leads to decreased cognition- So can hearing aids delay the issue? The session will give an overview of the current state of knowledge. Disclosure: Paul Kreimer is employed by Phonak. He has no significant non-financial relationships to disclose. Susan Latham, PhD, CCC-SLP Affiliation: St. Mary’s College Experience: Current President of ISHA. Awarded 2019 ASHA State Association Grant titled, "Working together for comprehensive solutions to improve speech language pathology services in the schools. Title of Presentation: Working Together for Comprehensive Solutions to Improve Speech Language Pathology Services in the Schools - A Year in Review

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Learner Objectives: 1. Participants will be able to discuss results of state-wide survey that was administered to school-based SLPs in Indiana and articulate the strategic direction of ISHA based on these finding; 2. Participants will be able to describe ways in which they can support and expand communication with DOE, ICASE, and state legislators to advance the mission of ISHA's work in integrative speech and language services in the schools; 3. Participants will be able to describe solutions to attract, prepare and retain school-based SLPs that were proposed at the School Summit hosted by ISHA and supported by a 2019 ASHA State Association Grant. Course Overview: ISHA has engaged in a year-long investigation of solutions to improve speech language pathology services in the schools. The work was funded by an ASHA State Association Grant. Three activities were proposed in the grant: 1) Develop and administer a state-wide survey to SLPs and SLPAs in the state. 2) Increase communication between DOE, ICASE and state legislators by holding roundtable discussions throughout the state. 3) Convene for a day long School Summit and distribute results from the collaborative work of the grant. This session will provide a summary of the work accomplished to date and will provide a means for members to participate in continuing the conversation Disclosure: Susan Latham is employed by St. Mary’s College. Mrs. Latham has no significant non-financial relationships to disclose.

Annalisa Layman, MA, CCC-SLP – Presenting with Karn Thomas Affiliation: Memorial Outpatient Therapy Services Experience: Annalisa Layman has worked for almost three years in an outpatient rehabilitation facility focusing primarily on acquired brain injury cases. As a swim coach, she has always been interested in athletics, specifically concussive injuries and advancing concussion protocols and recovery. She supervises students and provides education to other therapists as she has been identified as a concussion team leader. She also leads a brain injury support group and guest lectures at a local college. Title of Presentation: The SLP and the Multidisciplinary Concussion Team: Return to Learn, Return to Play and Management Procedures Learner Objectives: 1. Participants will be able to define, administer, interpret and categorize concussion symptoms using relevant self-rated scales; 2. Participants will be able to identify key concussion team members and their roles in management including vestibular, visual, behavioral and cognitive issues with specific focus on the leadership role of the SLP; 3. Participants will learn academic accommodation options and be able to make appropriate recommendations for students for the duration of symptom complaints; 4. Participants will learn return to play guidelines and be able to implement a graded system of increased activity with recommendations for athletic re-integration; 5. Participants will learn how to provide education to students, their families, medical and academic personnel regarding concussion and risks of repeated injury and use of symptoms for projecting outcomes. Course Overview: This presentation focuses on research, definitions, symptoms of concussion and management protocols. The neurological basis of concussion and the ability to educate others for best practice and best outcomes will be outlined. The multidisciplinary concussion team and each member’s role with key emphasis on the role of the SLP will be presented. This includes the use of concussive symptom self-rating scales (for symptom type and level of perceived severity) and cognitive task performance using computerized neurocognitive software. Return to learn and return to play issues are also included taking into account appropriate accommodations and exertion procedures for decision making. Level: Intermediate Disclosure: Ms. Layman is employed by Memorial Outpatient Therapy Services. She has no

significant non-financial relationships to disclose. Kacie Linehan, SLP – Presenting with Kristie Lofland Affiliation: Carmel Clay Schools Experience: My name is Kacie Linehan. I attended Ball State University for undergraduate and graduated school. I graduated in 2008 with my Master's Degree in Speech Language Pathology. I am

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currently the full time Early Childhood Speech Language Pathologist working in an early childhood classrooms and seeing early childhood speech only students for therapy. This is my 12th year working in a school district in Indiana. I recently changed school districts, but continue to work with our earliest exceptional learners. I push in to the EC classrooms and do weekly whole group lessons for the preschool classrooms that incorporate our 'core words' of the week. I plan weekly with my other special education professions (which includes our OT, PT, and Special Education Teacher). I have a passion for early childhood and watching our youngest learners make progress and grow! Title of Presentation: Utilizing Core Vocabulary Boards for Minimally Verbal Early Childhood Students Learner Objectives: 1. Participants will recieve an overview of research, using and selecting appropriate core vocabulary; 2. Participants will learn how to create core vocabulary boards and accompanying materials to be used in special and general education settings; 3. Participants will learn how to incorporate each member of the child's educational team in use of core vocabulary boards in all settings. Course Overview: Communication boards can be used to introduce the power of language and of Core Vocabulary. They can be used to model language and increase participation. Combined with

activity specific words, they can be used to make activities, such as reading books, accessible and engaging. The presenters will demonstrate how they incorporated the use of core vocabulary in preschool settings, how materials were created for school wide usage and reveal the results of the preschool students increase in language and classroom participation. Level: Beginner Disclosure: Kacie Linehan works for the Carmel Clay Schools. She has no significant non-

financial relationships to disclose.

Norma Loeb, Founder and Executive Director Affiliation: Lewy Body Dementia Resource Center Experience: Norma's knowledge and experience with Lewy Body Dementia (LBD) began with the personal care of her mother, Lillian, who had LBD for many years and who is the inspiration behind the founding of the Lewy Body Dementia Resource Center (LBDRC). Norma had facilitated the only two LBD support groups in New York–in Manhattan and Nassau County–for over 12 years. (There are now five support groups.) She served on the board of the Lewy Body Dementia Association for three years before launching LBDRC to provide much needed resources on local levels. Norma worked as executive assistant to the CFO at The New York Times Company for over 20 years. While there, she served as chairperson of the work/life committee of The Times' women’s affinity group and initiated and ran their eldercare group. Her expertise working with the top executives at The Times, as well as her managerial experience as executive director and a co-founder of the nonprofit organization, What BETTER Looks Like, has prepared her to direct this large project which is very dear to her heart. Title of Presentation: Lewy Body Dementia: The Most Common Disease You've Never Heard Of Learner Objectives: 1. What is Lewy Body Dementia (LBD)?; 2. What is the difference between LBD and other dementias?; 3. Why is it crucial to be diagnosed correctly? Course Overview: Though Lewy Body Dementia (LBD) is not rare, most people have never heard of it. Those who have heard the name know very little about it. It is the second most common form of progressive dementia after Alzheimer's disease. Despite its prominence, LBD is commonly misdiagnosed as Alzheimer's, Parkinson's disease or a psychiatric disorder, making proper treatment and care challenging. This is why awareness is crucial. The presentation will focus on the differences between LBD and other dementias, why it is crucial to be diagnosed correctly, what therapies help the most, the burden on care partners, and the resources available. Level: Beginner Title of Presentation II: Movie Night: Robin’s Wish Learner Objectives: 1. Participants will be able to provide characteristics and symptoms that are unique to Lewy Body Dementia; 2. Participants will understand the effects of Lewy Body Dementia on the patient, caregivers, and families; 3. Participants will understand how Lewy Body Dementia can negatively affect overall mental health and cooccur with other mental health disorders.

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Course Overview: Robin's Wish is a compelling film biography of much-loved Robin Williams. It weaves together the untold love story of his marriage to Susan Schneider Williams, his untimely suicide, his misunderstood disease, and his universal experience moving through pain in the search for healing and joy. It highlights the devastating neurological illness he didn’t know he had: Lewy Body Dementia (LBD). LBD is the second most common form of progressive dementia after Alzheimer's disease and affects more than 1.4 million Americans. This film, and your presence at this event, will help bring crucial awareness of LBD. Level: All Levels Disclosure: Norma Loeb is employed by the Lewy Body Dementia Resource Center. Ms. Loeb is receiving an honorium from ISHA. She has no significant non-financial relationships to

disclose. Kristie Lofland, MS, CCC-SLP Affiliation: KBL Consulting Experience: Kristie Brown Lofland is an Educational Consultant for the Indiana Resource Center for Autism at the Indiana Institute on Disability and Community at Indiana University, Indiana’s Center for Excellence on Disabilities. Ms. Brown Lofland has an extensive background in Speech Pathology and Audiology and in the education and communication of individuals with Autism

Spectrum Disorders. Lofland holds a bachelor’s degree in Speech Pathology from Indiana State University (1972), a master’s degree in Audiology from Indiana State University (1979) and a Director of Special Education certificate from Indiana University (2003). She has held various offices and served on various committees with the Indiana Speech, Language and Hearing Association. She was the recipient of Honors of the Indiana Speech, Language and Hearing Association for outstanding contributions in the field (2007). Ms. Lofland also received the “Best in School Advocacy” Award from the Autism Society of Indiana (2007). Title of Presentation: Utilizing Core Vocabulary Boards for Minimally Verbal Early Childhood Students Learner Objectives: 1. Participants will recieve an overview of research, using and selecting appropriate core vocabulary; 2. Participants will learn how to create core vocabulary boards and accompanying materials to be used in special and general education settings; 3. Participants will learn how to incorporate each member of the child's educational team in use of core vocabulary boards in all settings. Course Overview: Communication boards can be used to introduce the power of language and of Core Vocabulary. They can be used to model language and increase participation. Combined with activity specific words, they can be used to make activities, such as reading books, accessible and engaging. The presenters will demonstrate how they incorporated the use of core vocabulary in preschool settings, how materials were created for school wide usage and reveal the results of the preschool students increase in language and classroom participation. Level: Beginner Disclosure: Kristie Lofland is self-employed. She has no significant non-financial

relationships to disclose. Lee Ann Luttrell, MS, CCC-SLP – Presenting with Vicki Hammen and Amanda Solesky Affiliation: Indiana State University Experience: Lee Anne Luttrell, M.S., CCC-SLP is a full-time faculty instructor and clinical educator at Indiana State University. She teaches the undergraduate Phonetics course and the graduate course in Early Intervention in Speech-Language Pathology. Lee Anne is also the external placement coordinator for the graduate program. Title of Presentation: Workshop in Clinical Supervision: Are you ready for the 2020 Certification Standards? Learner Objectives: At the end of this workshop, participants will be able to: 1. Describe how learning and teaching styles can affect the supervisory relationship; 2. Develop five areas for growth in communication style; 3. Discuss strategies for providing effective feedback to beginning versus advanced supervisees.

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Course Overview: The new Clinical Certification 2020 standards require all clock hours be supervised by a clinical educator that has completed a minimum of two hours of professional development in clinical instruction/supervision after being awarded ASHA certification. The purpose of this workshop is to provide the opportunity to obtain the required professional development to meet this standard. A combination of information sharing, active learning, and small group discussion will be used to cover areas such as developing effective student-clinical educator relationships, how personal perspectives affect the supervisory relationship, the importance of feedback in clinical education, and strategies for providing effective feedback. Level: Introductory - Intermediate: Disclosure: Lee Ann Luttrell is employed by Indiana State University. She has no

significant non-financial relationships to disclose. Kristen Martinez, MA, CCC-SLP Affiliation: PresenceLearning Experience: Kristin Martinez received her M.A. from the University of Colorado at Boulder, and has been a speech-language pathologist for 19 years. Kristin served students in her local school district and in private practice for 13 years before starting as a teletherapist with PresenceLearning

in 2013. Kristin has presented on the topic of teletherapy nationwide and currently serves as the Head of Clinical Standards and Outreach for PresenceLearning. Title of Presentation: Determining Client Candidacy for Telepractice Learner Objectives: 1. List four areas a clinician should assess when considering a client’s appropriateness for telepractice; 2. Identify 3 contraindications for student success via telepractice; 3. List at least one accommodation for each of the four areas that could be used to increase the quality of the telehealth services. Course Overview: This session will focus on considerations for determining client candidacy for telepractice. As telepractice becomes a more mainstream service delivery model it is critical to consider which patients/students will receive the same or greater benefit by delivering services via telepractice. We will shared a rubric to assess client candidacy. The rubric incorporates a holistic view of the child, including access to treatment options, caregiver support, motor and attention abilities and contraindications. I will also present two case studies highlighting the importance of determining client candidacy prior to initiating assessment or intervention. Level: Beginner Disclosure: Kristen Martinez is employed by Presence Learning. She has no significant

non-financial relationships to disclose. Kate McConville, MA, CCC-SLP – Presenting with Elizabeth Ford Baldner Affiliation: University of Michigan Experience: Kate McConville, MA, CCC-SLP is a senior speech-language pathologist at Michigan Medicine where she specializes in assessing and treating voice disorders in children and adults. Her research interests have included examining children’s perspectives on voice therapy and whether supportive technologies increase therapy adherence in both children and adults. Title of Presentation: Pediatric Voice Disorders and their Assessment Learner Objectives: 1) Identify differences in laryngeal structure and function from infancy to adolescence 2) Recognize differences in the epidemiology of pediatric voice disorders as compared to adults 3) Discuss approaches to and components of a comprehensive voice evaluation Course Overview: Many speech pathologists in general practice only see a handful of voice patients, and don’t have the opportunity to become confident in working with this population. To further complicate this, voice disorders are heterogeneous, and pediatric patients are different from adult and geriatric patients in their voice anatomy and physiology and the incidence and prevalence of their voice-related etiologies. This lecture aims to review considerations for encountering pediatric voice disorders and assessing them. Topics will include basic pediatric laryngeal development, anatomy, and function, as well as review of variety of disorders affecting pediatric voice populations and approaches to assessment.

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Title of Presentation II: Pediatric voice therapy: rationales and approaches for all ages Learner Objectives: 1) identify current strategies for voice therapy with pediatric populations and their rationales 2) Be able to discuss the appropriateness of direct vs. indirect services 3) Will be able to pair treatment approaches with an understanding of a child’s cognitive development Course Overview: Pediatric voice disorders are not uncommon with incident rates ranging from 6-23% (Maddern et al, 1991). Children with voice disorders may be aware of negative attention to their voices and may limit their participation in activities (Connor et al, 2008). The notion that children will “outgrow” voice problems or are “not candidates for voice therapy” is contradicted by literature showing that children who engage in direct voice therapy find it achievable and worthwhile (Braden et al 2018). SLPs who encounter children with voice disorders should be versed in treatment approaches that are both effective and developmentally appropriate for these populations. Disclosure: Ms. McConville is employed by the University of Michigan. She has no

significant non-financial relationships to disclose

Jaime Michise, MS, CCC-SLP – Presenting with Scott Palasik Affiliation: Private Practice Experience: Jaime has been a speech-language pathologist for over nine years. She began her career at Cincinnati Children’s Hospital Medical Center where she was an active member of the fluency team. Recently, Jaime spent two years living and working in Nagoya, Japan. Jaime now lives in Frisco, Texas where she has a private practice working with people who stutter and teaches adjunctly at the University of North Texas. She also continues to work with children internationally. Jaime has published research and presents frequently. Jaime is also a facilitator at Camp Shout Out and a co-founder of the ActToLive Podcast. Title of Presentation: Incorporating Acceptance and Commitment Therapy (ACT) with Clients who Stutter: An Experiential Journey Learner Objectives: 1. As a result of this presentation, the participant will be able to list the six core principles of Acceptance and Commitment Therapy (ACT); 2. As a result of this presentation, the participant will be able to define psychological flexibility; 3. As a result of this presentation, the participant will be able to describe three ways to implement ACT into therapy sessions with people who stutter. Course Overview: Acceptance and Commitment Therapy (ACT) is a mindfulness and Cognitive Behavior Therapy (CBT) based approach that assists clients in living a valued-based life through the development of psychological flexibility. During this experiential training, presenters will guide attendees through exercises to help them better understand each of the six core principles of ACT: 1) contact with the present moment, 2) acceptance and willingness, 3) thought defusion, 4) self as context, 5) defining values, and 6) committed action. Presenters will provide clinical examples using ACT with individuals who stutter and summarize current neurological research that exists as it relates to ACT. Level: Beginner Title of Presentation II: Mindfulness 101: Experiencing your Mind and the Neurology Behind It Learner Objectives: 1. As a result of this presentation, the participant will be able to define mindfulness; 2. As a result of this presentation, the participant will be able to summarize one current finding regarding the ways in which mindfulness physically changes the brain; 3. As a result of this presentation, the participant will be able to describe three ways to implement mindfulness into therapy sessions with people who have communication disorders. Course Overview: Mindfulness practice has been shown to physically change the structures and chemistry of the brain. The practice of mindfulness skills can help clients create the space needed to increase their awareness, understanding, and ability to cope with their communication disorders. Furthermore, mindfulness can help clients orient themselves to the ups and downs of their mind and body experiences. This experiential session will guide attendees through various mindfulness practices and provide pointers for incorporating mindfulness practices into therapy.

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Diclosure: Ms. Michise is in private practice. She has no significant non-financial relationships to disclose.

Melissa Newell, AuD, CCC-A/FAAA Affiliation: Purdue University Experience: Melissa Newell, Au.D. is a Clinical Assistant Professor at Purdue University in the Speech, Language, and Hearing Sciences department, supervising first and second year Au.D. students. Her previous work experience includes clinical care in a hospital atmosphere, providing diagnostic assessments and rehabilitation for all age ranges. She performed audiological care in a Level III Neonatal Intensive Care Unit for many years, working with critically ill infants who were at high risk for developing hearing loss. Dr. Newell’s experience includes advanced vestibular assessment and collaboration with rehabilitation providers. She also is the course instructor for “Introduction to the Vestibular System. Title of Presentation: New Developments in Pediatric Vestibular Disorders: An Overview for Speech-Language Pathologists Learner Objectives: 1. Review basic anatomy and physiology of the peripheral and central vestibular systems. Examine vestibular disorders that are most common in the pediatric population; 2. Present the potential impact of vestibular disorders in a child's ability to read and to develop proper motor skills. Discuss self-report outcome measures that can be used to help identify children with vestibular disorders; 3. Identify the need for a multi-disciplinary approach to patient care, including speech-language pathology; 4. Review new research initiatives for vestibular testing and rehabilitation for children. Course Overview: Audiologists are now able to perform a battery of tests to assess multiple parts of the vestibular system, obtaining a more comprehensive understanding of disorders than was possible in the recent past. Children with congenital sensorineural hearing loss are more likely to experience vestibular problems, particularly if an inner ear malformation is present. Risks for vestibular impairments rise as the severity of the hearing loss increases and may worsen following cochlear implantation. Growing research indicate that children with vestibular disorders are at risk for gross motor delays and for reading problems difficulties. Level: Beginner Title of Presentation II: Meniere's Disease in Childhood: A Case Study Learner Objectives: Learner Outcomes: 1. Recognize signs and symptoms of Meniere's Disease; 2. Understand the results and recommendations for treatment following vestibular testing for children with MD; 3. Discuss the need for pediatric vestibular education across professions, including audiologists, physical therapist, otolaryngologists, pediatricians, and teachers. Course Overview: Meniere's Disease (MD) rarely occurs in children. Due to this, care and treatment by knowledgeable clinicians and physicians are lacking. This presentation reviews a case of a 10-year-old male with diagnosed MD, the interdisciplinary approach for care and treatment, the cross-facility approach for obtaining best results, and follow-up hearing aid fitting suggestions for the affected ear. Level: Intermediate Disclosure: Ms. Newell is employed by Purdue Universty. She has no significant non-

financial relationships to disclose. Camishe Nunley, LMHC, CTS Affiliation: Accelawork Experience: Camishe Nunley is a prominent Licensed Mental Health Counselor and Certified Trauma Specialist currently practicing as a private practitioner in Carmel, Indiana. Camishe has been employed in many different counseling settings before transitioning into solo practice which includes: Community Mental Health Agencies, Correctional Community, Universities and for profit private Agencies. As a Certified Trauma Speicalist, Camishe specializes in the treatment of trauma survivors ranging from complicated grief issues, sexual and physical abuse, compassion fatigue,

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refugees, and critical incidence stress debriefing in schools and agencies. Camishe graduated from Indiana State University and obtained her Masters of Science degree in Mental Health Counseling, with a specialization in Cognitive Behavioral Therapy. She is known for providing interactive, solution focused psychotherapy that is practical in application. Clients have said that she is compassionate, genuine, and goes above and beyond psychotherapy sessions to help them in their path towards self actualization. Title of Presentation: Children with Trauma: Best Practices for SLPs Learner Objectives: Learners will: 1. understand the definition of trauma according to mental health professionals; 2. understand key signs of trauma and common trauma stigmas; 3.techniques for effectively engaging children who have experienced trauma. Course Overview: Adverse Childhood Experiences, or ACEs, are among the most common indicators of mental health issues in adults. As practitioners working with children, understanding the nature of trauma is crucial to communicating effectively and meeting educational and therapeutic goals. In this workshop, attendees will learn what trauma truly is, what the common misconceptions are, how to recognize the sometime subtle signs of trauma, and how best to engage children who have experienced trauma. Beginner Disclosure: Ms. Nunley is employed by Accelawork. She is receiving an honorarium from

ISHA. Camishe Nunley has no significant non-financial relationships to disclose. Scott Palasik, PhD, CCC-SLP - Presenting with Jaime Michise Affiliation: The University of Akron Experience: Scott is an Associate Professor and directs the Mindfulness Behaviors and Social Cognition Stuttering Lab at the University of Akron. He teaches stuttering, voice, and counseling courses at the graduate level. He has published research and presented at the international, national, state, and local levels. Scott is a writer/creative collaborator/musician and feature in the documentary WHEN I STUTTER (2017) and a producer for the follow-up film, SHOUT OUT, about kids who stutter at Camp Shout Out where he works as a facilitator. Finally, he is co-founder of the ACT To Live Podcast and the 3C Digital Media Network. Title of Presentation: Incorporating Acceptance and Commitment Therapy (ACT) with Clients who Stutter: An Experiential Journey Learner Objectives: As a result of this presentation, the participant will be able to: 1. list the six core principles of Acceptance and Commitment Therapy (ACT); 2. be able to define psychological flexibility; 3. describe three ways to implement ACT into therapy sessions with people who stutter. Course Overview: Acceptance and Commitment Therapy (ACT) is a mindfulness and Cognitive Behavior Therapy (CBT) based approach that assists clients in living a valued-based life through the development of psychological flexibility. During this experiential training, presenters will guide attendees through exercises to help them better understand each of the six core principles of ACT: 1) contact with the present moment, 2) acceptance and willingness, 3) thought defusion, 4) self as context, 5) defining values, and 6) committed action. Presenters will provide clinical examples using ACT with individuals who stutter and summarize current neurological research that exists as it relates to ACT. Level: Beginner Title of Presentation II: Mindfulness 101: Experiencing your Mind and the Neurology Behind It Learner Objectives: As a result of this presentation, the participant will be able to: 1. define mindfulness; 2. summarize one current finding regarding the ways in which mindfulness physically changes the brain; 3. describe three ways to implement mindfulness into therapy sessions with people who have communication disorders. Course Overview: Mindfulness practice has been shown to physically change the structures and chemistry of the brain. The practice of mindfulness skills can help clients create the space needed to increase their awareness, understanding, and ability to cope with their communication disorders. Furthermore, mindfulness can help clients orient themselves to the ups and downs of their mind and body experiences. This experiential session will guide attendees through various mindfulness

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practices and provide pointers for incorporating mindfulness practices into therapy. Level: Beginner Disclosure: Dr. Palasik is employed by The University of Akron. He is receiving an honorarium from ISHA. He has no significant non-financial relationships to disclose.

Amy Piper, MA, PhD, CCC-SLP – Presenting with Jennifer Whitley Affiliation: Indiana University Experience: Dr. Amy W. Piper is a graduate of Indiana University BA ’96 (double major-psychology and speech and hearing sciences) and PhD 2010 (special education) as well as Marquette University MS ’98 (speech language pathology). Dr. Piper is a licensed and certified SLP and an Associate Clinical Professor in the Speech and Hearing Department at Indiana University. She works primarily with pediatrics and specializes in early childhood, autism, hearing impairment and multiple disabilities. Dr. Piper has taught in the areas of SLP in the Public Schools, Autism across the Lifespan, SLPAs in the Schools, Supervision, Early Intervention, Families, and Home Visiting, Teaching Exceptional Learners, Infant and Toddler Care and Education, and Mild Disabilities. She co-leads a series on Cultural Competence and Contemporary Issues in SLP with her colleague, Jennifer Whitley.

Title of Presentation: So What Else Do I Need to Know? Tools and Strategies for the Experienced Supervisor Learner Objectives: 1. Review different phases and components of Anderson’s Continuum of Supervision model; 2. Formulate objective feedback in response to video cases; 3. Design goals and objectives to promote growth in critical thinking and problem solving; 4. Identify different supervisory and teaching styles based on varying levels and need of the supervisee through case studies; 5. Discuss and share steps to developing effective relationships and communication skills based on personal supervision experiences. Course Overview: ASHA's 2020 Certification Standards (effective January 1, 2020) for audiology and speech-language pathology require 2 hours of professional development in the area of clinical instruction or supervision. This presentation will provide tools and strategies for the experienced supervising SLP or Audiologist while meeting the new supervision requirement. ASHA in collaboration with CAPCSD (Council of Academic Programs in Communication Sciences and Disorders), broadly defines supervision as overseeing and directing the work of others. However, clinical supervisors do more than oversee the work of the student clinician/ clinical fellow (CF). They teach specific skills, clarify concepts, assist with critical thinking, conduct performance evaluations, mentor, advise, and model professional behavior. Presentation content will include tools to develop objective feedback as well as design goals and objectives in collaboration with the supervisee to promote growth in critical thinking and problem solving. Participants will identify different supervisory and teaching styles based on varying levels and need of the supervisee through case studies. Tools for development of a remediation plan will also be discussed. Disclosure: Amy Piper is employed by Indiana University. She has no significant non-financial relationships to disclose. Julia Rademacher, MM, MA, CCC-SLP – Presenting with Jennifer Freeman Affiliation: Indiana University Experience: Julia Rademacher is a clinical associate professor in the department of Speech and Hearing Sciences at Indiana University in Bloomington, Indiana. She trains and supervises graduate student clinicians to evaluate and treat clients with voice disorders, including professional voice problems, neurologically-based voice and speech problems, transgender voice and speech modification and phonotrauma-related voice disorders. She also provides expert assessment and treatment to clients with speech fluency difficulties and with speech and resonance problems related to craniofacial anomalies. Her clients span the age spectrum. Prior to her work as a speech-language pathologist, Julia trained and worked as a professional vocalist. She completed a master’s degree in voice and opera performance from Northwestern University and has sung with opera choruses in the Indianapolis area.

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Title of Presentation: SPEAK OUT! and the LOUD Crowd Learner Objectives: 1. As a result of this activity, attendees will learn the exercises and rationale of the SPEAK OUT! Program; 2. They will understand the neuropathology of a patient's brain with Parkinson's and how speaking intentionally with the SPEAK OUT! strategies alters the neuronal pathway; 3. Attendees will be inspired to start their own SPEAK OUT! and LOUD Crowd programs through certification with the Parkinson Voice Project. Course Overview: Nine out of ten people living with Parkinson's are at risk of developing a weak voice that can lead to serious speech and swallowing issues. A solution was developed by the Parkinson Voice Project; an effective program that combines education, individual speech therapy (SPEAK OUT!) and group speech therapy (The LOUD Crowd). Presenters' will share their journey to starting a program in Bloomington, talk about the components of SPEAK OUT! and how you can start your own program too. Level: Intermediate Disclosure: Julia Rademacher is employed by Indiana University. She has no significant non-financial relationships to disclose. Dana Ramsey, AuD, CCC-A – Presenting with Michelle Wagner-Escobar Affiliation: Center for Deaf and Hard of Hearing

Experience: Dana completed her post-graduate training at Northern Illinois University in DeKalb, Illinois. She has enjoyed working with infants and children of all ages in hospital, clinical and educational settings for the past 11 years, including newborn hearing screenings, hearing evaluations and fitting of amplification and FM systems. She is currently one of three full time audiologists available at the Center for Deaf and Hard of Hearing Education in Indianapolis, Indiana where she provides consultation for teachers and other school personnel who support students who are deaf or hard of hearing. Title of Presentation: Hand in Hand: Clinical Audiologic Evaluation of School Aged Children to Support School Success Learner Objectives: 1. Participants will become familiar with the National Association of State Directors of Special Education (NASDSE) guidelines; 2. Participants will learn about important factors which influence students' access in the classroom; 3. Participants will become familiar with services and accommodations available for students in the educational setting. Course Overview: Children who are Deaf or Hard of Hearing need support beyond hearing aids, bone-anchored hearing aids and cochlear implants. This presentation will review factors which influence hearing in educational environments, how to evaluate student’s needs in the clinical environment and appropriate recommendations based on educationally relevant evaluation results. Participants will also become familiar with the National Association of State Directors of Special Education (NASDSE) guidelines to optimize educational outcomes. In addition, a review of support personnel at schools who may be available to support children who are Deaf or Hard of Hearing and appropriate services and accommodations will be provided. Level: Intermediate Disclosure: Dana Ramsey is employed by the Center for Deaf and Hard of Hearing Education. She has no significant non-financial relationships to disclose. Christine Ristuccia, MS, CCC-SLP Affiliation: Say It Right, LLC Experience: Christine Ristuccia, M.S. CCC-SLP, received her Master of Science degree in communicative disorders at the University of Redlands, Redlands, CA and a Bachelor of Science degree in health sciences from San Diego State University. Christine is an experienced school-based speech-language pathologist who has worked with a wide range of communicative disorders ranging from preschool to adulthood. Christine founded Say It Right in 1999. Her phonemic approach to /r/ remediation, The Entire World of R, sets the standard for efficient, successful correction of /r/ articulation errors. Christine is the author of several books and has spoken throughout the United States on articulation disorders. Title of Presentation: Got R Problems? A Phonemic Approach to R Remediation

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Learner Objectives: 1. Identify the 6 /r/ controlled vowels; 2. Know how to phonetically evaluate and treat the various word positions of the 6 vocalic /r’s; 3. Be able to write measurable and objective IEP goals for the /r/ phonemes; 4. Differentiate the differences between visual and non-visual /r/ controlled vowels; 4. Know at least 3 specific articulation techniques to elicit the /r/ phoneme; 5. Know the benefits of evaluating and treating /r/ phonetically. Course Overview: Frustrated with treating /r/ disorders? This course offers a new and refreshing approach to treat the most difficult of sounds. Backed with extensive research and field testing, a complete phonemic approach to evaluating and treating /r/ is presented based on the 32 different types of /r/. Level: Intermediate Disclosure: Christine Ristuccia is employed by Say It Right, LLC. She is receiving an

honorarium from ISHA. Ms. Ristuccia has no significant non-financial relationships to disclose. Tommie Robinson, PhD, CCC-SLP Affiliation: Children’s National Hospital Experience: Tommie L. Robinson, Jr., PhD, CCC-SLP is chief of the Division of Hearing and Speech and director of the Scottish Rite Center for Childhood Language Disorders at Children’s

National Health System in Washington, D.C. and is an associate professor of pediatrics at The George Washington, University School of Medicine and Health Sciences. He specializes in communication disorders in children, with a specific focus on children who stutter. Dr. Robinson’s research and writings have focussed on normal fluency behaviors in children and adults, service delivery to children from culturally and linguistically diverse backgrounds, patient safety and leadership in communication sciences and disorders. He has presented widely at the local, regional, national and international levels. Dr. Robinson was the 2010 president of the American Speech-Language-Hearing Association (ASHA) and has served on various boards and committees. In 1998, Dr. Robinson was elected a Fellow of ASHA, one of its highest honors. He served on the board of directors of the National Black Association for Speech, Language and Hearing (NBASLH) and served as the co-chair of the Program Committee for the 1999 and 2000 conventions. Dr. Robinson also served as secretary of the Specialty Board on Fluency Disorders (SBFD) and has been a board certified fluency specialist since 2000. He served as vice-chair of the Higher Education Licensure Commission for Washington, D.C. (2005 – 2014). Dr. Robinson received his A.A. degree from Coahoma Community College in Clarksdale, MS, B.A. and M.S., degrees from The University of Mississippi in Oxford, MS and his Ph.D. degree from Howard University in Washington, D.C. Title of Presentation: Leadership in the Workplace for Speech-Language Pathologists and Audiologists Clinicians are often faced with leadership opportunities in the workplace, but little training is available. Audiologists, speech-language pathologists and clinical fellows are often in a position to show leadership, yet they are not supervisors. This session is designed to aid in developing clinicians’ skills in seizing the often missed opportunities to be leaders in their clinical environments. Learner Objectives 1) Describe situations that require leadership strategies. 2) Create leadership plans base on identified opportunities, 3) Develop plans for ongoing leadership skill development Title of Presentation II: Designing Evaluation and Treatment Plans for Adolescents who Stutter Learner Objectives: 1. Understand the theoretical constructs relative to evaluating and treating adolescents who stutter; 2. Design service delivery models for addressing speech fluency issues in adolescents; 3. Provide speech fluency services to adolescents with confidence. Course Overview: This session is designed to prepare clinicians for working adolescents who stutter. This will be an interactive learning session in which theories regarding stuttering will be addressed. In addition, the speaker will highlight clinical tips and techniques that are used when providing clinical services. Service delivery models will be presented as well as counseling techniques. Current issues in research and evidence based practice will be addressed. Level: Intermediate

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Title of Presentation III: Patient Safety in Speech Language Pathology and Audiology: It's More than Reducing Medical Errors Learner Objectives: 1. Define patient safety as it relates to clinical practice; 2. Describe the stakeholders’ perspective in patient safety; 3. Understand the role of speech-language pathologists and audiologists in patient safety. Course Overview: This session is designed to emphasize patient safety and how it applies to the clinical practice of speech-language pathology and audiology. Patient safety will be defined and its history will be presented. Information relative to minimizing patient safety events will be addressed. This interactive session is specifically designed for clinical practice managers and clinicians to facilitate their understanding of patient safety in everyday clinical situations. Level: Intermediate Disclosure: Dr. Robinson is employed by Children’s National Hospital. He is receiving an

honorarium from ISHA. Dr. Robinson has no significant non-financial relationships to

disclose. Jeff Searl, PhD, CCC-SLP, ASHA Fellow Affiliation: Michigan State University

Experience: Jeff Searl received his M.A. and Ph.D. degrees in speech-language pathology from the University of Kansas (1991, 1999). Currently he is a faculty member at Michigan State University. His clinical and research interests include voice disorders, head and neck cancer rehabilitation, and neurogenic communication disorders. Dr. Searl has published and presented in these areas for the past 20 years nationally and internationally. In 2016 he was awarded Fellowship of the Association from the American Speech-Language-Hearing Association based on his research, teaching and service. Title of Presentation: Amyotrophic Lateral Sclerosis: Review of Current Management with a Focus on Communication Learner Objectives: Participants who attend the presentation will be able to: 1. Identify at least two recent advances in the understanding of the cause and pathogenesis of ALS; 2. Describe at least two primary areas of focus in the communication evaluation process for people with known or suspected ALS that are supported in the current literature; 3. Identify at least three current or emerging management practices for addressing ALS disease progression and communication changes. Course Overview: This offering has three aims. The first is to review recent data regarding ALS epidemiology, etiology and pathophysiology as foundational information for high level speech-language pathology practice in this area. The second aim is to highlight current and emerging practices in the communication diagnostic process. This will include a focus on SLP as well as other disciplines that should be involved on interdisciplinary teams. The third aim is to review management and treatment approaches currently utilized to address the ALS disease process more generally, and bulbar symptoms specifically. Pharmacological, behavioral and other emerging approaches will be presented. Level: Intermediate Title of Presentation II: Amyotrophic Lateral Sclerosis: Assessment and Intervention for Communication Deficits Learner Objectives: Participants who attend this presentation will be able to: 1. Describe mcconvileast 3 of the common elements of a speech examination recommended in the 'Provisional Best Practices Guidelines for the Evaluation of Bulbar Dysfunction in ALS; 3. Describe 3 intervention approaches commonly applied to address communication deficits in people with ALS. Course Overview: This presentation has three aims. The first is to review the communication changes that commonly occur in people with ALS. The second aim is to present current best practices recommended for assessing bulbar deficits, including speech, in people with ALS. A review of the clinical tools that are part of these recommended practices will be presented. The third aim is to review the intervention approaches that are often applied to address the communication changes in people with ALS. This review will include discussion of the available evidence, or lack thereof, for the various interventions. Level: Intermediate

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Disclosure: Dr. Searl is employed by Michigan State University. He is receiving an honorarium from ISHA. He has no significant non-financial relationships to disclose. Amanda Solesky, MS, CCC-SLP – Presenting with Vicki Hammen and Lee Ann Luttrell

Affiliation: Indiana State University Experience: Amanda Solesky is a Senior Instructor in the Communication Disorders Program and has served as the Clinic Director for 10 years. She leads the clinical methods courses for the undergraduate and graduate students in the program, teaches a variety of content courses in the program and supervises in the clinic. Title of Presentation: Workshop in Clinical Supervision: Are you ready for the 2020 Certification Standards? Learner Objectives: At the end of this workshop, participants will be able to: 1. Describe how learning and teaching styles can affect the supervisory relationship; 2. Develop five areas for growth in communication style; 3. Discuss strategies for providing effective feedback to beginning versus advanced supervisees. Course Overview: The new Clinical Certification 2020 standards require all clock hours be supervised by a clinical educator that has completed a minimum of two hours of professional

development in clinical instruction/supervision after being awarded ASHA certification. The purpose of this workshop is to provide the opportunity to obtain the required professional development to meet this standard. A combination of information sharing, active learning, and small group discussion will be used to cover areas such as developing effective student-clinical educator relationships, how personal perspectives affect the supervisory relationship, the importance of feedback in clinical education, and strategies for providing effective feedback. Level: Introductory - Intermediate: Disclosure: Amanda Solesky is employed by Indiana State University. She has no

significant non-financial relationships to disclose. Anne Sommer, AuD, CCC-A Affiliation: Purdue University Experience: Anne Sommer, Au.D., CCC-A is a Clinical Assistant Professor at Purdue University. Dr. Sommer began her career in a medical setting providing diagnostic audiology services, fitting amplification, and supervising industrial audiology programs in the community. Since 2009, Dr. Sommer is responsible for clinical education of Au.D. graduate students. She is passionate about hearing conservation efforts and presents regularly on the topic on noise-induced hearing loss. In addition, Dr. Sommer manages the Hearing Conservation Program (HCP) for approximately 250 campus employees. Other clinical interests include tinnitus, misophonia and professional advocacy efforts at the state and national level. Title of Presentation: Safe in Sound: Hearing Loss Prevention Education for Children & Families Learner Objectives: As a result of this activity, the participant will be able to: 1. Discuss the WHO-ITU H.870 Global Standard on safe listening devices and systems including the recommended exposure levels from personal audio devices for children and adults; 2. Discuss the prevalence and possible factors contributing to noise-induced hearing loss in children and adolescents; 3. Discuss the Healthy Hearing 2020-initiative goals related to adolescents ages 12-19 years; 4. Discuss the key educational topics to teach and the effectiveness of hearing conservation programs for children; 5. Describe the audiologist’s role to promote noise-induced hearing loss education and hearing loss prevention programs for children including challenges and barriers; 6. Describe 5 activities and resources available for teaching children about sound, the effects of noise exposure, and hearing loss prevention. Course Overview: Audiologists are uniquely qualified through education and training to design, establish, implement, and supervise hearing conservation programs for individuals of all ages [1] in a variety of settings. Approximately 5.2 million (12.5%) of 6-19 year olds have hearing loss directly related to noise exposure [2]. Hearing damage due to loud and repeated noise exposure affects an estimated one in six children by the end of their teenage years [3]. Since 2006, numerous hearing

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conservation educational materials for children have been developed. This presentation will highlight the 2019 WHO-ITU H.780 global standard for safe listening and hearing conservation resources currently available. Level: Beginner Disclosure: Anne Sommer is employed by Purdue University. She has no significant non-

financial relationships to disclose. Karin Thomas, SLPD, CCC-SLP, CBIST – Presenting with Annalisa Layman Affiliation: St. Mary’s College Experience: Karin Thomas has worked for more than 30 years as a practicing speech language pathologist, clinical specialist, working with adolescent and adult clients with acquired brain injuries. She has developed programs for the educational reintegration of students with traumatic brain injuries and most recently, headed therapists in a hospital based multidiscipline concussion team. Recently she completed her clinical doctoral degree with her dissertation focus being concussion and concussive symptomology.  In addition to clinical work, she has also been an educator for many years, teaching, supervising and mentoring students.  Recently, Dr. Thomas joined the

faculty at Saint Mary's college where she works as an assistant professor teaching graduate and undergraduate courses. Title of Presentation: The SLP and the Multidisciplinary Concussion Team: Return to Learn, Return to Play and Management Procedures Learner Objectives: 1. Participants will be able to define, administer, interpret and categorize concussion symptoms using relevant self-rated scales; 2. Participants will be able to identify key concussion team members and their roles in management including vestibular, visual, behavioral and cognitive issues with specific focus on the leadership role of the SLP; 3. Participants will learn academic accommodation options and be able to make appropriate recommendations for students for the duration of symptom complaints; 4. Participants will learn return to play guidelines and be able to implement a graded system of increased activity with recommendations for athletic re-integration; 5. Participants will learn how to provide education to students, their families, medical and academic personnel regarding concussion and risks of repeated injury and use of symptoms for projecting outcomes. Course Overview: This presentation focuses on research, definitions, symptoms of concussion and management protocols. The neurological basis of concussion and the ability to educate others for best practice and best outcomes will be outlined. The multidisciplinary concussion team and each member’s role with key emphasis on the role of the SLP will be presented. This includes the use of concussive symptom self-rating scales (for symptom type and level of perceived severity) and cognitive task performance using computerized neurocognitive software. Return to learn and return to play issues are also included taking into account appropriate accommodations and exertion procedures for decision making. Level: Intermediate Disclosure: Karin Thomas is employed by St. Mary’s College. She has no significant non-

financial relationships to disclose. Stephanie Verdin, MS, CCC-SLP – Presenting with Piper Harris Affiliation: Midwest Dysphagia Consultants Experience: Vice President of Clincal Services for MDC and PI, the largest mobile medical practice performing modified barium swallow studies in the country, now open in 4 states, Ohio, Indiana, Kentucky, Texas. Managing and developing training programs for 19 SLPs across 4 states. Title of Presentation: From Screening to Instrumental: When is it Appropriate to Use a Diagnostic Tool to Determine the Cause of the Dysphagia And How to Get the Most Value Out of the Instrumental Assessment Learner Objectives: 1. List important facts that support the value of managing dysphagia within the current healthcare system (especially with payment structure changes); 2. differentiate a screening evaluation vs. bedside vs. instrumental;

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3. List barriers to obtaining a diagnostic evaluation and how to overcome them 4. Determine the cause of a swallowing problem using a diagnostic tool and write a treatment plan (do the same with a bedside evaluation as comparison) Course Overview: This two-part session will step up your clinical game. Learn how to use instrumentation to support SLPs value in diagnosing and managing dysphagia. Recognize, document, diagnose and treat a swallowing problem for better outcomes for patients and to support reimbursement at the highest level for your work! Level: Intermediate Disclosure: Ms. Verdin is employed by Midwest Dysphagia Consultants. She has no significant non-financial relationships to disclose. Stephanie Volker, MS, CCC-SLP Affiliation: Cincinnati Children’s Hospital Experience: Stephanie M. Volker is speech/language pathologist who specializes in providing cognitive rehabilitation to children and adolescents who have sustained an acquired brain injury. She received her Bachelor of Science in Education and Master of Science in Speech Language Pathology at Miami University in 1994 and 1995 respectively, and achieved Certified Brain Injury Specialist in 2005. She is currently employed at Cincinnati Children's Hospital Medical Center,

serving children and adolescents with acquired brain injury as a clinician and Coordinator in the Division of Speech Language Pathology. She developed Cincinnati Children’s Outpatient Neurorehabilitation Team, one of only a few family-centered, collaborative, comprehensive outpatient rehabilitation programs for children and adolescents in the country, and currently serves as its Team Leader. Stephanie has lectured on a variety of topics related to ABI and cognitive rehabilitation in the adult and pediatric population at the local, state, and national level Title of Presentation: Effective Collaboration in Cognitive Rehabilitation: Counseling Strategies Learner Objectives: Learner Outcomes: 1. Participants will be able to define health literacy; 2. Participants will be able to list 3 factors which impact successful collaboration in cognitive rehabilitation between SLP, patient, and caregiver; 3. Participants will be able to describe a tool which can support effective counseling in cognitive rehabilitation. Course Overview: When providing cognitive rehabilitation for adults, adolescents, and children, SLP's strive to restore or compensate for cognitive deficits to improve an individual's everyday functioning. Cognitive rehabilitation targets functional goals, through developing specific and individualized strategies to address each individual's deficits within his/her own unique environment. A significant component of cognitive rehabilitation is the provision of education and counseling about specific cognitive skills, and their impact on function. The goal of counseling is to help develop each individual's meta-cognitive awareness to use strategies, and to provide caregiver(s) an understanding of those cognitive skills. This caregiver counseling helps them effectively provide supports and accommodations to their loved one. This course will provide attendees with effective counseling and education tools in order to develop an effective partnership with clients and caregivers for successful cognitive rehabilitation outcomes. Level: Intermediate Disclosure: Stephanie Volker is employed by Cincinnati Children’s Hospital. She is

receiving an honorarium from ISHA. She has no significant non-financial relationships to disclose. Carolyn Wade, MS, CCC-SLP Affiliation: IU Health Bloomington Experience: Carolyn Wade is a speech-language pathologist specializing in adult swallowing and swallowing disorders with an emphasis in evidence-based practices. She is MBSImP, LSVT, and MDTP certified. Carolyn has worked in inpatient, inpatient rehab, outpatient, and skilled nursing facilities; she is currently at an inpatient rehab unit at IU Health Bloomington Hospital and has been employed there for 4 years. Title of Presentation: Oral Care: When accountability is Low, but the Stakes are High Learner Objectives: 1. Participants will identify evidence-based outcomes for importance of oral care in multiple healthcare settings; 2. Participants will identify risk factors for aspiration

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pneumonia based upon current literature; 3. Participants will learn how to implement an interdisciplinary approach to oral care across settings. Course Overview: Current research supports the importance of oral care in acute care settings, including ventilator-dependent, pre-surgical, and post-stroke patient populations. However, adequate oral care amidst the burden of care in a medically complex patient can be a difficult endeavor, requiring a true interdisciplinary approach. Simply relying on one discipline to determine appropriate delivery and administration of oral care can result in less than favorable patient outcomes, including aspiration pneumonia, especially in the post-stroke population. This presentation highlights current literature in the fields of nursing, pulmonology, rehabilitative medicine, and speech-language pathology regarding the use and importance of oral care in specific patient populations, risk factors for aspiration pneumonia, and trends for future practice and patient care. Level: Intermediate Title of Presentation II: An Interdisciplinary Approach to Oral Care: How Can it Impact Patient Outcomes? Learner Objectives: 1. Participants will identify evidence-based outcomes for importance of oral care in multiple healthcare settings; 2. Participants will identify risk factors for aspiration pneumonia based upon current literature; 3. Participants will learn about implementation of an

interdisciplinary approach to oral care across settings. Course Overview: Current research supports the importance of oral care in acute care settings, including ventilator-dependent, pre-surgical, and post-stroke patient populations. However, adequate oral care amidst the burden of care in a medically complex patient can be a difficult endeavor, requiring a true interdisciplinary approach. Simply relying on one discipline to determine appropriate delivery and administration of oral care can result in less than favorable patient outcomes, including aspiration pneumonia, especially in the post-stroke population. This presentation highlights current literature in the fields of nursing, pulmonology, rehabilitative medicine, and speech-language pathology regarding the use and importance of oral care in specific patient populations, risk factors for aspiration pneumonia, and trends for future practice and patient care. Level: Intermediate Disclosure: Carolyn Wade is employed by IU Health Bloomington. She has no significant non-financial relationships to disclose.

Michelle Wagner-Escobar, MA, CCC-A – Presenting with Dana Ramsey Affiliation: Center for Deaf and Hard of Hearing Education Experience: Michelle Wagner-Escobar, M.A., CCC-A, FAAA is the Audiology Coordinator at the Center for Deaf and Hard of Hearing Education (CDHHE). Michelle works with children ages birth through school exit, providing both diagnostic and educational assessment, technology fitting and follow up, and resources, support, and technical expertise to families and professionals working with children who are deaf and hard of hearing. .She earned her bachelor’s degree at Purdue University and her master’s degree at the University of Iowa. Title of Presentation: Hand in Hand: Clinical Audiologic Evaluation of School Aged Children to Support School Success Learner Objectives: 1. Participants will become familiar with the National Association of State Directors of Special Education (NASDSE) guidelines; 2. Participants will learn about important factors which influence students' access in the classroom; 3. Participants will become familiar with services and accommodations available for students in the educational setting. Course Overview: Children who are Deaf or Hard of Hearing need support beyond hearing aids, bone-anchored hearing aids and cochlear implants. This presentation will review factors which influence hearing in educational environments, how to evaluate student’s needs in the clinical environment and appropriate recommendations based on educationally relevant evaluation results. Participants will also become familiar with the National Association of State Directors of Special Education (NASDSE) guidelines to optimize educational outcomes. In addition, a review of support personnel at schools who may be available to support children who are Deaf or Hard of Hearing and appropriate services and accommodations will be provided. Level: Intermediate

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Disclosure: Michelle Wagner-Escobar is employed by the Center for Deaf and Hard of Hearing Education. She has no significant non-financial relationships to disclose. Beth Waite-Lafever, MS, CCC-SLP, ATP – Presenting with Beth Browning

Affiliation: PRC-Saltillo Experience: Beth Waite-Lafever has over 30 years of experience working with individuals using AAC, their families, and school staff. She developed the Augmentative Communication Program at Easter Seals Crossroads in Indianapolis, Indiana in the late 1980's and hasn't slowed down since. She has worked in public schools, taught university courses, provided webinars and is a recognized presenter at the state, national and international level. Beth currently works as PRC's Training & Implementation Specialist making sure individuals who use PRC devices are getting the most from them. Beth is also a co-creator of the Indiana AAC Summit! Beth W-L. holds the Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-Language-Hearing Association (ASHA), a state license in Speech-Language Pathology from the State of Indiana, and is a member of ASHA’s Special Interest Division 12 (AAC Division). She is also a certified Assitive Technology Professional (ATP) and certified LAMP Professional." Title of Presentation: Planning for Literacy and AAC

Learner Objectives: Participants will 1. Explain why reading/writing are essential skills for AAC users; 2. Describe emergent vs conventional literacy; 3. Use sample literacy lesson plans to target reading and writing skills. Course Overview: The ability to read and write is an essential skill for individuals who use AAC. In this session, we will discuss why literacy is so important and how to build literacy skills with students who use AAC. We will explain and demonstrate the differences between emergent and conventional literacy and we will provide sample lesson plans for targeting literacy throughout the year! Level: Beginner Title of Presentation II: AAC Buy-In and Beyond Learner Objectives: Participants will 1. Identify barriers and challenges that impede the team's buy-in of the AAC device and its implementation/use; 2. Describe at least 3 ways to enhance the team's buy-in of the AAC device and its implementation/use; 3. Create an action plan to target team buy-in when they return to their workplace Course Overview: AAC teams are comprised of teachers, paraprofessionals, therapists, administrators, parents/caregivers, and the device users themselves. Getting everyone to "buy-in" to the AAC device and its implementation can be a challenging feat, but it's critical to the quality of outcomes. In this session, we will share some of the most common barriers and challenges that impede buy-in. We will provide ideas and develop action plans to overcome them. Level: Beginner Disclosure: Ms. Waite Lafever is an employee of PRC Saltillo. She has no significant non-financial relationships to disclose. Tiffani Wallace, MA, CCC-SLP, BCS-S – Presenting with Heather Bolan Affiliation: Hoosier Mobile Dysphagia Solutions Experience: Tiffani L. Wallace, MA, CCC-SLP, BCS-S has been treating patients with dysphagia for over 17 years. Tiffani has worked in various facilities, including schools, SNF’s, outpatient and acute care, home health and owns a Mobile FEES company. Tiffani is the author of www.dysphagiaramblings.com. Tiffani created and is the administrator of the Dysphagia Squad on Facebook. She is is a co-author of Dysphagia2Go app by SmartyEars, author of iScreen Aphasia by SmartyEars and co-author of Dysphagia Therapy by Tactus. Tiffani is a co-author of the book The Adult Dysphagia Pocketguide: Neuroanatomy to Clinical Practice by Plural Publishing. Tiffani has travelled internationally speaking on the topic of dysphagia and has multiple webinars on SpeechPathology.com and NSS. Title of Presentation: Evidence Based Intervention for the Clinical Swallow Evaluation Learner Objectives: 1. As a result of the activity, the participant will be able to demonstrate evidence-based techniques for the Clinical Swallow Evaluation; 2. As a result of the activity, the participant will be able to describe the difference between evidence-based and non

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evidence-based evaluations; 3. Participants will be able to describe outdated techniques often utilized during the Clinical Swallow Evaluation; Course Overview: The Clinical Swallow Evaluation (Bedside Swallow Evaluation) is a critical piece in the dysphagia puzzle. Thorough investigation is critical in determining the appropriate framework for your dysphagia treatment and plan of care. The Clinical Swallow Evaluation is not standardized and often completed differently in each facility (even within facilities). Many times administration and interpretation of the Clinical Swallow Evaluation is outdated with no evidence to support a variety of the screens completed. Learning how to complete an accurate and evidence-based Clinical Swallow Evaluation is critical for appropriate patient care. Disclosure: Tiffani Wallace is employed by Hoosier Mobile Dysphasia Solutions. She has no

significant non-financial relationships to disclose. Jennifer Whitley, MA, CCC-SLP – Presenting with Amy Piper Affiliation: Indiana University Experience: Jennifer Whitley is a Clinical Assistant Professor in the Department of Speech and Hearing Sciences at Indiana University, Bloomington. She supervises graduate clinicians in STEPS (Speech Therapy Education, Practicum, and Services for Latino Children and Families), Indiana

University’s Bilingual Spanish-English Track in Speech-Language Pathology of which she is an alumna. In her role as clinical supervisor for the STEPS program, Jennifer supervises students in clinical placements in the university clinic and in partnerships with school districts in need of bilingual speech-language therapy services. She developed and teaches graduate courses on Autism across the Lifespan, Clinical Supervision, and Clinical Application Modules. She co-leads the undergraduate SLPA (Speech-Language Pathology Assistant) program for undergraduate students. In partnership with Dr. Amy W. Piper, Jennifer developed and coordinates a contemporary issues and cultural competence series. After earning her bachelor’s degree in Communicative Disorders from California State University Fullerton and graduate degree from Indiana University Bloomington, Jennifer worked as a practicing speech-language pathologist in public school districts. Her professional interests include assessment and treatment of Spanish-English speaking children with communication disorders, literacy development, cultural competence issues, and social communication skills. diana University

Title of Presentation: So What Else Do I Need to Know? Tools and Strategies for the Experienced Supervisor Learner Objectives: 1. Review different phases and components of Anderson’s Continuum of Supervision model; 2. Formulate objective feedback in response to video cases; 3. Design goals and objectives to promote growth in critical thinking and problem solving; 4. Identify different supervisory and teaching styles based on varying levels and need of the supervisee through case studies; 5. Discuss and share steps to developing effective relationships and communication skills based on personal supervision experiences. Course Overview: ASHA's 2020 Certification Standards (effective January 1, 2020) for audiology and speech-language pathology require 2 hours of professional development in the area of clinical instruction or supervision. This presentation will provide tools and strategies for the experienced supervising SLP or Audiologist while meeting the new supervision requirement. ASHA in collaboration with CAPCSD (Council of Academic Programs in Communication Sciences and Disorders), broadly defines supervision as overseeing and directing the work of others. However, clinical supervisors do more than oversee the work of the student clinician/ clinical fellow (CF). They teach specific skills, clarify concepts, assist with critical thinking, conduct performance evaluations, mentor, advise, and model professional behavior. Presentation content will include tools to develop objective feedback as well as design goals and objectives in collaboration with the supervisee to promote growth in critical thinking and problem solving. Participants will identify different supervisory and teaching styles based on varying levels and need of the supervisee through case studies. Tools for development of a remediation plan will also be discussed. Level: Advanced Title of Presentation II – Presenting with Elizabeth Buck – Case Studies in Effective Assessment and Treatment for Pediatric English Language Learners

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Learner Objectives: 1. Demonstrate strategies to implement different aspects of bilingual service delivery models; 2. Develop goals that are appropriate for bilingual speakers; 3. Integrate evidence based practice to case scenarios of bilingual speakers Course Overview: According to the Indiana Department of Education, the number of English language learners (ELLs) in Indiana public schools is steadily increasing from year to year. Inevitably, some of these students will require services from an SLP at some point in their school careers. Given the paucity of bilingual SLPs, the likelihood that a monolingual SLP will encounter a bilingual SLP in their school practice is remote. With the right tools, however, even monolingual SLPs can feel confident when working ELLs. Through the use of case studies, participants will explore effective tools and treatment strategies when implementing interventions with ELL individuals. This presentation will expand on last year’s introductory presentation, Therapy Targets for ELL Students: Effective Tools and Strategies. Level: Intermediate Disclosure: Jennifer Whitley is employed by Indiana University. She has no significant

non-financial relationships to disclose. Maureen Wilson, MS, CCC-SLP

Affiliation: The Speech Bubble SLP Experience: Maureen Wilson is a school-based SLP and Certified Autism Specialist. She authors the blog, The Speech Bubble SLP. Maureen enjoys sharing ideas and strategies with other SLPs to help them provide speech therapy with confidence. She presents nationally on literacy based therapy, behavior management, and goal writing. Title of Presentation: Effective Incorporation of Literature in Speech Therapy: Practical Therapy Ideas Learner Objectives: Participant will be able to: 1. explain why the integration of literature can be useful in speech therapy; 2. describe at least three different activities that can be created from books incorporated into speech therapy; 3. list at least three appropriate books for use in speech therapy for student in Kindergarten to 5th grade. Course Overview: Books can be an invaluable resource for Speech-Language Pathologists. This presentation will expand the participants knowledge on the importance of literacy based speech therapy and how to realistically implement it the speech room. Various methods for integrating books and supplementary activities will be discussed. Level: Beginner Title of Presentation II: The Language of Behavior: Behavior Management Beyond the Prize Box Learner Objectives: Participant will be able to explain motivators for unexpected student behaviors in speech.Participants will be able to describe necessary elements for an effective behavior management plan.Participates will be able to list at least three behavior management strategies or methods that can be implemented within the speech room. Level: Beginner Course Overview: Student behavior can communicate so must but pose challenges at the same time. What options are there when stickers and prize boxes fail? This presentation will expand the participants knowledge on motivators for student behaviors as well as various methods and strategies for implementing an effective behavior management system within their speech room. Level: Beginner Disclosure: Maureen Wilson is employed by the Speech Bubble SLP. She has

no significant non-financial relationships to disclose. Melissa Wirth, MA – Presenting with Elizabeth Buck Affiliation: Zionsville Community Schools Experience: Melissa Wirth is an Instructional Coach for Zionsville Community Schools supporting teachers in the areas of Literacy and STEM. Prior to Zionsville she was a Multi-Classroom Leader for Indianapolis Public Schools, focusing on literacy interventions for students in Kindergarten through 8th Grade. Prior to her Multi-Classroom Leader role Melissa served students as a special and general education teacher in Indianapolis and North Carolina. Title of Presentation: The SLP and the Reading Specialist: Partnering for Student Outcomes Objectives: As a result of this seminar, participants will: 1. Identify individual scopes of practice

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of the SLP and reading specialist and areas in which their roles overlap; 2. Work together with a reading specialist to identify children at risk of language/literacy disorders; 3. Plan and provide unified interventions for students with language/literacy disorders. Course Overview: Though frequently underutilized, school based SLPs knowledge of the language underpinnings of literacy makes them very valuable members of the school literacy intervention team. Particularly with the advent of new state guidance on literacy disorders, it is even more crucial for SLPs to get involved. This presentation will focus on the relationship between the school SLP and the reading specialist and how it can be cultivated in order to provide unified interventions that promote school-wide student success. Level: Intermediate Disclosure: Melissa Wirth is employed by the Zionsville Community Schools. She has no

significant non-financial relationships to disclose.