82003 2010 Precon Program Layout 1.ps, page 21 @ Preflight ... · 2010 MSHA Pre-Convention Special– 3 Dear Colleagues, MSHA sure has enjoyed celebrating 50 years, but now it is

Schedule of Events . . . . . . . . . . . . . . . . . . . . . . . . .4

What’s New for 2010 . . . . . . . . . . . . . . . . . . . . . . .5

Day Institutes . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Invited Speakers . . . . . . . . . . . . . . . . . . . . . . . . . .9

MSHA Cares . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Student Opportunities . . . . . . . . . . . . . . . . . . . . .12

MSHA Plus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Convention At-A-Glance . . . . . . . . . . . . . . . . .13-15

Session Summaries . . . . . . . . . . . . . . . . . . . . .16-32

Sessions by Topic . . . . . . . . . . . . . . . . . . . . . .33-34

AND LOTS MORE!

S.S. MSHA

2 – 2010 MSHA Pre-Convention Special

ROOM TYPE: (based on availability)

�� One Double Bed �� Two Double Beds �� Smoking �� Non-smoking

PLEASE PRINT:

Name___________________________________________________________________________________________________

Address ________________________________________________________________________________________________

City __________________________________________________ State ______________ Zip _________________________

Daytime Phone: ( ) _____________________________ E-mail:______________________________________________

Name(s) of person(s) sharing accommodations: ____________________________________________________________

________________________________________________________________________________________________________

�� Check or Money Order Enclosed

�� American Express

�� Visa

�� MasterCard

�� Diner’s Club

�� Carte Blanche

Total Amount: $___________________

CREDIT CARD ACCOUNT NUMBER EXPIRATION DATE

YOUR SIGNATURE

x

HOTEL RESERVATIONS MUST BE MADE DIRECTLY WITH TAN-TAR-A

CONVENTION TAN-TAR-A RESORT RESERVATION REQUESTOne Form Per Room Request

MAIL TO: Tan-Tar-A Resort, Golf Club, Marina& Indoor Waterpark ReservationsP.O. Box 188TT, Osage Beach, MO 65065

OR CALL: 1-800-TAN-TAR-A (800-826-8272)

OR FAX: 573-348-8629

OR ONLINE: www.tan-tar-a.com

For special group rates, be sure to use the following code:Group Access Code: MSLH

TAN-TAR-A regrets that it cannot hold your reservation after 4:00 p.m. on the day of arrival without guaranteeing the reservation with one of the payment arrangements below. In guaranteeing your reservation for late arrival (arrival after 4:00 p.m.), we require that you either:

1. Enclose a check or money order covering the first night’s stay. — OR —

2. Send us the ENTIRE number of your credit card.Include expiration date and signature.

April 16-18

Welcomes…

Convention Code: MSLH

Reservation must be received byMarch 17, 2010 and before the group

reservations block is filled to assure your room accommodations.

Please check rate requested:

�� Single . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$115.00

�� Double . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$115.00

�� Triple . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$115.00

�� Quad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$115.00

�� One Bedroom Suite . . . . . . . .$199.00

�� Two Bedroom Suite . . . . . . .$270.00

Total Enclosed $ ____________

I authorize the Lake of the Ozarks TAN-TAR-A Resort, Golf Club, Marina & Indoor Waterpark to charge my account for one night’s deposit and all applicable taxes. Check-outtime is 11:00 a.m. Rooms may not be available for check-in until after 4:00 p.m. A major credit card presented upon arrival will facilitate the check-in process at the FrontDesk. I understand that I am liable for one night’s room and tax which will be deducted from my deposit or billed to my credit card in the event that I do not arrive or cancelon the arrival date indicated. Room Type request subject to availability at time of arrival. All deposits are refundable upon 72-hour notice prior to date of arrival. All reservations subject to local sales tax.

Reservations requested beyond the cut-off date are subject to availability. Rooms may still be available after the cut-off date, but not necessarily at the above rate. All reservations are subject to applicable state and local taxes and a county lodging tax in effect at the time of check in.

Signature:______________________________________________________________________________________________________

Arrival Date Time

Departure Date Time

GOLF CLUB, MARINA& INDOOR WATER PARK

2010 MSHA Pre-Convention Special – 3

Dear Colleagues,

MSHA sure has enjoyed celebrating 50 years, but now it is time to lookahead to the future of MSHA and what is in store for all of us in 2010 andbeyond. Your 2010 MSHA Convention Planning Team (CPT) has put incountless hours to ensure that the upcoming convention provides plentyof opportunities, as you set out on this grand adventure into a new era.Check out the individuals spearheading this endeavor by taking a minuteto note the members of this CPT in the photo below. In addition, take alook at the bright beacon of invited speakers and the numerous profes-sionals that have offered up their talents to firmly anchor our 2010 con-vention program.

Prepare to set sail by attending the Pre-Convention Session, “Ask MSHA,”on Thursday evening. Fully embark on your journey as you cruise throughthe “Treasure Trove” of silent auction items and navigate the exhibit hallon Friday. Make sure you return to the exhibit hall on Friday evening soyou don’t miss out on those last-minute silent auction bids, a mouth-watering Italian dinner, and an exciting 50/50 drawing! You must be pres-ent to win the drawing and all proceeds will benefit Sertoma, this year’sspecial project. Consider supporting the silent auction by supplying adonation and/or bidding on a great variety of treasures! Keep Sertoma inmind, as well, by making a donation and/or participating in the 50/50 fun(additional information on Sertoma is available in this program). Takenote that this year’s Friday evening itinerary ends earlier than usual. Thisallows time for university get-togethers, as well as for a trip to the outletmall in Osage Beach, where you might just find an item that you have toadd to your collection of convention souvenirs.

We are excited about all of our speakers and events this year, and thePresident’s Luncheon speaker, Sherry Curtiss, is no exception. Read moreabout Sherry Curtiss in this program and prepare to be inspired bySherry’s inspirational, humorous, and educational presentation afterenjoying a satisfying lunch and awards program hosted by MSHAPresident, Jean Zimmer.

As we “Navigate Into a New Era,” prepare for some fresh highlights,including Saturday morning’s “Sunrise Stretch and Stroll.” This will be

your chance to welcome in a new day with the Convention PlanningTeam’s own Dana Fritz, as you walk or run through Tan-Tar-A’s beautifulgrounds. MSHA is also making a new effort to honor its published mem-bers. Make plans to attend the “MSHA Author” session to learn how to goabout publishing your own works, as well as to hear about this year’shighlighted authors.

MSHA is a supporter of students and this year is no different. Check outthe new “Student Interest” sessions highlighted on the schedule grids, fortopics geared toward our student attendees! Let these sessions help topoint your professional compass in the right direction as you prepare tonavigate into your new career. Of course you can also go overboard andget decked out in your university apparel as you hop on over to thethrilling Quest for the Cup tailgate party and competition sponsored byEBS Healthcare.

MSHA continues to help conserve the environment by reducing paper use.Make sure to retrieve your session handouts from the MSHA website(www.showmemsha.org) and stow them in your luggage prior to begin-ning the journey to convention.

Sign yourself up to be a lifesaver during the convention by volunteeringyour time as a lead or assistant tour guide at this exciting event. Allhands on deck make for a great convention experience. Let Jane Webbor Jill Josepher know that you would like to help out by completing theform on the MSHA website, sending in the form found in the Winter 2009issue of the MSHA News, or by emailing [email protected].

On behalf of the 2010 MSHA Convention Planning Team, we look forwardto setting out on this amazing journey with you. Set your compass towardthe lake and come aboard April 16th-18th, as we navigate with MSHA intoa new and exciting era!

Sincerely,

Jennifer Ponder, ChairIlene Ashbaugh, Co-Chair

MSHA is “Navigating Into a New Era” in 2010!

Front Row Left to Right: Carlotta Kimble, Jennifer Ponder, Kim Stewart, Katie Bullock, Teresa Kemper, Marisa Tayeau; Back Row Left to Right: Jane Webb, Jill Josepher, Ilene Ashbaugh, Robin Gaschler, Tori Sisson, Dana Fritz

the 2010 CP TeamVolunteers: Jane Webb and Jill Josepher

Silent Auction: Kim Stewart

Special Projects: Dana Rissler Fritz

MSHA Plus: Shirley Madden

Pediatric: Katie Bullock

Audiology: Robin Gaschler

Adult: Tori Sisson

Multi-Interest: Marisa Taveau

Day Institute: Teresa Kemper

Exhibitors: Carlotta Kimble and Corrina Stanfield

Student Activities: Janet Gooch

MSHA EB President: Jean Zimmer

MSHA Central Office: Kristen PeffermanChair: Jennifer Ponder Co-Chair: Ilene Ashbaugh

Need to get in touch with the CP Team?

If you are a first time Volunteer, please plan on attendingthe 20 minute volunteer training session Friday morningfrom 10:20-10:40. Jill Josepher and Jane Webb, VolunteerCo-chairs will lead the training to clarify your role as a volunteer. You will receive your packet of information atthat time. If you are returning as a volunteer, your session will be through e-mail, but you will need to stopby the Volunteer desk to pick up your materials uponarrival at the convention.

Friday, April 16 – 10:20 a.m. - 10:40 a.m.

Volunteer Training


2010 MSHA Convention Planning TeamChairJennifer Ponder340 Villa Duschene Dr.Warrenton, MO 63383636-397-3111 (work)314-805-6557 (cell)[email protected]

Co-ChairIlene Ashbaugh2105 S. Franklin Apt. 518Kirksville, MO 63501660-349-7390 (cell)[email protected]

Day Institutes ChairTeresa KemperUniversity of Central MissouriMartin Building, Office 35Warrensburg, MO 64093660-543-8779 (work)816-525-3845 (home)816-665-8312 (cell)[email protected]

Pediatric ChairKatie Bullock826 Estes Park Dr.St. Peters, MO 63376314-368-9799 (cell)[email protected]

Adult ChairTori Sisson573-874-9771 (home)573-817-4752 (work)573-680-3938 (cell)[email protected]

Audiology ChairRobin Gaschler517 Centurion Ct.Grain Valley MO 64029816-550-1829 (cell)816-224-1334 ext. 315 (work)[email protected]

Multi-Interest ChairMarisa Taveau2015 Grand Blvd., #224Kansas City, MO 64108816-830-0510 (cell)816-736-5324 (work)[email protected]

Exhibitors ChairCarlotta KimbleUniversity of Central MissouriMartin Building, Office 63Warrensburg, MO 64093660-543-4993 (work)660-885-1515 (cell)[email protected]@yahoo.com

Exhibitors Co-ChairCorrina Stanfield1254 W. Westview St.Springfield, MO [email protected]

Student Activities ChairJanet GoochBarnett Hall 2400Truman State UniversityKirksville, MO 63501660-785-4672 (work)660-626-4694 (cell)660-627-1704 (home)[email protected]

Volunteer ChairJane Webb1333 Windsor Spring CourtKirkwood, MO 63122314-966-6491 (home)314-807-9888 (cell)[email protected]

Volunteer Co-ChairJill Josepher701 NW Rosaceae Dr.Blue Springs, MO 64015816-797-4949 (cell)[email protected]@raytownschools.org

Special Events ChairDana Fritz303 Lewis Hall - UMC Columbia, MO 65211 573-882-3873 216 N. Strawn Rd.Columbia, MO 65203 573-445-5484 (home)573-863-6633 (cell)[email protected]

Silent Auction ChairKim Stewart4402 NE 95th CourtKansas City, MO 64156816-736-7150 ext. 2928 816-447-2783 (cell)[email protected]@yahoo.com

MSHA Plus ChairShirley Madden3315 South AvenueSpringfield, MO 65807417-839-3066 (cell)[email protected]

MSHA EB PresidentBeverly Jean Zimmer2128 SW First StreetLee’s Summit, MO [email protected]

Schedule of EventsThursday, April 15 6:00pm-7:00pm.............................. MSHA Registration7:40pm-8:40pm.............................. Pre-Convention Session: ASK MSHA

Friday, April 168:00am-6:00pm.............................. MSHA Registration8:30am-5:00pm.............................. Day Institutes in Session10:20am-10:40am .......................... Volunteer Training10:30am ......................................... Exhibit Hall Opens10:30am-6:30pm............................ Silent Auction10:45am-11:45am .......................... Exhibitor Round Robin 12:00pm ......................................... Convention Sessions Begin2:45pm-3:45pm.............................. Snack and Beverage Break5:00pm-7:00pm.............................. Friday Social Event6:30pm ........................................... 50/50 Raffle Drawing

Saturday, April 17 6:00am-7:00am .............................. Sunrise Stretch & Stroll7:30am-6:00pm.............................. MSHA Registration7:30am-8:30am .............................. Continental Breakfast in Exhibit Hall7:30am-8:30am .............................. Poster Sessions and Exhibitor Round Robin8:00am ........................................... Convention Sessions Begin12:30pm-2:30pm............................ President’s Celebration12:30pm ......................................... Exhibit Hall Closes6:30pm ........................................... Tailgate Party7:30pm-8:30pm.............................. Quest for the Cup Competition

Sunday, April 18 7:30am-1:00pm.............................. MSHA Registration7:30am-8:30am .............................. Continental Breakfast8:00am ........................................... Convention Sessions Begin8:00am-9:00am .............................. Poster Sessions


MSHA’s Charity of ChoiceFor 11 years, MSHA Convention attendees have been gener-ously supporting a designated recipient of funds generatedthrough donations. MSHA is proud to sponsor “HearingCharities of America (HCOA).” See page 11 for more details.

Quest Tailgate PartyJoin Missouri’s future speech-language pathologists and audi-ologists for the Third Annual Quest Tailgate Party, as we gearup for the much anticipated Quest for the Cup Competitionimmediately following. This is a wonderful opportunity to per-sonally meet the teams, network with alumni and enjoy somedelightful appetizers before the fierce competition begins.

Internet Access for Convention AttendeesThe “CyberCafé” will be available again in 2010. Enjoy high-speed Internet access for all attendees during the Convention.This Café will be available in the Registration Area for your usefrom 7:00 a.m. to 10:00 p.m.

Continuation of our Improved CEU ProcedureWe tried something new the past couple of years, and youresponded overwhelmingly in support of the simplified CEUprocedure. Simply attend your sessions and complete theConvention CEU Record. At the end of the Convention, sign it,turn it in and receive one Certificate of Attendance for theentire Convention. What could be easier?

President’s Celebration, featuring Sherry CurtissPlease join the Executive Board and the Convention PlanningTeam for the President’s Celebration on Saturday, April 17,2010. We will enjoy a delicious lunch and dessert, Awards ofthe Association and our guest speaker, Sherry Curtiss, thePresident of the Council of State Assoc. Presidents (CSAP).Sherry is a practicing speech-language pathologist and herpresentation is inspirational, humorous and educational. Weknow you will enjoy her insight into the challenges of being a

working mother and busy professional. She will share herexperience and advice on being a leader. And remember, notonly will you have the opportunity to celebrate and reconnectwith friends; you receive one hour of continuing education.Come and enjoy!

Published Members Session:MSHA is featuring published members at the upcoming con-vention. Make plans to attend the one hour session honoringthe talent within our state association. Information on how topublish materials will also be discussed. Let MSHA CentralOffice know if you are a published member so your name canbe added to the database of MSHA authors!

Sunrise Stretch & Stroll:Join fellow MSHA members in welcoming a new day with ourfirst ever Sunrise Stretch & Stroll on Saturday, April 17 at 6:00a.m. Whether you are a walker or a long distance runner, therewill be something available for everyone. Grab a shower and aquick breakfast after your morning exercise, then head to thefabulous line-up of Saturday sessions.

Friday Night Social:All hands on deck as we navigate the exhibit hall, cruise onthrough the Treasure Trove and bid on your favorite trinkets.Join us in a 50/50 drawing to help support our worthy organi-zation, Sertoma, and a mouth watering Italian dinner. A guar-anteed fun filled evening; we look forward to seeing you.

MSHA Heard You!For the fifth year, the MSHA Executive Board voted NOT toincrease Convention fees for the 2010 MSHA Convention tokeep your state convention as affordable as possible! Comeand earn up to 1.8 CEUs at the Convention while enjoying awonderful weekend at Tan-Tar-A! Make plans now to attendwith your colleagues and catch up with friends from across thestate!

AHOY, AUDIOLOGISTS!In addition to ASHA and AAA CEUs, MSHA will again offerABA Tier I continuing education. Approval has also been sub-mitted for Kansas Board of Hearing Aid Examiners.Remember, this year you must have your ASHA membershipnumber in order to register for ASHA CEUs!

S.S. MSHA

What’s New for 2010?

MSHA wants to keep you up-to-date on Conventioninformation with Twitter.

Sign up to follow us on twitter.com/MOSPEECH andjoin us today!

MSHA "tweets" will provide Pre-Convention updates,as well as, any onsite changes or reminders.

Tweet You Soon!

Navigate Into ANew Era and JoinMSHA On TwitterTODAY!


Enjoy all the fun of the 51st Anniversaryby volunteering at the Convention. The MSHA Convention would not be able to

function without the generous support of our many volunteers. If you have

volunteered in the past, we hope we can count on you again. We always welcome

new volunteers as well!

As a volunteer, you will:� need no prior experience;� be given a short training session and written instructions;� be assigned to help at a session you are already registered to attend;� have a reserved seat at the session;� have a guaranteed handout;� be acknowledged at the President’s Luncheon and in the MSHA News; and� receive a gift.

Check any or all positions for which you are willing to volunteer. You will be contacted by the Volunteer CommitteeChair prior to Convention with your assignment.

MSHA CONVENTION 2010

CALL FOR VOLUNTEERSHelp Navigate into a New Era!April 16-18, 2010Tan-Tar-A Resort • Osage Beach, Missouri

Indicate times and days you cannot volunteer:

If you have submitted a proposal for the Call for Papers, please list the title(s):

Name:

Phone: E-mail

MSHA makes it convenient for you to become involved!

• Simply complete this form and mail it to: Jill Josepher701 NW Rosaceae DriveBlue Springs, MO 64015

• Or e-mail the above information to: [email protected]

• Or sign up on the website at: www.showmemsha.org

S.S. MSHA

April 16-18, 2010Tan-Tar-A Resort / Osage Beach, MO

MSHA 2010 51st Annual Meeting & Convention

Sign-up as a volunteer in any of the following ways…

I will volunteer for anyposition as needed.

Lead Volunteer:Introduces the speaker and assists with any problems during the session.

Assistant Volunteer:Assists lead volunteer as needed (handouts, door prize drawings, etc.).

Student Volunteer:May assist in sessions, registration area,meet & greet, silent auction, etc.

Judge Student Posters

S.S. MSHA

MSHA 2010 51st Annual Meeting & Convention


The Missouri Speech-Language-Hearing Association is approved by the Continuing Education Board of the

American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in

speech-language pathology and audiology. This program is offered for up to 1.8 CEUs (various levels; professional

area). ASHA CE Provider approval does not imply endorsement of course content, specific products or clinical

procedures.

The 2010 MSHA Convention provides you with the opportunity to earn up to 18 clock hours; 1.8 ASHA CEUs; 1.8 AAA CEUs. Persons attending the

Convention from outside Missouri: We welcome you to the MSHA Convention. As a courtesy, we remind you that you are responsible for following

requirements as specified by the licensing entity in your state.

Audiology: Applications have been made for AAA

CEUs, as well as HIS CEUs in Missouri, Kansas and

Arkansas.

NOTE: Amount of CEUs subject to change due to

presenter cancellation and other events beyond

MSHA’s control.

Questions? Call MSHA Central Office at

(888) SAY-MSHA (729-6742) or E-mail

[email protected].

Continuing Education Units (Convention Only - does not include Day Institutes)

American Academy of AudiologyContinuing Education Units – AAAThe Missouri Speech-Language-Hearing Association has applied for AAACEUs for this activity with the American Academy of Audiology. Thisprogram may be worth up to a maximum of 1.8 CEUs. Academy approvalof this continuing education activity does not imply endorsement of coursecontent, specific products or clinical procedures.

This Continuing Education activity represents up to 3 Tier 1 continuing education hourstoward the American Board of Audiology™ recertification requirements.

PresidentBeverly Jean Zimmer, M.S., CCC-SLP2128 SW First StreetLee’s Summit, MO 64081816-517-2946816-246-7776 (fax)[email protected]

President-ElectCarlotta Kimble, Ph.D., CCC-SLP314 Flora AvenueClinton, MO 64735660-885-7121 (home) 660-543-4107 (office)[email protected]

Past PresidentKaren Kerns, M.S., CCC-SLP1019 Daren DrivePalmyra, MO 63461573-248-5352573-248-5364 (fax)[email protected]

Vice President for CommunicationJane Webb, M.S., CCC-SLP1333 Windsor Spring CourtKirkwood, MO [email protected]

Vice President for Legislative AffairsLynnette Cowherd, M.S., CCC-SLP24545 EE HighwayCarrollton, MO 64633660-584-7127 (w)[email protected]

Vice President for Audiology ServicesAmy F. Fleetwood, Au.D., CCC-A, F-AAA3527 W. Truman Blvd.Suite 200Jefferson City, MO 65109573-635-7901573-635-4805 (fax)[email protected]

Vice President for School ServicesBrenda Martien, M.S., CCC-SLP254 Mueller RoadOzark, MO [email protected]

Vice President for Clinical ServicesSharon Sowder M.A., CCC-SLP2308 Kay DriveWest Plains, MO 65775417-257-5959412-257-5814 (fax)[email protected]

Vice President for Professional & Public RelationsElizabeth McKerlie, M.S., CCC-SLP19712 East 6th Street NorthIndependence, MO 64056816-413-6760816-413-6765 (fax)[email protected]

Graduate Student Board MemberJenna Meyer, B.H.S.803 East Green Meadows RoadApt. 202Columbia, MO [email protected]

MSHA Central OfficeRobert Craven, Business ManagerKristen Pefferman, Account Manager2000 East Broadway, PMB 296Columbia, MO 65201-60091-888-729-6742 1-888-729-3489 (fax)[email protected]

Executive Board August 1, 2009 - July 31, 2010

MSHA Values Your OpinionAs a result of your input, the Convention Planning Team has made significant changes to the Convention. We have highlighted some of themon Page 5 of this program. Please take a minute to complete your Convention Evaluation form included in your welcome packet!


2 0 1 0 M S H A C O N V E N T I O ND A Y I N S T I T U T E S

Implantable Hearing Devices: State of the ArtRobert Cullen, M.D.Friday, April 16, 2010 • 8:30 a.m. - 5:00 p.m. • .7 CEUs; 7 clock hours

Summary: Implantable hearing devices make a remarkable impact on the lives of the hearing impaired. The technology and products availableto our patients are evolving on a continuous basis. This course will discuss the history of implantable hearing devices, devices cur-rently available along with their indications, as well as technology being developed for the future. Cochlear implants, hybridcochlear implants, bone anchored hearing devices, semi-implantable hearing aids, and completely implantable hearing devices willbe discussed.

Level of instruction: IntermediateContent applicable: Adults, Early Childhood, School-AgedContent Areas: Hearing Impairments, Audiology, Amplification, Assistive Technology

A Clinical Update in Dysarthria and DysphagiaJohn C. Rosenbek, Ph.D., CCC-SLP, BC-NCDFriday, April 16, 2010 • 8:30 a.m. - 5:00 p.m. • .7 CEUs; 7 clock hours

Summary: This presentation will be clinical. The emphasis will be on methods, governed by principles, that clinicians can use on their next dayat work and students can try out during their clinical training. Specifically behavioral methods for treating dysarthric involvement ofthe respiratory mechanism, larynx, velopharynx and orofacila mechanism will be described and demonstrated with clinical examples.The latest treatments for the major signs of dysphagia including aspiration will also be described step by step. Newer methods fortreating speech and swallowing simultaneously such as respiratory muscle training will be featured.

Level of instruction: IntermediateContent applicable: AdultContent Areas: Neurogenic Speech, Swallowing

Implementing Social Thinking Concepts and Vocabulary into our School and Home Day: A Day to Develop Team CreativityMichelle Garcia WinnerFriday, April 16, 2010 • 8:30 a.m. - 5:00 p.m. • .7 CEUs; 7 clock hours

Summary: This workshop allows parents and educators to learn more about teaching social thinking and related skills to students. We willexplore how social thinking concepts develop the infrastructure for students to meet the educational standards, demonstrating howkey these concepts are to reading comprehension, written expression, etc.

We will define many social thinking concepts and how to apply the "social thinking vocabulary" across the school and home day.Conference participants work in teams to develop new creative social thinking lessons to fit their teaching environment. The focusof the day will be on making the teaching realizable across a variety of environments with the focus on helping students to carry theconcepts out of the treatment room and into their real lives. The social thinking lessons will be taught in the order they are introduced in Michelle's book, A Social Thinking Curriculum for School Aged Students.

Furthermore, we will explore how to work as part of an educational team. How do we share the workload when helping these kids?

Level of instruction: IntermediateContent applicable: School-AgedContent Areas: Language, Cognition, Pragmatics

ABA Tier 1 Continuing Education Hours toward the American Board of Audiology™ recertification requirements are available for this session.

Sherry Curtiss, M.A., CCC-SLPSherry Curtiss is a speech-language pathologist who graduated fromAppalachian State University in Boone, NC with a master’s degree inCommunication Disorders in 1995. She has been an active volunteersince graduation in the North Carolina Speech Hearing LanguageAssociation (NCSHLA). She was President of NCSHLA 2006-2007. Thetheme of her presidency was “Stay Connected” and opened up the door

for multiple areas of communication for the versatility of our professionals. Sherry iscurrently the President of the Council of State Speech-Language-Hearing AssociationPresidents (CSAP) where she communicates the theme of “We Are CSAP” and “More ofthe best to come.” She is the Chair of the NCSHLA Professional Affairs Committeeand Speech Language Pathology Editor of the Communiqué. Additionally, she is thePresident-Elect of the NC Association for Speech Language Pathology and AudiologySupervisors. She is the very proud mother of two beautiful daughters, Eden andGemma. Leadership, Advocacy, Education, Supervision, and Dysphagia Managementare among a few of her professional passions. Her passion for sharing successes inleadership have been motivated by being in the ASHA Leadership DevelopmentProgram for 2008 and being a member of Sigma Sigma Sigma Sorority where she haslearned to live the vision of “the more we give the more we receive.”

Marilyn Daniels, Ph.D.Dr. Marilyn Daniels is Professor of Communication Arts & Sciences atPennsylvania State University. She is a nationally & internationallyknown expert on using American Sign Language (ASL) to improve chil-dren’s literacy. For over two decades she has been teaching college,producing visionary research, writing, lecturing and instructing par-ents, caregivers, and educators on the benefits and use of ASL. Her

book, Dancing with Words: Signing for Hearing Children’s Literacy, is the most usedand quoted book in America on this subject.

Traveling across the United States, in the United Kingdom, Canada and Japan to con-duct research and present her findings, Dr. Daniels continues to painstakingly moldan effective argument for enabling typical & special needs children to become fullparticipants in language and communication with family and peers through the useof sign language. She has recently authored a series of books to help parents andchildhood educators successfully and informatively sign with children at each stageof development. Sign to Speak: Babies Can Talk and Sign to Speak: Toddlers at Playare the first two volumes in the collection.

In addition to being the author of five books, Professor Daniels has published morethan twenty-five articles in peer reviewed academic journals. Her research receivesattention in the popular media and is featured in magazines such as Business Weekand Family Circle, newspapers including the New York Times and the Toronto Star,plus radio and television segments on outlets like NPR’s Morning Edition and NBC’sEverybody is Talking.

Marilee L. Fini, M.A., CCC-SLPMarilee Fini, M.A., CCC/SLP is a practicing speech pathologist inCleveland, OH running her own private practice, MLF Speech Therapy.She graduated from John Carroll University with a B.A. inCommunications in 1991 and graduated from Kent State Universitywith a M.A. in Speech Pathology in 1993. Marilee regularly speaks onthe subject of stuttering throughout the U.S., often being an invited

speaker for speech and language conventions, as well as presenting for seminar com-panies, schools, hospitals and other agencies. In her workshops, she sheds a uniquelight on the subject of stuttering since she has spent most of her life dealing with herown stuttering.

Diane J. German, Ph.D.Diane German is a Professor at National-Louis University, Chicago, IL.She is holder of the Endowed Chair in Special Education; funded tosupport her research in Word Finding. She has also been selected as anASHA fellow and a fellow of the International Academy for Research inLearning Disabilities. She has conducted extensive research in WordFinding, published many articles, presented many technical papers,

and conducted numerous state, national, and international seminars in the area ofWord Finding. She is the author of the standard in Word Finding assessment: the Testof Word Finding - Second Edition (TWF-2), the Test of Adolescent/Adult Word Finding(TAWF), and the Test of Word Finding in Discourse (TWFD). Further, she has authoredthe Word Finding Intervention Program, Second Edition (WFIP-2) and a user friendlyself help book in word finding, It’s on the Tip of My Tongue, Word Finding Strategies ToRemember Names and Words You Often Forget.

Deborah Hayes, Ph.D.Deborah Hayes, Ph.D., holds the Kelley Family/Schlessman FamilyScottish Rite Masons Chair in Childhood Language Disorders in theDepartment of Audiology, Speech Pathology, and Learning Services, TheChildren’s Hospital (Colorado). She is also Professor, Physical Medicineand Rehabilitation, University of Colorado, School of Medicine; and

Professor, Speech, Language, and Hearing Sciences, University of Colorado - Boulder.Dr. Hayes has worked extensively in the area of newborn hearing screening, diagnosisof hearing loss in infants and young children, and amplification and intervention forbabies and young children with hearing loss. With colleagues at the Bill DanielsCenter for Children’s Hearing at The Children’s Hospital, Dr. Hayes participated indevelopment of a model program of early identification and intervention for childrenwho are deaf or hard-of-hearing. Dr. Hayes is the author of more than 30 journal arti-cles, book chapters, and proceedings. With her colleague, Dr. Jerry Northern, she is theco-author of the textbook, Infants and Hearing.

Mark Krumm, Ph.D.Dr. Krumm is an associate professor in the School of Speech Pathologyand Audiology at Kent State University in Kent, Ohio (USA). He hasbeen involved with telehealth applications for over a decade and haspublished a number of papers describing audiology telehealth use withpure tone audiometry, otoacoustic emissions, immittance, video-oto-scopy and the auditory brainstem response (ABR). Dr. Krumm has also

chaired the American Speech Language and Hearing Association (ASHA) committee onTelepractice and is presently the co-chair of the American Academy of Audiology (AAA)task force on telehealth.

Joanne Lasker, Ph.D., CCC-SLPDr. Joanne P. Lasker is currently an Associate Professor in theDepartment of Communication Disorders, College of Communication atFlorida State University. During the past 10 years, she has publishednumerous papers and chapters related to assessment and treatmentof adults living with acquired neurogenic communication disorderswho may benefit from augmentative and alternative communication

(AAC) techniques, in particular people living with aphasia. In collaboration with Dr.Kathryn L. Garrett, Dr. Lasker created an on-line assessment tool entitled theMultimodal Communication Screening Test for People with Aphasia (MCST-A),designed for people with aphasia who may be suitable for AAC intervention. She hasreceived funding from Florida State University to systematically investigate a treat-ment technique combining speech generating devices and speech practice for adultswith apraxia of speech. She has extensive experience presenting and teaching in theareas of acquired neurological disorders and augmentative and alternative communi-cation – both in face-to-face conferences and in electronic presentation formats.

Keli Richmond, M.S., CCC-SLPKeli Richmond, M.S., CCC-SLP is a speech-language pathologist spe-cializing in early literacy development. Keli has a teaching license aswell as degrees in speech-language pathology and audiology with aminor in special education. Keli is the author of Literacy Speaks!® Kit1 (Early Developing Sounds) and Literacy Speaks!® Kit 2 (LaterDeveloping Sounds). She is the co-author of Literacy Speaks!® Vowels

and Literacy Speaks!® Language. Literacy Speaks!® is a comprehensive programdesigned to improve speech intelligibility while promoting a strong literacy foundationto support developing reading skills.

Keli has over 12 years experience in the speech and literacy disciplines. Keli beganher career in the medical field with an emphasis on dysphagia and neurological dis-orders. Currently, Keli works in the school systems providing therapy and promotingliteracy skills for preschool through middle school students.

Keli is the recipient of the 2008 Indiana Speech-Language- Hearing AssociationProfessional Achievement Award. The award is based on outstanding professionaldevelopment. Keli is a founding member of the United Way Women’s Initiative. TheWomen’s Initiative is an organization dedicated to closing educational gaps throughearly literacy development. Keli is associated with the Allen County EducationPartnership Project Reads Program. The Project Reads Program provides interventionfor students reading below grade-level expectations.

Paula A. Sullivan, M.S., CCC-SLPPaula A. Sullivan, M.S., CCC-SLP, BRS-S is a speech-language pathol-ogist with the Malcom Randall VA Medical Center, Gainesville, FL. Ms.Sullivan is a board recognized specialist in Swallowing and SwallowingDisorders. Paula's primary clinical and research focus is in the area ofswallowing disorders in geriatrics and head and neck cancer. She cur-rently is co-chair of the Veterans Health Administration task force

charged with making recommendations, developing policy, and leading implementa-tion of a national directive on feeding and swallowing disorders. She also is servingon the VA/DoD Stroke Rehab Clinical Practice Guidelines Working Group and the VADysphagia Diet Committee. She is co-author of Swallowing Intervention in Oncologyand Easy-to-Swallow, Easy-to-Chew Cookbook. Paula is former Coordinator of ASHA’sDivision 13, Swallowing and Swallowing Disorders. She is an ASHA Fellow.

I N V I T E D S P E A K E R S


2 0 1 0 M S H A C O N V E N T I O N


The President’s Celebration...Saturday, April 17, 201012:30 p.m.– 2:30 p.m.

Please join the Executive Board and the Convention Planning Team for the President’s Celebration on Saturday, April 17,2010. The celebration will include a delicious lunch and dessert, Awards of the Association and our guest speaker will beSherry Curtiss, the President of CSAP, the Council of State Speech-Language-Hearing Association Presidents. Sherry is apracticing speech-language pathologist and her presentation is inspirational, humorous and educational. I know you willenjoy her insight into the challenges of being a working mother and busy professional and she will share her experience andadvice on being a leader. And remember, not only will you have the opportunity to celebrate and reconnect with friends, youreceive one hour of continuing education.

Come and enjoy!

Keynote Speaker

Sherry CurtissBringing Passion into LeadershipCreates A Synergy That is Congruentwith Superior Organizational Growth

People join organizations, not the other way around. Peoplejoin organizations for a purpose. We join our state associa-tions because we feel we have something to receive andsomething to offer. We look to our leadership for directionand then before you know it, others are looking to us forleadership. What do you do when you are asked to lead? Doyou think you are leader? What makes a leader, a leader?Do we feel intimidated to lead because there is an unknownabout the work load expected, because we feel unsure of our

skills, because we don’t want to fail others… What is ourpurpose in joining and what do we look for in the leadership?I promise this session will be answering these questions, notasking them. I want to get you thinking before you get to thesession. This session will answer questions about volun-teerism, authentic leadership, achieving more by leadingmore, and leaving a legacy for other members. Our organi-zations are made better by the people who join and this ses-sion will motivate you to see your purpose in joining assomething tangible so that when you leave the session, youleave knowing that you are integral to the superior growth ofyour state association.

Sponsored by

S.S. MSHA

Jean Zimmer, MSHA President


Your MSHA Convention Planning Team has chosen Hearing

Charities of America (HCOA), a wholly owned subsidiary of

Sertoma (sertoma.org), for the 2010 MSHA Cares Campaign. MSHA

will be on the ground level as a benefactor of HCOA as their official

launch is set for Spring, 2010. Initially, Hearing Charities’ mission

will be two-fold. The first exciting piece will be the launch of

Celebrate Sound, their campaign with a specific focus on spreading

awareness about prevention of hearing loss. One of the highlights of

this campaign will be a scholarship program utilizing the popular web-

site, YouTube. The second major focus of Hearing Charities will be creating a national hearing

device bank. Sertoma will be accepting used hearing devices that can be refurbished and given

to those who cannot afford hearing aids. Two other campaigns within Hearing Charities are in the

planning stages and include providing Otoacoustic Emissions (OAE) machines to every school so

that hearing screenings can be completed effectively and increasing access to induction looping

systems for large meeting spaces for persons with telecoil equipped hearing aids.

How can MSHA members and friends donate? Consider adding a tax deductible donation when

you are registering for convention. Even your small donation can go a long way in helping Hearing

Charities of America begin their very important campaigns! You can also consider donating at the

convention registration table in April. If donating extra money at this time is just not feasible,

please remember Sertoma’s national hearing device bank if you find yourself, clients or loved ones

with unused hearing aids. Thanks for helping us show MSHA Cares by considering the worthy

campaigns of Setoma’s Hearing Charities of America!

Mark Your Calendar!MSHA 52nd Meeting & Convention

April 1-3, 2011

Attention All Attendees:You will be receiving your Boarding Pass,

including a CONVENTION CONFIRMATION FORM, and NAME BADGE at the CONVENTION!

MSHA Cares Recipient: Sertoma’s Newest Program –Hearing Charities of America!


It pays to be a MSHA member. MSHA, in partnership with the Universityof Missouri-Kansas City, will offer MSHA Plus, a program for

Convention goers to earn one hour of graduate credit by attending a min-imum of 12.5 hours of Convention and/or day institute sessions. Thisprogram is available to MSHA members only.

What Should I Know About MSHA Plus?• MSHA Plus is open to MSHA members only.

• Grades will be assigned based on the quality of the final project submitted.

• Graduate credit hours accrued from Convention attendance will notcount as hours toward a graduate degree, except as elective hours ifthey are approved by your individual university program director.

How and When Do I Register?If you want to take advantage of this offer, you must pre-enroll when youregister for the Convention. Once MSHA Central Office staff has verifiedyour membership status, you will receive an email with an enrollmentform and instructions for completion. Onsite registration at theConvention is discouraged.

How Much Does It Cost?The registration fee for the course is $85 if received by MSHA Central Officeby March 4, 2010. Should you enroll after that date, the fee is $95.

The fee covers the charge for enrollment as well as all associated costson the part of MSHA personnel to process applications and includescompensation to the course instructor for grading final projects.

Once I’ve Registered For The Program, Then What?Plan to stop by the MSHA Plus table at the Convention. We’ll provide youwith a packet of everything you’ll need to get started.

What Are the Requirements For Earning Graduate Credit?1. A minimum of 12.5 contact hours are required for one hour of

graduate credit.2. Participants will receive instructions regarding a final “course

project” that must be submitted in order to receive graduate credit.The participant has four weeks from the end of Convention to sendthe final project to the instructor. Due date is May 17, 2010.

3. The participant will have at least two project options from which tochoose. Project options include lesson plans utilizing new treatment techniques learned at Convention or a reflection paper on a particulartopic.

4. A short summary of each session attended is also required. 5. A copy of the CEU Record Form listing sessions attended needs to

be submitted with your final project.

Who should I contact if I have questions or need clarification about MSHA Plus?Contact Shirley Madden, 2010 MSHA Plus Coordinator, [email protected] or 417-887-9239.

MSHA Plus

STUDENT OPPORTUNITIES

The 51st Annual Meeting and Convention of the Missouri Speech-Language-Hearing Association will provide more activities than everbefore for student members. The following are a list of highlights:

MSHA Student ScholarshipsOnce again, MSHA is offering nine awards to students attending theConvention. The awards cover the cost of registration and a two night stayat Tan-Tar-A Resort. These nine awards will include one award to a repre-sentative from each of the nine Missouri Universities with programs inspeech-language pathology, audiology or education of the hearingimpaired.

Entry forms are available on our website at www.showmemsha.org. Youcan either 1) complete the online form; or 2) print a hardcopy and send itto the address on the form.

Criteria:• You must be a MSHA member to be eligible. If you have not renewed

your membership or would like to join MSHA, you can do so online atour website or mail your renewal form to the Central Office.

• Scholarship winners will be required to volunteer at least 3-5 hours atthe Convention.

• Winners are required to attend the President’s Celebration.

Don’t miss out on this great opportunity… It only takes a few minutes toregister. Entries must be received no later than Monday, February 1, 2010.

Student Activities at the ConventionSessions of Particular Interest to Student MembersNew to MSHA 2010 are presentations specifically geared for the studentaudience. Presentations covering important and relevant topics for current

students including: the application for certification process, Why pursue aPh.D.?, and how to prepare for and pass the PRAXIS exam, are planned forMSHA 2010.

MSHA Student Research AwardsTalented students will present their research in both technical and posterpresentation formats. Student Research Awards will once again beoffered in each of the following categories:• Outstanding Undergraduate Student Poster Presentation• Outstanding Undergraduate Student Stand and Deliver Presentation• Outstanding Graduate Student Poster Presentation• Outstanding Graduate Student Stand and Deliver Presentation

What would the MSHA Convention be without the annual Quest for theCup Competition? Start planning your university’s team now. Enter andcompete to win the PRAXIS traveling trophy to display in your departmentat your university.

To participate simply:• Organize a team of five students from your university to enter• Designate one student of the five as your team captain• Submit the names of team members and the captain to Janet Gooch via

e-mail [email protected] by March 1, 2010Once registered, work on recruiting a cheering section of other studentsand faculty from your university.

Quest for the Cup CompetitionThe Quest for the Cup will kick-off with the Quest Tailgate Party, spon-sored by EBS Healthcare. Quest Team Members and Fans are encour-aged to attend the Tailgate Party to socialize and generate spirit prior tothe event – wear your University apparel!

Sponsored by


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PROFESSIONAL SESSION SUMMARIESLearning outcomes for each session are posted on

MSHA’s Web Site at www.showmemsha.org.

Audiology

A1 DHSS Funding UpdateKris Grbac, Springfield, MO

This session will provide current information from the Missouri

Department of Health and Senior Services Newborn Hearing Screening

program. Topics will include an overview of current services provided

by DHSS and current statistics regarding hospital performance and the

identification of hearing loss in Missouri. In addition, the expansion of a

program that provides specialized service coordination to families with

newborns diagnosed with hearing loss will be described.

Level of Instruction: Intermediate

Friday, April 16, 1:30 p.m. – 2:30 p.m.

A2 Auditory Neuropathy Spectrum Disorder: Pediatric Case StudiesJamie M. Baum, Au.D., The Children's Mercy Hospital, Kansas City, MO

Auditory Neuropathy Spectrum Disorder (ANSD) is characterized by nor-

mal cochlear function and an abnormal neural response. Children with

ANSD will present in the clinic in varying ways. Diagnosing ANSD begins

with a thorough case history and continues with a battery of clinical

tests. Treatment and management of children with ANSD needs to be

individualized based on that child’s particular struggles and abilities.

Treatment options include hearing aids, cochlear implants, assistive

technology, and audiologic monitoring. The following case studies with

help illustrate the various ways ANSD can present in the clinic, and how

to manage each child in a successful and individual manner.


A3 Telepractice in AudiologyMark Krumm, Ph.D., Kent State University, Kent, OH

Telepractice (telehealth) is the use of telecommunications technology to

deliver health care services to distant communities. Telepractice involv-

ing audiology services is often described as tele-audiology. Tele-audiolo-

gy applications have increased over the past decade and have been used

to provide infant hearing screenings, school screenings, diagnostic audi-

ology, auditory evoked potentials, tinnitus rehabilitation, hearing aid fit-

tings and cochlear implant programming. In this session, the presenter

will provide an overview of tele-audiology including relevant equipment

configurations, research data, models, patient efficacy data and

legal/professional guidelines for tele-audiology practice. Further, in this

session, the presenter will provide ideas for implementing tele-audiology

technology into a typical clinical practice.


Saturday, April 17, 8:00 a.m. – 11:00 a.m.

A4 Issues In AudiologyAmy F. Fleetwood, Au.D., CCC-A, F/AAA, Jefferson City, MO

A round table discussion regarding current trends, topics and politics

involving Audiology. Participants will have the opportunity to share

information, concerns and get involved in the advancement of the field of

Audiology.

Saturday, April 17, 11:15 a.m. – 12:15 p.m.

A5 Threats to Professional Standards: The AMA Data Series on AudiologyJanet Deppe, M.S., American Speech-Language-Hearing Association

(ASHA), Rockville, MD

In 2005 the AMA passed Resolution 814 which sought to study the educa-

tion, training, certification and licensing standards for non-physician

providers. The AMA Scope of Practice Partnership (SOPP) was created to

assess the “potential harm to the public for those professions,” including

Audiology, “seeking to expand their scope of practice.” In 2009, 10 mod-

ules were developed and distributed to help educate policymakers on

the qualifications of non-physician providers. This program will focus on

the negative effects of the wide-spread distribution of this document and

describe how members, associations and licensing boards can mitigate

its harmful effects on the Audiology profession.


Saturday, April 17, 2:45 p.m. – 4:45 p.m.

A6 CAOHC VS. CHAOSMary R. White, M.S., CCC-A

The Council for Accreditation in Occupational Hearing Conservation

(CAOHC) is the nationally recognized organization for the training and

certification of Occupational Hearing Conservationists (OHC) function-

ing in hearing conservation programs operating under OSHA NOise

Regulation 29 CFR 1910.95 and MSHA (Miners Safety and Health Act)

Noise Exposure Regulation 30 CFR Part 62. This presentation describes

in depth the curriculum and methods used in the OHC 20 hour training

course.



A7 Identification and Management of Infants and Young Children with Auditory NeuropathyDeborah Hayes, Ph.D., The Children’s Hospital, Aurora, CO

Auditory neuropathy (AN) is a complex auditory disorder which results

in a distinct pattern of audiometric test results and a wide range of symp-

toms and auditory complaints in individuals with this disorder. The

range of functional auditory abilities in individuals with AN is vast and

may include normal hearing sensitivity and limited auditory complaints,

or fluctuating hearing sensitivity and difficulty understanding speech,

especially in noise, or profound hearing loss despite evidence of normal

cochlear outer hair cell function and inability to understand even ampli-

fied speech in quiet. Although the scientific and professional community

have made significant progress in understanding the pathophysiology,

nature, and variable consequences of AN, optimal clinical management

options for individuals with this disorder remain elusive, especially for

infants and very young children. For infants with “typical” sensory hear-

ing loss who are identified through newborn hearing screening, excellent

and detailed guidelines for identification, diagnosis, and early interven-

tion are widely accepted (Joint Committee on Infant Hearing, 2007).

These guideline do not address, however, some of the specific challenges

in providing families with appropriate management options for infants

with AN. This presentation will provide an overview of auditory neuropa-

thy, describe audiological screening and diagnostic protocols for identi-

fication of infants and young children with AN, and explain the challenges

in audiological management of youngsters with this disorder.


Sunday, April 18, 8:00 a.m. – 12:00 p.m.

SLP – Adult Topic

B1 Practice and Outcomes in Accent ModificationDana Rissler Fritz, Ph.D., University of Missouri, Columbia, MO; Lauren

Keller, B.A., University of Missouri, Columbia, MO; Sara Sieker, BHS,

University of Missouri, Columbia, MO

Within the profession of speech-language pathology, demand for accent

modification has increased exponentially. In 2009, accent modification

was listed as a “best-kept secret career” in US News and World Report.

Although uniquely well-suited to work with foreign speakers, SLPs in clin-

ics and private practice have limited background information about

assessing and serving this population as well as drawing out effective

and meaningful outcomes. Session participants will learn more about this

growing facet of our field using case examples, session plans and tech-

niques as well as data obtained over the past four years in the MU Accent

Modification and Pronunciation Program.



convention program schedule ’10


B2 Total Laryngectomy: Considerations for Preoperative Counseling and Postoperative Mike Wheeler, M.S., University of Missouri Health Care, Columbia, MO

Discuss preoperative counseling prior to laryngectomy including ramifi-

cations on speech, swallowing and respiratory status. Address types of

a laryngeal speech including artificial larynges, esophageal speech and

tracheoesophageal voice prostheses, including pros and cons for each.



B3 Treating Cognition in Low Level PatientsTori Sisson, M.A., Rusk Rehabilitation Center, Columbia, MO

This seminar will discuss cognitive assessment and treatment activities

to utilize with patients who demonstrate low level cognitive abilities.



B4 Rewind That Tape! Completing Modified Barium Swallow Studies in the “Real World.”Rebecca Maasen, M.A., CCC-SLP, St. Mary’s Health Center, Jefferson City,

MO; Jane Barnes, M.A., CCC-SLP, St. Mary’s Health Center, Jefferson City,

MO; Shannon Cook, M.A., CCC-SLP, St. Mary’s Health Center, Jefferson City,

MO

At times, do you feel like an xray technologist instead of a speech pathol-

ogist? Does your nursing staff or physicians only want to know if the

patient “passed or failed” or “can they eat or not?” Then this is the

course for you. Come learn and join in on the discussion on how to look

at a swallow study and take the results and use them in the “real world.”

Level of Instruction: Introductory


B5 Making AAC Decisions for Clients with Aphasia Using the AAC-Aphasia Assessment Joanne P. Lasker, Ph.D., CCC-SLP, Florida State University, Tallahasee, FL

This presentation illustrates the components of an assessment protocol

(Lasker, Garrett, & Fox, 2007) designed to determine whether people with

severe aphasia can learn to use AAC techniques and devices for the pur-

poses of communication. The protocol is based on 5 clinical questions

intended to explore clients’ potential for using the following communica-

tion strategies: unaided modalities; partner-dependent conversation

strategies; external stored information (i.e. a communication notebook);

phrase-length messages on a voice-output device; and messages formu-

lated through a variety of language strategies on a voice-output device.

Through administering and analyzing excerpts from the assessment pro-

tocol, clinicians will learn how to classify people with aphasia as partner-

dependent or independent communicators. Participants will also learn

how to utilize assessment information to make decisions regarding

appropriate intervention strategies for people with aphasia.



B6 The TRISL Free Water Protocol-An Update and Broad ImplicationsJacque Livingston, M.S., The Rehabilitation Institute of St. Louis, St. Louis, MO;

Karen Blank, M.A., The Rehabilitation Institute of St. Louis, St. Louis, MO;

Lauren Arriola, M.S., RD.LD, The Rehabilitation Institute of St. Louis,

St. Louis, MO

To present an update on use of The Free Water Protocol implemented at

The Rehabilitation Institute of St. Louis, including interpretation of updat-

ed data collection on a broad spectrum of areas including dehydration,

aspiration pneumonia, dysphagia status (including MASA scoring) and

objective patient satisfaction scores.



B7 Tracheotomy Tubes: Managing Communication and Swallowing IssuesCarmin Bartow, M.S., CCC-SLP

This presentation is designed for SLPs interested in learning how to best

manage patients with tracheostomy tubes. We’ll examine the impact of

tracheotomy on voice, respiration and swallowing. A description of com-

munication options with special focus on the Passy-Muir Speaking Valve

will be provided. Dysphagia evaluation and treatment will be discussed.

We’ll address specific challenges with the ventilator-dependent patient.

Current research regarding communication and swallowing issues with

this patient population will be reviewed. This course will allow time for

hands-on time with various tracheostomy tubes and speaking valves.



B8 Frailty in the Vulnerable Elderly Patient with Dysphagia: Evaluation and ManagementPaula A. Sullivan, M.S., CCC-SLP, Gainesville, FL

Given the unprecedented demographic transformation that is occurring

as our population ages, speech-language pathologist are being faced with

increasing numbers of seriously ill elderly patients presenting with dys-

phagia in a variety of settings. These vulnerable elders are at high risk

for the development of frailty. Frailty is a clinical syndrome that involves

a progressive physiologic decline of multiple body systems and can

include loss of muscle mass, generalized weakness, and poor endurance,

often resulting in adverse outcomes. Once frailty is established and if

measures are not implemented to slow down or prevent its progress,

there is often a rapid decline toward death. Thus, it is critical that the

practicing speech-language pathologist be able recognize whether the

vulnerable elderly patient with dysphagia is at risk for or presents with

frailty to determine whether treatment should be pursued or whether a

palliative-care approach is appropriate. This session will focus on the

role of the speech-language pathologist in recognizing the importance of

compromised functional reserve and to be able to identify vulnerable eld-

ers who are at risk of the spiral of poor nutrition and frailty as they pres-

ent themselves in daily clinical practice in order to determine appropri-

ate management.


Sunday, April 18, 8:00 a.m. – 10:00 a.m.

B9 Rehabilitation of Dysphagia Following Head & Neck CancerPaula A. Sullivan, M.S., CCC-SLP, Gainesville, FL

The head and neck region contains the most complex functional anatomy

in the human system. As a result, carcinoma and its management, includ-

ing surgery, radiation therapy, chemotherapy, or a combination, may

have a significant impact on swallowing function and quality of life.

Management of acute side effects and rehabilitation of swallowing and

quality of life are integral to care. This session will provide an overview

of rehabilitative procedure available to speech-language pathologists to

reduce or eliminate swallowing disorders in patients treated for cancer of

the head and neck.



B10 Dysphagia Treatment-Case Studies of a Successful Dysphagia ProgramTori Sisson, M.A., Rusk Rehabilitation Center, Columbia, MO

This seminar will discuss 3 case studies in Dysphagia Therapy. A 30 y/o

female w/ severe oral pharyngeal dysphagia 4 months following tumor

resection and CVA; A 60 y/o male with a history of neck cancer and TBI

w/ severe dysphagia; and an 80 y/o physician w/ Zenker’s diverticulum.

Swallow evaluation, treatment, and successful outcomes will be dis-

cussed.




Continued on page 18


SLP – Pediatric Topic

C1 Pediatric Home Health Therapy – A Unique ExperienceHeather Whitsitt, M.S., CCC-SLP, Children’s Mercy Hospital, Kansas City, MO;

Mindy McNeely, M.S., CCC-SLP, Children’s Mercy Hospital, Kansas City, MO

As graduates in communication disorders enter the work force, many are

educated in diverse settings of therapy; however, the home setting is

rarely an option provided for educational learning environments. This

presentation provides an in-depth look into providing therapy in the

home setting including the importance of functional therapy, profession-

al qualifications necessary to provide in-home services, strategies for

reaching therapy goals, as well as an idea of how unexpected scenarios

can contribute to the effect of therapy services. Case studies will be

shared in addition to providing education on the difference between

medically-based home health services and early intervention services.



C2 Behavior Busters: Maximizing Speech and Language TimeJennifer Collado, M.S., Springfield R-12, Springfield, MO

Therapy minutes are limited and problem behaviors eat away at those

minutes. Learn how to avoid behavior during transitions, high-demand

activities, individual sessions, and language groups to maximize the effi-

ciency of the time you spend with clients. We will use case studies,

videos, and examples from participants to find simple solutions to com-

mon behavior problems.



C3 “The Magic of Communication”: An Education Program for School-Aged ChildrenHilary Gahring, B.S., Saint Louis University, St. Louis, MO;

Julie Hoffmann, M.A., Saint Louis University, St. Louis, MO

This seminar will describe a creative educational program for school-

aged children to learn about the ‘magic’ of communication in our daily

lives. Communication disorders as well as prevention will be a part of

this discussion. Participants will learn fun role plays and fun facts to use

with students to teach about ‘brain’ connections with others as well as

communication breakdowns with others. This fast-paced, enjoyable edu-

cational program described will educate students to increase their over-

all awareness to communication interactions with others. Dentists visit

schools to talk about dental care, police officers visit schools to talk

about safety, and now SLP’s will talk with students about one of the most

important parts of all of our lives—’the magic of communication’!

Perhaps in the process, we will plant the seeds for future SLP’s with this

type of programming!



C4 “How to Change That Nose Sound to a Mouth Sound”Sally Helton, M.S., Children’s Mercy Hospitals and Clinics, Kansas City, MO

Presentation will cover foundational aspects of speech therapy for chil-

dren with cleft lip &/or palate &/or velopharyngeal inadequacy.

Information will include basic principles of therapy as well as techniques

to establish articulation skills, & reduce or eliminate compensatory mis-

articulations, hypernasality, hyponasality & nasal air emissions. Criteria

for referral for more advanced assessment, perceptual or instrumental

(FFVN) will be provided.



C5 Lidcombe: Oasis or Mirage for Preschool Stuttering TherapyMatt Krause, M.H.S., Clinical Instructor, University of Missouri-Columbia,

Columbia, MO

The Lidcombe therapy program had revolutionized therapy for pre-

school children who stutter. The substantial accumulated data support-

ing the Lidcombe program has left few to question its effectiveness, but

at what cost is its effectiveness achieved? Is it the future of preschool

stuttering therapy? If it is not, what are the alternatives?



C6 Tips for Teaching Speech to Children with Hearing LossJill Oswalt, M.A., Missouri State University, Springfield, MO

Children with hearing loss present with varying levels of residual hear-

ing, varied forms of amplification, and a variety of communication needs.

This session will focus on providing practical strategies and resources

for speech pathologists when teaching listening skills, sound develop-

ment, and speech skills to children with hearing loss. Tools for ongoing

assessment and strategies for treatment will be discussed for infant/tod-

dlers, preschool, and young school aged children.



C7 Treating Cluttered Speech: A Case StudyLynne Shields, Ph.D., Fontbonne University, St. Louis, MO

Cluttering is not a well understood disorder. It often coexists with other

disorders and may be difficult to diagnose in young children. This ses-

sion will present a brief overview of cluttered speech and its diagnosis. A

case study will be presented summarizing the treatment program to date

for a young child who presents with characteristics of cluttered speech.



C8 Empowering School SLPs Through Meaningful Performance ReviewJill Parmenter, M.H.S., EBS Healthcare, ASHA Special Interest Divison 16

PPRP Committee, Concordville, PA

The Professional Performance Review Process (PPRP) was developed as

a process of evaluating the school-based speech-language pathologist in

a way that is meaningful for the SLP and useful for outside reviewers.

National networking by the ASHA Divison 16 PPRP Committee has provid-

ed feedback and successful methods to advocate for the unique roles and

responsibilities of the school-based SLP. Evidence-based research for

performance review and strategies to implement valuable administrator

evaluations will be discussed.



C9 Differential Diagnosis via Deep Assessment in Word FindingDiane J. German, Ph.D., National-Louis University, Chicago, IL

This 3-part seminar will focus on the first step to strategic Word Finding

Intervention, Differential diagnosis and Deep Assessment in Word

Finding. Part 1 will highlight an explanatory model of lexical processing.

Part 2 will present a process for the differential diagnosis of semantic

verses phonologically based Word-Finding errors. Part 3 will describe

deep Word-Finding assessment using the Test of Word Finding, Second

Edition (TWF-2). Please visit http://www.wordfinding.com to review intro-

ductory material.



C10 Small Meaningful Units Deliver Large Meaningful BenefitsEva Trumbower, M.S., First Chance for Children, Early Reading First

Project Director, Columbia, MO; Shirley Patterson, Ph.D., Language &

Literacy Consultant, Columbia, MO

The role of early morphological development and its relationship to liter-

acy will be explored. What should be the focus of morphological assess-

ment, prevention and intervention for the preschool child? The scarcity

of information and research on early morphology makes it difficult for

the SLP to use evidence-based intervention. This session will offer sug-

gestions for developmentally appropriate approaches to morphological

instruction that may support later literacy learning.



convention program schedule ’10Continued from page 17

WITHDRAWN


C11 Medicaid in Education Settings: What Every SLP Needs to KnowJanet Deppe, M.S., American Speech-Language-Hearing Association

(ASHA), Rockville, MD

This program will focus on identifying Medicaid funding formulas from

federal to state to the local level, appropriate billing practices including

information from recent Office of the Inspector General (OIG) audits

about common billing errors, as well as reimbursement of school-based

Medicaid programs and how members can advocate to have Medicaid

funds generated by SLPs put back into their programs. Information from

the School Finance Committee web site http://www.asha.org/about/legis-

lation-advocacy/schoolfundadv/default will be highlighted.



C12 Improve Speech Intelligibility and Establish Literacy SkillsSimultaneously with Orthographic Instruction! Part IKeli Richmond, M.S., CCC-SLP

Orthographic instruction (printed cues) develops a strong literacy foun-

dation while improving speech intelligibility and language skills.

Traditional techniques do not effectively activate the orthographic

processor. Early intervention, utilizing orthographic instruction, acti-

vates the orthographic processor with printed cues. Students progress

quickly; and, therapist/educator workload is decreased. Orthographic

instruction utilizes a natural progression of learning steps. The steps

advance speech and literacy skills quickly and enable carry-over of

speech and literacy skills into natural environments.



C13 Panel Discussion: First Steps, ECSE, and School IssuesRichard McGuire, Ph.D., Advisory Commission for the Board of Healing

Arts, Saint Louis, MO; Diane Golden, Ph.D., Au.D., Missouri Council of

Administrators of Special Education (MO-CASE), Kansas City, MO; Jackie

Bruner, Department of Elementary and Secondary Education (DESE),

Jefferson City, MO; Pam Thomas, First Steps, Jefferson City, MO

This panel discussion is designed to address current issues and concerns

regarding certification, the Primary Service Provider Model,

Implementers, and Licensure. Representatives from First Steps,

Department of Elementary and Secondary Education (DESE), the

Advisory Commission for the Board of Registration for the Healing Arts,

and Missouri Council of Administrators (MO-CASE) will provide a short

presentation followed by a question and answer session.



C14 Comprehensive Word Finding Intervention Based on DeepAssessmentDiane German, Ph.D., National-Louis University, Chicago, IL

This seminar will present a comprehensive approach to Word Finding

Intervention based on Deep Assessment. The Word Finding Intervention

Program, Second Edition (WFIP-2) an intervention model that focuses on

Mnemonic Retrieval Strategies, Word Finding Accommodations, and Self-

advocacy Instruction will be highlighted. Digital videos demonstrating

retrieval strategy instruction for academic vocabulary in the language

room and in the classroom will be shared. Technology recommendations

will be made throughout.



C15 Improve Speech Intelligibility and Establish Literacy SkillsSimultaneously with Orthographic Instruction! Part IIKeli Richmond, M.S., CCC-SLP

Orthographic instruction (printed cues) develops a strong literacy foun-

dation while improving speech intelligibility and language skills.

Traditional techniques do not effectively activate the orthographic

processor. Early intervention, utilizing orthographic instruction, acti-

vates the orthographic processor with printed cues. Students progress

quickly; and, therapist/educator workload is decreased. Orthographic

instruction utilizes a natural progression of learning steps. The steps

advance speech and literacy skills quickly and enable carry-over of

speech and literacy skills into natural environments.



C16 First Steps and Truman State: A Collaborative Model for SLP ServicesJanet Gooch, Ph.D., Truman State University, Kirksville, MO; Kim

Fitzgerald, M.S., Truman State University, Kirksville, MO; Cara Stanley,

B.S., Truman State University, Kirksville, MO; Andrea Richards, B.A.

,ME.d., Truman State University, Kirksville, MO

The purpose of this session is to present and discuss the collaboration

between First Steps of Missouri and the Truman State University

Communication Disorders Program in providing speech-language assess-

ment and intervention services to the birth-through-three population in

Northeast Missouri. The advantages of this collaborative model for all

constituents, including students, the University, the community and First

Steps Program will be discussed. Specific cases will be highlighted in

regard to challenges and rewards for those involved. Attendees will have

the opportunity to ask questions and determine if a similar service-deliv-

ery model can be implemented in their area.



C17 Fostering Speech/ Language Development Through Preschool Teacher TrainingSheila Garlock, M.A., Truman State University, Kirksville, MO; Angela

McGinnis, B.S., Truman State University, Kirksville, MO

Speech/language pathologists are faced with significant constraints in

providing direct care services. Health care reimbursement companies

emphasize the importance of educating the primary caregivers. This

presentation will provide information about teaching primary education-

al providers techniques to foster early communication development of

young children with pre-verbal and beginning verbal skills. In addition to

targeting oral communication skills, the use of gestures or signs, and low-

tech augmentative communication systems will be discussed. Pre and

post data from training participants regarding utilization of the targeted

training will be presented.



C18 It’s Showtime! Fontbonne University’s AAC Theater CampRichard Lewis, Ph.D., Fontbonne University, St. Louis, MO; Gale Rice,

Ph.D., Fontbonne University, St. Louis, MO; Carmen Russell, Ph.D.,

Fontbonne University, St. Louis, MO

This session describes the development and implementation of a week-

end theater camp for children who use AACS, their siblings, and parents.

While the children work with faculty and graduate students to produce a

play, parents attend their own camp and hear experts on topics such as

estate planning, community access, and advocacy. Typically-developing

siblings also participate in a group. This camp model is not only benefi-

cial to the children and their families, but an effective model to educate

graduate students in speech-language pathology, occupational therapy,

and human services about augmentative communication.



C19 Lost In Translation: Working with ELL, Bilingual Families andInterpretersChristine Krekow, M.S., CCC-SLP, Fontbonne University, St. Louis, MO;

Leslie Hernandez, B.A., St. Louis Community College/Grace Hill Headstart,

St. Louis, MO

Language differences can become obstacles to effective therapy. This

seminar will delineate some of the challenges, necessities and triumphs




of working with ELL and bilingual families. Significant attention will be

given to the roles of the therapeutic team and specific interaction strate-

gies.



C20 Sensory Processing: A Foundation for Skill DevelopmentCarrie Salyer, M.S.,OTR/L, Leaps and Bounds, Inc., St. Peters, MO

Sensory processing is a foundation for skill development. This seminar

will emphasize the importance of efficient sensory processing for a

child’s attention, learning, behavior, and general skill development,

including language and articulation. A child learns best when his body is

organized and ready to receive the information presented.

Understanding the impact that improved sensory processing can have

on a child’s ability to engage and learn can have a dramatic impact on the

effectiveness of intervention. Participants will learn effective treatment

strategies that can improve attention and learning and enhance language

and articulation skills.



C21 The Role of SLPs in Promoting Effective Language/Literacy in Pre-KEva Trumbower, M.S., First Chance For Children: Early Reading First

Project, Columbia, MO; Wayne Mayfield, Ph.D., Center for Family Policy

and Research; University of Missouri-Columbia, Columbia, MO

This session is a follow-up from MSHA 2009, to report child and class-

room teacher outcomes in the third and final year of a rural Missouri

Early Reading First (ERF) grant project. Data indicate that at-risk pre-

school children participating in ERF classrooms demonstrated statisti-

cally significant gains over children in comparison sites in vocabulary,

phonological awareness, and early literacy development. Speech-

Language Pathologists played a critical role in child and teacher gains.

Their role in providing indirect service by teaching preschool teachers to

facilitate language, cognitive, and early literacy development will be

addressed as well as effective techniques, instruments, and collabora-

tion.



C22 Myths, Legends, Best Practices: Cleft Palate and Resonance DisordersLynn Marty Grames, M.A., CCC-SLP, St. Louis Children’s Hospital Cleft

Palate and Craniofacial Institute, St. Louis, MO;

Mary Blount Stahl, M.A., CCC-SLP, St. Louis Children’s Hospital Cleft Palate

and Craniofacial Institute, St. Louis, MO

There exists a wide range of beliefs and practice patterns concerning

individuals with resonance disorder, or those born with cleft lip/palate or

craniofacial differences. This is likely related to variability in the educa-

tion of speech pathologists in these areas, and to limited practicum expe-

riences available for clinicians in training. This seminar presents a vari-

ety of beliefs and practices that have been encountered at a Cleft Palate

and Craniofacial Institute covering a large geographic area. The veracity

of each belief/practice, evidence base to support or refute, and current

best practice standards will be discussed.



C23 Effective Discourse Therapy for School-Aged ChildrenJulie Hoffmann, M.A., Saint Louis University, St. Louis, MO

Most of us have clients who are unable to respond efficiently and/or

appropriately in conversation or even tell a story of a personal experi-

ence in a cohesive manner. The problems of narrative and conversation-

al discourse permeate into so many areas of a child’s life—academics,

written language, peer relationships, and family life. What are some inter-

esting and effective techniques to apply to your therapy to help these

children move forward with social interactions and expressive language?

How can work on narrative skills improve conversational skills, and vice

versa? What ideas could you contribute to this seminar based from your

own clinical experiences? This seminar is specific to therapy of both nar-

rative and conversational discourse.



C24 Teaching Strategies to Older Children With Language DisordersPaola Brush, M.S., Fontbonne University, St. Louis, MO;

Lynne Shields, Ph.D., Fontbonne University, St. Louis, MO

For many children diagnosed with a language disorder, the disorder per-

sists beyond the preschool and early school-age years. For these chil-

dren, changing the focus in therapy from remediation to learning strate-

gies that will allow them to function in the classroom and with their peers

and families is essential. This session will focus on treatment strategies

that facilitate learning in the presence of a language disorder. Writing

objectives related to strategy use will also be addressed.



C25 AAC: Practical Information and ResourcesLisa Proctor, Ph.D., Missouri State University, Springfield, MO;

Nadine James, B.A., Missouri State University, Springfield, MO

This session will provide practical resources and materials for specific

augmentative and alternative (AAC) topics. Types of resources shared

will include internet sites including webcasts, summaries of the current

literature available on specific topics, and books and materials that can

be used in assessment and intervention. Topics discussed will include

currently available AAC devices, childhood apraxia of speech and AAC,

communication modality options for children with autism and other

developmental disabilities, language and literacy assessment and inter-

vention for children who use AAC, communication assessment materials

and intervention strategies for children with severe disabilities, and fund-

ing and AAC. For each of the topics the presenters will provide a brief

review as well as resources and available continuing education opportu-

nities.



C26 School Issues - Successes and ChallengesBrenda Martien, M.S., CCC-SLP

School Issues is an opportunity for SLPs and Auds in school-based prac-

tice to discuss issues and challenges addressed by the MSHA VP for

School Services over the past year. Topics will include state, national,

and local issues directly or indirectly affecting professionals working

with children diagnosed with Communication Impairments in Missouri

public schools. Participants will be provided the opportunity to share

questions and concerns.



C27 Effective Collaboration and ConsultationJennifer Collado, M.S., Springfield R-12, Springfield, MO

Gain a teacher’s perspective on your role including: collaboration, push-

in services, pull-out services, and language groups. Discuss effective

methods for collaborating with and consulting to parents, teachers, and

occupational therapists. Examine methods for managing overlapping

roles and building a strong cooperative team. Discuss the elements of

effective collaboration. Develop plans to increase speech and language

exposure across the school day and maximize your efficiency without

increasing your work load.




WITHDRAWN


Multi-Interest

D1 Mainstream: How to Make Students with Hearing Loss SuccessfulSara Chinnock, M.S., CED, Fort Zumwat School District, O’Fallon, MO

Learn what students with hearing loss need to be successful in the main-

stream. The effects that hearing loss has on language as well as the aca-

demic areas where these students have difficulty will be examined. Tips

and strategies needed in order to help with the transition and main-

stream as well as supports and staff needed for these students to be suc-

cessful will be discussed. Find out ways to help the struggling student

with hearing loss be successful.



D2 Learn about MoAT’s Device Loan Program & Funding OptionsEileen Belton, M.A., Missouri Assistive Technology, Blue Springs, MO

Tracy LaFollette, Missouri Assistive Technology ETC Program,

Blue Springs, MO

The intent of the session will be to provide a programmatic overview of

Missouri Assistive Technology’s ETC Program. We will cover what ETC

is, and how it can be utilized by MO school districts and agencies. We

will also discuss device options available for loan. The final segment will

cover a review of MoAT financing and funding options. A brief overview

of the Show Me Loans and the Kids Assistive Technology (KAT) Program

will be given.



D3 Introduction to Clinic Materials CourseKimberly Fitzgerald, M.A., Truman State University, Kirksville, MO;

Janet Gooch, Ph.D., Truman State University, Kirksville, MO

Students in communication disorders are often apprehensive about their

first clinical experience. By augmenting existing curriculum with a

Student-Initiated Course (a course designed and taught by a fellow stu-

dent) that introduces students to clinic materials, student self-efficacy

can be increased. The purpose of this course was to introduce students

to therapy materials and assessment tools commonly used by practicing

SLPs. An emphasis was placed on critically evaluating these instruments

in regard to purpose, multiple application, theoretical basis, and effec-

tiveness. Details about the course content and structure as well as

changes in self-efficacy of the student course takers will be discussed.



D4 Student Peer Mentoring in Clinical Training of Speech-LanguagePathologistsBlaine Duesing, M.S., University of Central Missouri, Warrensburg, MO;

Greg Turner, Ph.D., University of Central Missouri, Warrensburg, MO;

Joni Turner, M.S., University of Central Missouri, Warrensburg, MO;

Teresa Kemper, M.A., University of Central Missouri, Warrensburg, MO;

Carlotta Kimble, Ph.D., University of Central Missouri, Warrensburg, MO

The most recent technical report on clinical supervision in speech-lan-

guage pathology highlights concerns for adequate preparation in clinical

supervision (ASHA, 2008). One particular set of knowledge and skills

needed for clinical instruction is mentoring (ASHA). The purpose of this

presentation is to introduce a peer mentoring program, to present a

framework for evaluating the benefits of the program, and to provide pre-

liminary research findings for implementation of this peer mentoring pro-

gram conducted at the University of Central Missouri.



D5 Assistive Technology for All AgesMichelle Wheeler, M.S., CCC-SLP, University of MO-Assistive Technology

Evaluation Center, Columbia, MO

Shawna Dunnaway, MLS, OTR/L, ATP, University of MO-Assistive

Technology Evaluation Center, Columbia, MO

In this session participants will learn about different options for augmen-

tative communication to assist with verbal communication needs as well

different types of computer software and hardware adaptations to assist

individuals with written communication needs. Videos of various clients

using assistive technology will be presented.



D6 Professional Outreach: When You Get More Than You GiveJennie Bjorem, M.A., Children’s Therapy Services, Inc., Overland Park, KS;

Carol Koch, Ed.D., Rockhurst University, Kansas City, MO

On a recent People to People International/ASHA professional delegation

trip to Southeast Asia, international dialogue and relationships in the

field of speech-language pathology were promoted. Through focused pro-

fessional meetings and cultural experiences, a delegation of 34 speech-

language pathologists learned about the emerging discipline of speech-

language pathology in Viet Nam and Cambodia. This session will afford

participants a glimpse into the status of health care services and profes-

sional training programs within the contexts of culture and poverty of

these countries.



D7 Student Technical Sessions-Part ISee summaries under “Student Technical Sessions” section.



D8 Thinking of Pursuing a Ph.D.? Now is the Time!Stacy Wagovich, Ph.D., University of Missouri, Columbia, MO;

Judith Goodman, Ph.D., University of Missouri, Columbia, MO

This presentation will provide an overview of the process involved in

obtaining a Ph.D. in our discipline. Topics will include how to select a

focus of study and a mentor, the typical timeline for completion of the

degree, opportunities for funding, and a general sense of what being a

doctoral student is like. If you’re thinking you may be interested in a

career in academia, now or in the future, this is the session for you!



D9 Motor Learning: Applications for Speech TherapyBarb Meyer, M.A., Fontbonne University, St. Louis, MO; Carmen Russell,

Ph.D., Fontbonne University, St. Louis, MO; Nancy Murphy, M.S., Fontbonne

University, St. Louis, MO

Speech is a motor act. Too often the principles of motor learning are not

followed in speech therapy. How should you structure your therapy?

How should you schedule your therapy? This session will review the

basic principles of motor learning. Implications for speech sound system

disorders will be discussed. Applications of motor learning principles

will be related to the disorders of articulation, apraxia and dysarthria in

children and adults.



D10 Student Technical Sessions-Part IISee summaries under “Student Technical Sessions” section.



D11 A PHAT Approach To The Autism SpectrumMerlin Taylor, Ph.D., CCC-SLP, Truman State University, Kirksville, MO

Psychologically Humane Assessment and Treatment (PHAT) is not a pro-

prietary methodology, but instead a practical philosophy developed by



Look for this icon for Student Interest Sessions


an SLP with Asperger syndrome. The mind of an individual with autism

is difficult to know but nonetheless knowable, and the clinician who com-

mits to maintaining both emotional authenticity and intellectual rigor in

encountering that mind will acquire insight that enables optimal choice

and use of objective data and therapeutic techniques. Success in such a

journey to insight requires re-examination of many implicit and explicit

assumptions; in this seminar, such assumptions will be re-examined and

the journey begun.



D12 Assistive Technology: Changing Lives One at a TimeNancy Montgomery, Ph.D., Private Practice, Kansas City, MO;

David Baker, M.A., Coalition for Independence, Kansas City, MO;

Kelli Chop, BS/OTR-L, Coalition for Independence, Kansas City, MO

Come and see how assistive technology has changed the lives of pedi-

atric and adult clients! Assessment and intervention issues and augmen-

tative and alternative communication will be discussed for problem solv-

ing with various clients. Low-tech and some of the latest high-tech

devices will be demonstrated and strategies for clients to maximize the

use of their devices will be discussed. Helpful recommendations from

SLPs working in the trenches will be highlighted. Finally, resources from

around the state of Missouri will be highlighted to get you up and running

on Monday morning!



D13 How to Prepare for and Pass the Praxis ExamJanet Gooch, Ph.D., Truman State University, Kirksville, MO

The purpose of this session is to provide students preparing for

the national examination in Speech-Language Pathology (Praxis) with

information that will lead to a successful examination score. An overview

of format and content of the test, common misconceptions regarding the

test, and resources for test preparation will be presented. In addition,

information on registering, strategies for test-taking, and studying tips

will be discussed. Attendees will practice test questions and discuss the

process of selecting the best choice answer. The nature of multiple

choice tests and the cognitive abilities and reasoning skills required for

the Praxis will be explored.



D14 Stuttering: Effective Strategies for Treating the Physical andEmotional Components in Children and Adults - Part IMarilee Fini, M.A., CCC-SLP, Cleveland, OH

Effective strategies for treating both the physical and emotional compo-

nents of stuttering in the evaluation and treatment process for preschool-

ers, school-age children and adults will be presented. Participants will

learn easy, straightforward techniques to integrate both components in

the treatment plan. Most importantly, participants will gain insight into

the world of stuttering from an insider’s perspective. Hands-on activities,

videotapes and discussion groups will be used in order to increase the

learning process.

Level of Instruction:


D15 Audiology for Speech-Language PathologistsIlene Ashbaugh, Au.D., Truman State University, Kirksville, MO

This session will provide a general overview of the basics of audiology

and audiological testing. The focus of the session will be in covering what

a speech language pathologist in different work settings may need to

know about audiological evaluation, screening, and appropriate steps to

take with a client in need of further evaluation and referral. Topics such

as hearing screening protocols, criteria, and auditory processing will also

be covered.



D16 Telehealth in a University Speech and Hearing ClinicPaula Cochran, Ph.D., Truman State University, Kirksville, MO;

Susan Eberly, B.S., Truman State University, Kirksville, MO; Melissa Passe,

M.A., Truman State University, Kirksville, MO; Sheila Garlock, M.A.,

Truman State University, Kirksville, MO; Andrea Richards, M.S., Truman

State University, Kirksville, MO

This session will provide a panel presentation and discussion of the use

of telehealth as a service delivery option provided through a university

clinic (Truman State University). In September, 2007, Truman State

University Speech and Hearing Clinic became the first speech and hear-

ing clinic on the statewide Missouri Telehealth Network (high-speed

video link). ASHA’s definitions and position, specific case examples, atti-

tudes of student clinicians, and pros and cons will be discussed. Come

with your questions!



D17 Student Adult Internship Survival GuideTori Sisson, M.A., Rusk Rehabilitation Center, Columbia, MO

This seminar will focus on students’ readiness for Adult intern-

ship placements in graduate school. Content areas to be addressed

include: how to prepare, dress codes, 5 must do’s during your intern-

ship, how to communicate w/ your supervisor, etc.



D18 Stuttering: Effective Strategies for Treating the Physical andEmotional Components in Children and Adults - Part IIMarilee Fini, M.A., CCC-SLP, Cleveland, OH

Effective strategies for treating both the physical and emotional compo-

nents of stuttering in the evaluation and treatment process for preschool-

ers, school-age children and adults will be presented. Participants will

learn easy, straightforward techniques to integrate both components in

the treatment plan. Most importantly, participants will gain insight into

the world of stuttering from an insider’s perspective. Hands-on activities,

videotapes and discussion groups will be used in order to increase the

learning process.

Level of Instruction:


D19 Generational Diversity: Implications for the WorkplaceMarty Brennan, M.A., Saint Louis University, St. Louis, MO; Pat Miller, M.S.,

Saint Louis University, St Louis, MO

Traditionally, issues of diversity in the professions have focused on race,

ethnicity, gender, sexual orientation and disability. Professionals realize

that they must understand and respect differences in order to be effec-

tive service providers. Recently, there has been a focus on another

aspect of diversity: generational diversity. It is well known that similar

experiences, ideas, and values across generations have contributed to

misunderstandings and even conflicts in the work place. This interac-

tional presentation will provide an overview of four generations (tradi-

tionalists, boomers, Xers, and millennials) and discuss the potential

implications of generational diversity on clinical as well as professional

relationships.



D20 Signing for Hearing Children! Why? Session I Typical ChildrenMarilyn Daniels, Ph.D., Penn State University, Dunmore, PA

This session will include a short history of American Sign Language

(ASL). It will cover how and why ASL is being used to enhance commu-

nication, improve the English literacy and emotional intelligence of spe-

cial needs babies and children in this country and the UK. There will be

a review of the changes over the years in the application of this initiative

with this population. Research studies will be reported and examined in

the light of newer neurological evidence gathered through brain scans &

fMRIs. Educational and self-esteem outcomes from arecent two-year



study conducted with 4th, 5th, and 6th grade students in a public school

learning support classwill be reported. ASL is shown to increase English

vocabulary, spelling ability, and the use of verbal language. Children’s

self-esteem, cultural awareness and desire to interact with others are

enhanced. As learning becomes more fun, students display greater

enthusiasm and a desire to participate in the process.



D21 Panel Discussion: Licensure and Certification for the CF-SLPDiane Golden, Ph.D., Au.D., Missouri of Council of Administrators

of Special Education (MO-CASE), Kansas City, MO; Pam Thomas,

First Steps, Jefferson City, MO; Richard McGuire, Ph.D., Advisory

Commission for the Board of Healing Arts / ASHA Council for Academic

Accreditation Site Visitor Pool, Saint Louis, MO; Jackie Bruner, Department

of Elementary and Secondary Education (DESE), Jefferson City, MO

This panel discussion is designed to address the needs of the soon-to-be

or recent graduate. Procedures for obtaining Missouri Department of

Elementary and Secondary Education Certification, American Speech-

Language-Hearing Association (ASHA) Certificate of Clinical Competency

(CCC), and Missouri Board of Registration for the Healing Arts Licensure

will be addressed. Time for questions and answers will be allotted.



D22 Signing for Special Needs Children! Why? Session II Special NeedsMarilyn Daniels, Ph.D., Penn State University, Dunmore, PA

This session will include a short history of American Sign Language

(ASL). It will cover how and why ASL is being used to enhance the com-

munication, improve the English literacy and the emotional intelligence

of typical babies and children in this country and throughout the world.

A concise explanation of procedures will be described. Research results

will be provided which indicate ASL improves English vocabulary, read-

ing ability, spelling proficiency, eye/hand coordination and general motor

function. ASL is shown to increase both receptive and expressive lan-

guage skills, heighten joyful behavior and introduce a second language.

Teachers report ASL increases a child’s attention span, decreases class-

room conflict, boosts enthusiasm and readiness to learn.



D23 What Teachers’ Perceptions of ELL Mean to the Speech-Language PathologistCarlotta Kimble, Ph.D., University of Central Missouri, Warrensburg, MO

Meeting the cultural needs and learning needs of English language learn-

ers often present challenges to educators and service delivery to these

students. A phenomenological study of explored meanings in the teach-

ing experiences of early childhood teachers of English language learners

will be compared to speech-language pathologists’ perceptions of their

ability to provide assessment and intervention services to this special

population of students. Implications for culturally responsive teaching,

student learning, and service delivery will be investigated.



D24 Eat Your Professional Wheaties Before You Walk Out TheDoor: Helpful Hints to the SLP in TrainingSherry Curtiss, M.A., CCC-SLP, BRS-S, Rocky Mount, NC

Are you a student? Well, we are all students aren’t we in some fashion?

A better way to identify you is as a professional in training. This session’s

focus will lead to at least three take aways. 1) You will learn how to max-

imize your clinical, professional, and leadership development and

w i l l b e g i v e n a c o n t i n u u m t o f o l l o w a s y o u c o m p l e t e

your school career; 2) You will be able to identify how to continue your

clinical, professional, and leadership development upon graduation as

you become a clinical fellow, and 3- You will be able to determine why

you have chosen your career, what has reinforced this decision, and what

legacy you plan to leave for the speech language pathologist in training

who come after you. This will be a fun, interactive session where we get

down to the nitty gritty about how awesome it is to be in the best profes-

sion in the world.



D25 The Oral Peripheral Examination: What’s the Function?Kimberly Abts, Truman State University, Kirksville, MO; Samantha

Weatherford, Truman State University, Kirksville, MO; Paula Cochran,

Ph.D., Truman State University, Kirksville, MO; Janet Gooch, Ph.D.,

Truman State University, Kirksville, MO

An examination of a client’s oral cavity and surrounding area is a routine

part of every speech-language evaluation. Or is it? The purpose of this

study is to discuss the role of the oral peripheral examination in refer-

ence to a survey of Missouri school-based speech-language pathologists

regarding their beliefs and practices associated with the oral peripheral

examination. The dual purpose of the examination, examining the struc-

tures and assessing the function of those structures, will be discussed.

The essential elements of the exam and modifications that might make

the exam more beneficial to working clinicians will be presented.



D26 MSHA Author SessionHave you ever thought about publishing something you’ve created?

Have you been reluctant to pursue publishing because you are unsure of

the procedures to follow? If so, this session is for you. Come meet five

MSHA members who have navigated their way through the publication

maze. These published members will share information about their own

published works, as well as discuss how to go about publishing on your

own. Come prepared to discover new published resources while learning

the ropes of publishing.


D27 Quest For The CupSaturday, April 17, 7:30 p.m. – 8:30 p.m.

D28 English Language Learners & Practices: Evaluating Our AssumptionsTrisha Buenemann, M.S., Pattonville School District, St. Louis, MO;

Jennifer Shackles, M.A., Missouri Migrant & English Language Learning

(MELL) Program, Springfield, MO; Joy Coulis, M.S., Special School District

of St. Louis County, St. Louis, MO

This presentation will provide a synthesis of current research and evi-

dence-based considerations for determining legitimacy of referrals for

special education evaluations and guidance for modifying your own cur-

rent referral and evaluation practices.



D29 Seven Habits of Highly Effective SLP’sEllen Obrock, M.S., CCC-SLP, Transitions of Western Illinois, Quincy, IL

Information to help the beginning SLP or A get started with their careers

will be presented. With the increasing demands of today’s professional

SLP it balancing career and family becomes increasingly complex. Ideas

for managing one’s life will be based on Stephen Covey’s The Seven

Habits of Highly Effective People. Real solutions to avoid being over-

whelmed by our profession and to live a healthy, balanced life while still

achieving goals will be discussed.



D30 Are Your Students Graduating to the Couch?Nancy Montgomery, Ph.D., Private Practice, Kansas City, MO

Many young people with special needs are graduating from high school

only to be placed on waiting lists for adult residential or home-based

services. Currently, there are approximately 4,500 Missourians on the

waiting list for these services. Come and hear their stories and what we




can do to help these young people lead more productive lives. Strategies

for high school and beyond will be highlighted, as well as advocating for

additional funding with legislators. Finally, resources from all over the

state will be highlighted with examples of what they can do for your

clients!



D31 A Survey of Speech Implementers in the State of MissouriAnn Filla, Truman State University, Kirksville, MO; Brooke Zell, B.S.,

University of Missouri - Columbia, Columbia, MO; Elizabeth Morrey, B.A.,

University of Kansas - Lawrence, Lawrence, KS

The purpose of this session is to discuss the results of a survey of speech

implementers registered with the Department of Elementary and

Secondary Education (DESE) in the state of Missouri. The survey was

used to determine the attitudes of speech implementers regarding level

of preparation, satisfaction with training and supervision, and the imple-

menter model in general. Factors including the educational background

of the implementer and years of experience in the position were exam-

ined. Results and implications of the survey will be discussed.



D32 The Effects of Minimal Hearing Loss on Academic PerformanceDeborah Galley, M.S., CCC-A, University of Central Missouri,

Warrensburg, MO

Childhood hearing loss is a common problem within our schools. Until

recently, there was little concern about the impact of unilateral and min-

imal bilateral hearing loss on children. However, children with minimal

degrees of hearing loss are more likely to experience communication

problems, to have difficulty in academics, to experience stress and exhib-

it behavioral problems. This presentation will review past and current

findings on the identification and management of children with minimal

degrees of hearing loss and discuss how current hearing screening pro-

cedures may fail to identify these children.



D33 Collaborative Clinical Model for Intensive English TrainingCarlotta Kimble, Ph.D., CCC-SLP, University of Central Missouri,

Warrensburg, MO; Rachel Herman, M.A., TESL, University of Central

Missouri, Warrensburg, MO

Many international students do not initially qualify to enter a university

as regular students due to their limited English proficiency. The

Communication Disorders Department and the Intensive English

Program (IEP) at the University of Central Missouri have partnered to

offer international students a special language course. Graduate student

clinicians in speech-language pathology work with the IEP students in a

specialized clinical practicum. This provides clinicians a foundation for

future work with other linguistically diverse individuals. Clinicians see

the first-language interference, IEP student special needs, and learn

accent modification techniques. This presentation will present a collabo-

rative model of intensive English training.



D34 Tools to Support Successful Implementation of AACCari Jesse, M.S., CCC-SLP Speech Language Pathologist, Sales Conslutant

with DynaVox Technologies, Highland, IL; Holly Schneider, M.S., CCC-SLP

Speech Language Pathologist, Clinical Application Specialist, Austin,

Texas; Bethany Loe, B.S., Business Administration and Leadership

Management, Sales Consultant with DynaVox Technologies,

Kansas City, MO

Successful implementation of augmentative communication requires

support and consistency from individuals across the AAC user’s environ-

ments. However, knowledge of beneficial techniques and even of the

device itself varies significantly from person-to-person. Opportunities

for training are difficult to schedule in busy lives. Training of strategies

and techniques is challenging when real life models are not readily avail-

able.

This session will present video and print resources available in the

Accelerated Learning: Implementation Toolkit focusing on communica-

tion partner techniques known to encourage communication skills (e.g.,

Partner Augmented Input, cuing hierarchy, scripting, etc.), tools for AAC

users (e.g., preplanning for communication events, communication

breakdown plan), expanding independence in basic operational skills

(e.g., positioning device, turning it on/off) and successfully introducing a

device to an AAC user. Relevant research, practical suggestions, and

examples will be provided for resources discussed. Discussion and shar-

ing of ideas will be encouraged.

While this session is being proposed by an employee of an AAC device

manufacturer, the information, suggestions, and examples presented will

be applicable to many different types of AAC systems.



PROFESSIONAL POSTER PRESENTATIONSSunday, April 18, 8:00 a.m. - 9:00 a.m.Learning outcomes for each session are posted on MSHA’s Web Site at www.showmemsha.org.

PP1 Preparing Speech-Language Pathologists to Work in Urban SchoolsYvonne Tate, M.S., City of St. Louis Public Schools; Gale Rice, Ph.D.,

Fontbonne University; Jean Evans, M.S., Fontbonne University

Abstract: This poster will describe an innovative university-public

school district partnership program developed to prepare speech-lan-

guage pathologists to work with children, many from under-represented

groups, who attend urban schools in the city of St. Louis. Graduate stu-

dent participants work as paid speech implementers, certified by the

state department of education while they complete graduate school

over a two year period, including summers. Once their program is com-

pleted they begin their clinical fellowship year and work as salaried

speech-language pathologists in the district. Tuition is awarded in the

form of a forgivable loan and is satisfied following three years of

employment.


PP2 If You Give a SLP Her Favorite Childhood Book, She Will DevelopMany Therapy Sessions From It!Carol Koch, Ed.D., Rockhurst University Department Chair; Rebecca

Ballou, Ed.D., Rockhurst University

Abstract: The use of literature to capture and engage a child’s attention

in the regular classroom has been used for many years to promote

learning and vocabulary growth. It is our hope that the implementation

of our favorite children’s books, paired with innovative therapy tech-

niques targeted at expressive and receptive language development,


POSTER PRESENTATIONSPoster sessions are very popular at the Convention. This form ofpresentation seems to appeal to those who appreciate a less formal,interactive means of learning. To accommodate the large number ofquality submissions, we’ve scheduled two sessions allowing atten-dees to earn two hours of credit.

No need to pre-register. Walk-ins are welcome.

Saturday, April 17th – 7:30 a.m. - 8:30 a.m.(Presentations SP1 – SP33)Sunday, April 18th – 8:00 a.m. - 9:00 a.m.(Presentations PP1 – PP3 and SP34 – SP63)


auditory processing skills, and sound system disorders, can bring this

love of literature to those in our pull-out therapy sessions. The second

year students in my Listening, Language, and Literacy Elective Course

started out developing these lesson plans as an assignment, but

enjoyed it so much, that they decided that they would love to try to

take it to MSHA as a poster session to spread the enthusiasm that came

with deriving therapy sessions from their favorite childhood books!


PP3 A Phenomenology of Teachers’ Perceptions on Teaching English Language LearnersCarlotta Kimble, Ph.D., University of Central Missouri

Abstract: This phenomenological study explored meanings in the teach-

ing experiences of early childhood teachers of English language learn-

ers and implications for culturally responsive teaching and student

learning. Participants were Missouri kindergarten and first grade teach-

ers with minimum 5 years experience who teach English language learn-

ers. Research questions explored (a) the essential meaning and struc-

ture of the teacher-English language learner relationship; (b) teachers’

attitudes about diversity; (c) teacher instructional practice; and (d) pre-

service education on intercultural diversity and educational cultural

attitude. The findings indicated teachers did not meet the cultural and

learning needs of ELL students.


STUDENT POSTER PRESENTATIONS - Part ISaturday, April 17, 7:30 a.m. - 8:30 a.m.Learning outcomes for each session are posted on


SP1 Comparison of Language Development and FluencyAshley Dyer, B.S., Southeast Missouri State University

Abstract: The purpose of this study was to examine the relationship

between language development and fluency. In order to determine if a

significant relationship exists, the Language Environment Analysis

(LENA) results were analyzed to determine if there is a significant differ-

ence between the language skills of triplets, including two dysfluent par-

ticipants as compared to one fluent participant. LENA is the world’s

first automatic language collection and analysis tool which allows one

to easily collect, process, and analyze language development data for

children.


SP2 The Effects of Educational Kinesiology on Learning Disabled ChildrenAbigail Jones, B.S., Southeast Missouri State University

Abstract: The purpose of this research project was to implement an

educational kinesiology program adapted from the Bal-A-Vis-X and Brain

Gym programs to determine the effects on performance in cognitive

functioning tasks and overall improvement in learning ability. The

research was based on a between-subjects experimental design and

used educational kinesiology with 5 sixth-eighth-grade learning disabled

(LD) students; their achievement was compared to that of a control

group of 5 sixth-eighth-grade LD students who did not use educational

kinesiology. The performance of both groups was measured and com-

pared.


SP3 AAC and At Risk PopulationsAaron Doubet, M.A., Fontbonne University; Rebecca Somers, B.S.,

Fontbonne University

Abstract: The poster presentation will focus on the early use of

Augmentative Communication and Assistive Technology with those chil-

dren who are considered at risk for not developing verbal communica-

tion. Populations to be the focus of the presentation will consist of chil-

dren diagnosed with Autism Spectrum Disorder, Cerebral Palsy, and

Down Syndrome.


SP4 Using Social Stories to Modify Behavior in a Child with Down SyndromeMelissa Eddy, B.S., Southeast Missouri State University

Abstract: Social Stories are short stories that are written specifically for

a certain child in order to teach appropriate behavior during a given

social situation. The subject is a 6-year-old boy with Down syndrome in

the first grade who participates in language therapy at a mainstream

school in southeast Missouri. The purpose of this project was to deter-

mine if Social Stories were effective in improving vocabulary acquisi-

tion, use of two word utterances, and following one-step directions.

The progress of language therapy along with Social Stories was com-

pared to the progress of language therapy without applying Social

Stories to language therapy.


SP5 Oropharyngeal Cancer Resulting from Human PapillomavirusEllen McNamara, B.S., Fontbonne University; Ashley Kreyling, B.S.,


Abstract: Cancers of the oropharynx have been extensively researched

by professionals in the field of speech-language pathology; however,

only recently has attention been paid to those cancers caused by

human papillomavirus (HPV). A review of available literature will be

used to raise awareness of the need for further research and patient

education regarding the prevalence, prevention, and treatment of HPV-

related cancer.


SP6 Identification and Treatment of Dysphagia In A School SettingKelly Herbst, B.A., Fontbonne University

Abstract: In the last decade, several states have made an effort to

implement guidelines for serving students with dysphagia. This poster

will introduce new professionals to school-based swallowing evalua-

tions. This poster will include types of school-based dysphagia teams,

the process for school-based dysphagia qualification, and assessment

process for students with swallowing disorders.


SP7 Rethinking Expressive Language in Down’s syndromeMelton Ellen, B.S., Fontbonne University; Sharon Powers, B.S.,


Abstract: Adolescents with Down syndrome typically have moderate to

severe expressive language abilities. Recent literature studies suggest

that expressive language skill do not plateau as previously thought, con-

tinuing to improve with specific speech and language intervention.

This poster will describe the techniques available to speech-language

pathologists to assist clients with Down syndrome develop skills in the

areas of vocabulary, syntax, topic maintenance and oral narrative skills.


SP8 Development of Spelling Skills for Students Who Are Blind and Use BrailleMelanie Stinnett, B.S., Missouri State University

Abstract: The purpose of this study was to describe linguistic proper-

ties found in spellings produced by students with visual impairments

(VI) and compare these to spellings used by sighted peers. Student

spellings have traditionally been scored as correct or incorrect.

However, this study used a scoring system that is more sensitive to sub-

tle changes in smaller segments of words. This study provides pilot

data in an area not thoroughly researched. Information gained will pro-

vide insight into the nature of literacy acquisition for students with VI,

as well as provide evidence upon which to base assessment and

instructional procedures for this population.





SP9 Developmental Trends in Spelling and Reading Fluency in the Early Elementary YearsErin Thomas, B.S., Missouri State University

Abstract: RtI is the primary tool of No Child Left Behind for improving

education in the public schools. The purpose of this study was to

examine the usefulness of experimental measures of reading fluency

and spelling for documenting literacy development in early elementary

grades. The experimental measure of reading fluency used was based

on silent reading and group administration. The experimental spelling

assessment included tailored lists and a sensitive scoring matrix.

Administration occurred at the beginning and end of the fall semester

in Grades 1 through 3. Results regarding the ability of the measures to

adequately document progress will be presented.


SP10 Lee Silverman Voice Treatment Program (LSVT) and the Aging VoiceKaty Gift, B.S., Central Missouri State University

Abstract: The Lee Silverman Voice Treatment Program (LSVT) was uti-

lized to treat a seventy-two year old female exhibiting difficulty sustain-

ing sufficient loudness and not being heard in noisy situations. She

indicated her voice difficulties strongly affected her communication

abilities and she needed to use twice the normal vocal effort to speak.

The client exhibited vocal fold bowing, an increase in oral airflow dur-

ing voiced sounds, and reduced conversational loudness. The study

was completed to determine if the LSVT program would positively

affect the client’s symptoms, allowing her to maintain a desired loud-

ness level during conversation in a noisy environment.


SP11 Developmental Changes in Spelling and Reading FluencyAlyssa Watson, M.A., Missouri State University

Abstract: The purpose of this study was to examine the usefulness of

an experimental measure of reading fluency and an experimental metric

of spelling accuracy for documenting literacy development in the third

through fifth elementary grades. We used an experimental measure of

reading fluency based on silent reading and group administration. We

used a sensitive spelling measure to document accuracy in spelling

with varying degrees of linguistic complexity. Our experimental meas-

ures of reading fluency and spelling were administered at the beginning

and end of the fall semester. Results regarding the ability of the meas-

ures to adequately document progress will be presented.


SP12 Conversational Prompt Cards for Severe DysfluenciesMegan Safley, B.S., Truman State University

Abstract: The purpose of this study was to see if the use of conversa-

tional prompt cards would increase the number and complexity of mes-

sages used in conversation by a life-long fluency client. The client was a

60-year-old male who presented with severe dysfluencies. A multiple

baseline study across speakers was implemented to see if the client

would use these conversational prompt cards to generalize use when

speaking to different people. The speakers consisted of a familiar listen-

er, a semi-familiar listener, and an unfamiliar listener. The results and

clinical implications will be presented.


SP13 Effectiveness of a computer program on the phoneme /z/Brittany O’Saben, B.S., Truman State University

Abstract: The purpose of this study was to see if the computer pro-

gram, Articulation II, was effective over multiple baselines (words,

phrases, sentences) on the acquisition and maintenance of the

phoneme /z/ in all positions of words. A 61 year-old male with mild

mental retardation participated in this study. Results and implications

will be presented.


SP14 Cognitive Demands and the Written Discourse of Normal AdolescentsAshleigh Zumwalt, B.S., Fontbonne University

Abstract: Seventeen normal adolescents provided written discourse

samples in response to three picture stimuli with varying degrees of

complexity. Measures used were productivity (total number of commu-

nication units (CUs) per sentence), efficiency (average number of words

used to express each CU), global coherence (connectedness of ideas to

the overall topic), and local coherence (successive connectedness of

ideas to one another). Samples were divided into top and bottom

halves. Comparisons of the discourse measures for discourse samples

elicited by the three picture stimuli were made. The relationships

between the cognitive measures (working memory, and executive func-

tioning) and discourse performance were also investigated.


SP15 The Four-Legged TherapistShelly Mendoza, B.A., Central Missouri State University

Abstract: George H. Mead theorized that the mind and sense of self

develop from social interactions through language and play (1934).

However, for some individuals, social interactions are affected by com-

munication disorders. This presentation explores an innovative

approach to eliciting speech productions through the use of Animal

Assisted Therapy, its history, current trends, and how animals, especial-

ly dogs may be utilized in speech-language therapy to motivate and elic-

it speech productions from clients of all ages and stages of life.


SP16 Listening and Spoken Language Specialist (LSLS) CertificationKeenyn Rhodes, B.A., Fontbonne University

Abstract: In 2005 the Alexander Graham Bell Association for Listening

and Spoken Language established a certification process designed to

distinguish professionals who have extensive supervised practice in

auditory verbal therapy techniques and intensive continuing education

regarding the development of listening and spoken language in children

who are deaf or hard of hearing. This poster presentation will summa-

rize the LSLS certification process and explain its importance.


SP17 Treatment Selection for Naming Disorders in AphasiaJanelle Webb, Undergraduate Student, Central Missouri State University

Abstract: Naming Disorders are the most prevalent language deficit

found among individuals with Aphasia; and because the disorder mani-

fests itself differently in each individual, selecting a treatment plan

resulting in improved naming becomes a difficult challenge. The intent

of this presentation is to discuss the prevalence and symptomatic

nature of naming disorders in individuals with Aphasia. Also, two dif-

ferent treatment programs, Hierarchical Complexity of Stimulus Items

and Copy and Recall Treatment, will be discussed in terms of a descrip-

tion of each treatment procedure and the evidence supporting the treat-

ment.


SP18 A Comparative Study of the Validity of Different Speech Rate MeasuresMaureen Darby, B.S., Missouri State University

Abstract: This study compared three methods of determining speech

rate, that is, syllables per minute, stressed vowels per minute and per-

ceptual ratings. Twelve normal speakers recorded monologues that

were subsequently analyzed to determine the validity of each of these

measures. Speech rate is typically measured by determining syllables

per minute. Perceptual ratings and measured speech rates were not

highly correlated. There was a close correlation between syllables per

minute and stressed vowels per minute; therefore, stressed vowels per

minute could replace syllables per minute for determining speech rate.

This opens the possibility for developing automated computerized

strategies for speech rate determination.




SP19 Eating Behaviors in Individuals with Dementia: A Study on Quality of LifeElizabeth Rogers, B.S., Southeast Missouri State University

Abstract: The purpose of this study was to determine quality of life in

individuals with dementia based on their eating behaviors. Thirty par-

ticipants with mild to moderate dementia (ages, 60-90 years) were

observed during mealtimes at a local skilled nursing facility. Results of

the study indicated that eating and drinking behaviors were significant-

ly different amongst various groups of individuals with dementia. Also,

differences were noted across given food textures. Analysis of SWAL-

QoL results obtained from each participant further substantiated specif-

ic oral-preparatory stage problems evidenced by individuals with

dementia.


SP20 Utilizing CPAP in Treatment of HypernasalityShanna Plont, M.A., Central Missouri State University

Abstract: This presentation will give participants an opportunity to

learn about and discuss a treatment process for strengthening the

velopharyngeal system in clients with excessive hypernasality through

the utilization of continuous positive airway pressure, or CPAP. Based

on the research and methodology of Kuehn (1991, 1993, 2001), CPAP

was utilized to generate a resistive force for strengthening the muscles

responsible for velopharyngeal closure through the principles of exer-

cise physiology over an 8-week period. Discussion will include the eval-

uation of current evidence supporting the effectiveness of the treat-

ment.


SP21 Preventing the Misidentification of Culturally and Linguistically Diverse StudentsAndrea Mejia, B.A., Missouri State University

Abstract: It is important that culturally and linguistically diverse (CLD)

students not be over or under diagnosed for speech-language disorders

because professionals lack adequate knowledge regarding CLD stu-

dents. The goal of this presentation is to review information on the lan-

guage acquisition of children who are culturally and linguistically

diverse and best practices for working with these children.

Presentations created to provide information to educators and pre-edu-

cators will be discussed. In addition, individuals who attended these

presentations were asked to provide feedback regarding on the material

presented and their feedback will be shared.


SP22 The Benefits of Interactive Storybook Reading and Storytelling in PreschoolersLainee Sybert, B.S., Missouri State University

Abstract: Interactive storybook reading is a well known tool for story

time in the preschool classroom. Storytelling, however, may not be as

frequently used, but can also be a beneficial learning tool. The purpose

of this project is to describe both interactive storybook reading and

storytelling and to demonstrate the benefits of using both in the pre-

school classroom. This project will also give you ideas and resources

to enhance story time through story book reading and storytelling to

help your students become better readers, writers, and narrators.


SP23 Decreasing Inappropriate Loudness Using Visual BiofeedbackSara Hines, B.A., Truman State University

Abstract: The purpose of this study was to determine if visual biofeed-

back aided in reducing the vocal amplitude in a subject with a hearing

loss. An ABA withdrawal study was conducted, measuring the amount

of vocal inadequacies each session (how many times the client spoke

too loud). A 53 year old adult male aural rehabilitation client participat-

ed in this study. Results and implications will be presented.


SP24 Comparison of Prosody Training and Articulatory Cueing in Adult Apraxia of Speech: A Case StudyVictoria Forester, B.S., Southeast Missouri State University

Abstract: The purpose of this retrospective single-subject study was to

compare the outcomes of two treatment approaches (prosody training

method and articulatory cueing) in a 57-year old female with acquired

apraxia of speech and left CVA. The participant engaged in five treat-

ment sessions focused on production of bisyllabic words, trisyllabic

words, and phrase stimuli for each treatment method. Significant differ-

ences in speech intelligibility and generalization scores were not noted

between the two treatment approaches; however, a significant differ-

ence was present regarding phonetic deviations between and within

approaches as well as generalization scores for words versus phrase

stimuli within each treatment approach.


SP25 Children’s Literature In TherapyJamie Chamness, B.S., Fontbonne University; Katie Tucek, B.S.,


Abstract: This poster presentation will describe how to use children’s

literature to promote language and literacy skills among preschoolers

and adolescents. Using literature as a tool in language therapy can ben-

efit the development of phonology, semantics, syntax, pragmatics, and

cognition. Examples of lesson plans will be utilized to demonstrate how

to design therapy around the book.


SP26 Low Socio-Economic Status, Hearing Loss, and Access to ServicesMargaret Ebeling, B.A., Fontbonne University; Jennifer Van Horn, B.A.,


Abstract: This poster session will address the high incidence of hearing

loss in children of low socio-economic status (LSES). It is imperative

for professionals to understand this co-occurrence and implement

strategies to maximize outcomes for these children. Positive outcomes

for children with hearing loss are dependent upon access to appropri-

ate technology and high quality early intervention services. It is impor-

tant for professionals to help LSES families access these services by act-

ing as a link between families and the technology, funding and programs

necessary to help their children succeed.


SP27 Family Matters: Communication Development of Children with Hearing LossTiffany Lekas, B.A., Fontbonne University

Abstract: This poster session focuses on family factors that affect com-

munication development of children who are deaf/hard of hearing.

Research has shown that several family factors are vital for communica-

tion development for both hearing and non-hearing children. A review

of several studies from the past 20 years, a parent interview, and web

findings revealed seven key factors relating to the family that come up

time and again. These include: mother’s self advocacy and self-efficacy,

family’s ability to adapt to child’s deafness, social support for the fami-

ly, presence of the father, high expectations of children, commitment to

the family, and family involvement.


SP28 Clinical Preparation for SLP Graduate StudentsAllison Slone, B.S., Missouri State University

Abstract: A survey was conducted of SLP graduate students to deter-

mine their main concerns as they prepared for their first client as a

graduate student. Based on feedback from this survey, additional

resources were provided for incoming SLP graduate students as they

prepared for their first client. These students were surveyed on the

effectiveness of the resources provided to determine what was helpful

and what areas needed improvement. This poster session will highlight




the findings from each survey as well as the resources used, discussing

the primary needs of SLP graduate students as they prepare for work

with their first client.


SP29 The Impact of Hearing Loss on SiblingsMeghan Wolf, B.S., Fontbonne University; Erin Walker, B.S.,


Abstract: This poster will describe how hearing siblings are affected as

a result of having a child with hearing loss in the family. The various

emotions that are associated with having a sibling who is deaf or hard

of hearing will be explained. Both the positive and negative impacts

this has on siblings of a child with hearing loss will be explored.

Recommendations and strategies for parents of children with hearing

loss and professionals working with these children will be referenced.


SP30 SLP Role in Effective Mainstreaming of Children with Cochlear ImplantsRobyn Huber, B.S., Fontbonne University; Jessica Gilham, B.S.,


Abstract: When working with children with cochlear implants in an

inclusive setting, the speech-language pathologist should be prepared

to collaborate with the child’s family, teachers, and other students.

This poster will inform on the effectiveness of inclusion in the child’s

social and academic success and how these are equally important to

his overall performance in school. In addition, it will identify the advan-

tages and disadvantages of a push-in versus a pull-out model for inter-

vention. The poster will provide strategies for regular communication

with the parents and teachers to collaborate effectively and to promote

the student’s success.


SP31 Dialogic Reading Strategies for Clinicians, Parents, and TeachersJordan Liesemeyer, B.S., Missouri State University

Abstract: The purpose of this project was to develop handouts and

resources to assist in the implementation of dialogic reading. Materials

created include a handout featuring examples of dialogic reading strate-

gies as well as phonological awareness, and print awareness/letter

knowledge activities for selected books. In addition, the project

includes a list of articles that provide information on emergent literacy

as well as strategies for reviewing and discussing these articles with

student clinicians. Finally, the project provides resources and materials

for assisting parents in incorporating dialogic reading strategies into

their shared storybook reading activities.


SP32 Emergent Literacy: Creating Literacy Rich EnvironmentsKimberly Freeman, B.S., Missouri State University

Abstract: The purpose of this project was to provide parents, educators

and clinicians with a comprehensive guide on emergent literacy assess-

ment and intervention including formal and informal assessments and

provide assessment and intervention ideas for many early literacy skills

that have found to be important in the reading success of children. In

addition, multiple resources and activities from internet websites, jour-

nal articles and books are provided to help in early literacy intervention

and in creating a literacy rich environment.


SP33 What Are The Degrees of Awareness and Knowledge of TheFluency Disorders Cluttering and/or Stuttering In Latin America CountriesAnd What Cultural Attitudes, If Any, Are Present Toward Those WhoClutter and/or Stutter?Christina Wilkerson, B.S., Missouri State University

Abstract: Purpose of the research was to discover the levels of aware-

ness and knowledge of the fluency disorder “Cluttering” in Latin

American countries. An additional component was to determine the

multicultural aspects of cluttering within those countries. Methods

included translation of a Public Opinion Survey of Human Attributes-

Experimental Edition into Spanish with a distribution targeted for a vari-

ety of Latin American countries’ universities and the general populace.

The survey contained lay definitions of the fluency disorders cluttering

and stuttering. The survey requested demographic information and

whether or not they knew anyone who cluttered or stuttered or they

themselves cluttered or stuttered.


STUDENT POSTER PRESENTATIONS - Part IISunday, April 18, 8:00 a.m. - 9:00 a.m.Learning outcomes for each session are posted on


SP34 Semantic Category Learning over Time in Children with SLI and PeersJessica Colwell, University of Missouri-Columbia

Abstract: One type of partial word knowledge children develop in learn-

ing the meanings of words is knowledge of the semantic category (e.g.,

action word vs. object word). When children encounter unfamiliar

words in text, both the context and the orthographic form of the word

can provide clues as to its category. The purpose of this study was to

compare children with specific language impairment to age- and gender-

matched peers in their semantic category learning over time, and to

examine whether orthographic cues assist the children to arriving at

decisions about the semantic category.


SP35 Orthographic Word Learning over Time in Children with SLI and PeersMargaret Miller, University of Missouri-Columbia

Abstract: Children with specific language impairment (SLI) have been

observed to show some difficulty in accruing lexical knowledge com-

pared to their peers. The purpose of the present study was to compare

SLI children’s knowledge of the orthographic form, given multiple expo-

sures over time, to that of their age- and gender-matched peers.

Children read stories containing unfamiliar words three times; ortho-

graphic knowledge was assessed at pretest, after each of the three

exposures to the words, and two days later. Findings revealed different

patterns of knowledge growth over time. Research and clinical implica-

tions will be presented.


SP36 Musical Activities for Phonological Awareness SkillsSusan Eberly, B.S., Truman State University

Abstract: The purpose of this research was to determine the effect of

musical activities on phonological awareness skills. A Multiple Baseline

Across Behaviors Design was implemented with a five-year, six-month-

old female phonology client to determine if the use of musical activities

would increase her percent accuracies of syllabification, detection of

rhyme, and production of rhyme. The use of a rhythm instrument, such

as a drum, was used in syllabification activities to increase percent

accuracies. The use of songs containing rhyming lines and the songs’

corresponding books were used to increase rhyming skills. Results and

implications will be presented.


SP37 Adult and Peer Responses to Stuttered and Fluent Speech in TripletsCasey Peters, B.S., Southeast Missouri State University

Abstract: The purpose of this study was to directly explore the social

impact of the stuttered and fluent speech of preschoolers in various sit-

uations, at home and in the preschool setting. The participants were



three-year-old triplets. Two participants currently stuttered, and one

participant was normally fluent. The researcher utilized Language

Environment Analysis (LENA Pro) devices to collect continuous speech

data from the participants and the adults and peers with whom they

interacted. The researcher evaluated all responses which the partici-

pants received from the adults and peers with whom they interacted,

and whether or not specific stuttering characteristics elicited negative

responses.


SP38 Reinforcing Conversational Repair with Token ReinforcementKaycee Lukach, B.A., Truman State University

Abstract: Using a changing criterion design, I worked with an adult male

client being seen for aural rehabilitation on his use of conversational

repair strategies. The purpose was to use token reinforcement to

increase his use of conversational repair strategies when a communica-

tion breakdown occurred. Results and implications will be presented.


SP39 Effects of Memory/Attention Tasks on Name Recall in DementiaJessica Frerking, B.S., Missouri State University; Marianne Reichert, B.S.,

Missouri State University

Abstract: Dementia describes the breakdown of cognitive processes

later in life that results in greater impairment than what is seen from

normal aging processes. Individuals with dementia exhibit deficits in

communication skills, and an inability to recall names is especially dis-

ruptive for communication. In these studies, the effects of various tasks

on name-recall abilities in individuals with dementia are examined.

Across seven sessions, six individuals with dementia completed an

attention task, a memory task, or a combined attention-memory task

before recalling names of individuals in pictures. A single-subject multi-

ple baseline design was utilized to isolate effects of different conditions.


SP40 Speech Pathology in Costa RicaMandy Sullivan, B.S., Fontbonne University; Emily Dalton, B.S., Fontbonne

University

Abstract: In March 2009, speech-language pathology faculty and gradu-

ate students from Fontbonne University initiated a project, Socios, to

support the needs of children with hearing loss living in San Jose, Costa

Rica. The students and faculty members collaborated with audiologists,

deaf educators, and speech-language pathologists in San Jose to evalu-

ate the current services available. The project included obtaining hear-

ing loss in Costa Rica. Professionals and students from both Costa Rica

and Fontbonne University will continue to collaborate in order to sup-

port the development of services.


SP41 Improving Sound - Symbol Knowledge in AphasiaCara Stanley, B.S., Truman State University

Abstract: A single subject study was implemented to determine the

effect of repetition of word-initial phonemes on retention of phonics

skills in an adult with Aphasia and Apraxia. A multiple baseline design

across tasks was used. The subject was a 65-year-old male who had a

left hemisphere CVA in November of 2007. The independent variable in

this study was the repetition of word-initial phonemes. The dependent

variable was the number of correct phoneme productions when pre-

sented with a grapheme. The results and implications will be presented.


SP42 A Review of Social Skill Treatment Approaches for Children with AutismBeth Stachecki, B.S., Fontbonne University

Abstract: Children with Autism Spectrum Disorder (ASD) are often char-

acterized as having deficits in the social use of language. This impair-

ment can result in reduced attempts to communicate or respond to per-

sons in the child’s environment. Because this impacts their ability to

participate in a classroom setting, SLPs typically target these behaviors

during treatment. Several treatment approaches addressing social skills

have recently emerged in the literature that appears to have positive

outcomes for children with ASD. The purpose of this presentation is to

compare/contrast four of these commonly used approaches, including

social stories, video modeling, pivotal response training, and peer-medi-

ated interventions.

Level of Introduction: Introductory

SP43 Development of a Learning Assessment for Individuals withAsperger’s SyndromeJehna Hart, B.A., Central Missouri State University

Abstract: The purpose of this project is to develop a tool to examine

learning styles of individuals with Asperger’s syndrome. Interviews will

be conducted with three individuals with diagnoses of Asperger’s syn-

drome who are identified as having the three types of “thinking” theo-

rized by Temple Grandin. The three participants will be given the “How

Do You Think?” survey. The survey will be modified based on the inter-

views and will be given to approximately 20 participants ranging in age

14-29. These participants will be asked to complete the survey again in

no less than six weeks to determine reliability of the survey.

Level of Introduction: Intermediate

SP44 Visual Bio-feedback to Increase Loudness in an ESL ChildKatie Sloan, B.A., Truman State University

Abstract An interaction deletion design was used to assess the treat-

ment package of visual bio-feedback and social cues to increase the

vocal loudness in English as a second language twelve-year-old client.

The purpose of this study was to determine the effectiveness of the

visual bio-feedback in increasing vocal loudness during conversational

speech. The results and implications will be presented and discussed.


SP45 Building Pronoun Use in Structured and Unstructured ActivitiesKatie Nevins, B.S., Truman State University

Abstract: Multiple baseline design across productions of “he,” “she,”

and “they.” The purpose is to see if the number of productions increas-

es in an unstructured activity after treatment in a structured activity.

Results and implications will be presented. The client is a six-year-old

female with Downs.


SP46 Using a Stop-Watch Incentive for Oral Reading FluencyLaura Winkelman, B.A., Truman State University

Abstract: The purpose of the study was to determine the effectiveness

of using a stopwatch with the Read Naturally Program to increase oral

reading fluency. An interaction deletion design was used. The independ-

ent variable of the study was the use of a stopwatch and the dependent

variables of the study were the cold readings and the practiced read-

ings. A nine-year-old client who presented with a language/literacy dis-

order participated. Results and implications will be presented.


SP47 Client-Facilitated Prosodic Intervention for an Individual with Chronic TBIBrooke Howlett, B.S., Southeast Missouri State University

Abstract: The purpose of this study was to determine how a client-facil-

itated therapy program, conducted through the use of self recorded

song-singing and repetition of stimulus sentences with various intona-

tion patterns, would affect prosodic impairment in an individual with

head trauma. The rationale for designing this as a client-facilitated pro-

gram is the need for chronic TBI individuals who are in the plateau

phase of recovery to be situated in their natural environment and hope-

fully elicit a more smooth generalization of appropriate prosody in

other social situations.





SP48 An Analysis of Verbal Output of an Infant with Beckwith-Wiedemann SyndromeSara Ziegler, B.S., Southeast Missouri State University

Abstract: Beckwith-Wiedemann syndrome (BWS) is a genetic disorder

that is characterized by abdominal wall defects, gigantism, and

macroglossia. The purpose of this study was to collect and analyze the

verbal output of an infant with BWS, and compare this data to that of a

typically developing age and gender control. This study also examines

the effectiveness of using the Language Environment Analysis (LENA

Pro) system to collect and analyze the verbal output of infants in their

natural environment.


SP49 Identifying and Managing Dysphagia Following Head and Neck CancerMichelle Reale, B.S., Fontbonne University

Abstract: Individuals who have been treated for head and neck cancer

often experience swallowing difficulties due to the measures taken to

manage their cancerous growth(s). To better serve these clients the

speech pathologist needs to have a thorough understanding of the

anatomical structures of swallowing, the treatment methods used to

remediate cancer, the complications that can arise after treatment

affecting the swallow, and the different therapeutic techniques used to

manage dysphagia. This presentation will provide a summary of what

causes dysphagia and how to treat a client who is experiencing swal-

lowing problems due to head and neck cancer.


SP50 Tuned In To Learning As Social-Emotional Intervention In ASD ChildrenAdam Glueck, B.S., Southeast Missouri State University

Abstract: Children on the autism spectrum often have difficulties under-

standing their communication partner’s nonverbal or verbal social and

emotional cues. These pragmatic difficulties can lead to breakdowns in

communication and its effectiveness. The purpose of this study is to

determine the effectiveness of the Tuned in to learning. Volume 1: Social

skills & pragmatics for autism and related needs (Lazaar & Jensen,

2005) as intervention on the social-emotional abilities of children on the

autism spectrum. Tuned in to learning’s effectiveness will then be meas-

ured using a pre-test, intervention, post-test model utilizing the Social

Emotional Evaluation, S.E.E. (Wiig, 2008) to determine effectiveness.


SP51 Developmental Trends In Spelling And Reading Fluency In Mid-Elementary School Grades 2-4.Jehna Hart, B.A., Missouri State University

Abstract: Professionals need more optimal literacy measures that docu-

ment developmental change. Response to intervention requires docu-

mentation of student progress to make intervention decisions that max-

imize student performance. There is a need for optimal measures of lit-

eracy that are more sensitive to developmental change. This presenta-

tion describes the results of a study in which two experimental literacy

measures were used to determine whether they were equally or more

sensitive to developmental change in children in mid-elementary grades

2 through 4.


SP52 Using Visual Biofeedback to Reinforce Easy Onset in an Adult Fluency ClientKatie Joyner, B.S., Truman State University

Abstract: This single subject interaction addition, multiple baselines

over varying conversational situations study, shows the relationship of

using visual biofeedback in treatment to reinforce easy onset in an adult

client. The subject was a 20 year-old male who displayed a moderate

fluency disorder characterized by blocks and repetitions. Visual

biofeedback was provided using amplitude tracings while the client pro-

duced various utterances on the Visi-Pitch. The visual biofeedback was

used in treatment to decrease the client’s number of disfluencies while

in unstructured face to face conversation with the clinician, an unfamil-

iar partner, and while speaking on the phone with an unfamiliar listener.


SP53 Using Gesture Cues to Establish Speech SoundsAmy Wegscheid, B.S., Truman State University

Abstract: The purpose of this study was to determine whether using

gesture cues to teach speech sounds to a preschool client with little

expressive vocabulary would enhance the client’s productions of indi-

vidual speech sounds. An ABAB withdrawal design was used with two

dependent variables. The study focused on the number of imitative

productions and the number of spontaneous productions when gesture

cues were used and when they were withdrawn. Results and implica-

tions will be presented and discussed.


SP54 Vocal Cord Dysfunction in Collegiate AthletesHailee Elmore, St. Louis University

Abstract: A surprising number of athletes exhibit respiratory distress

with physical exertion. Various diagnoses have been associated with

this distress including exercise induced and exertion asthma.

Sometimes the condition is vocal cord dysfunction (VCD). VCD occurs

when the vocal fold adduct during inhalation, resulting in difficult

breathing. This study surveyed Atlantic Ten Conference athletic train-

ers related to their education and awareness of VCD characteristics,

assessments, and treatment along with the prevalence of its occurrence

among their athletes. Results of the survey indicate a range in VCD

education, awareness and treatment techniques among athletic train-

ers. The desired role of the speech-language pathologist in the educa-

tion of athletic trainers in issues related to VCD is presented.


SP55 Service-Learning in Graduate Level AAC CoursesDanielle Reed, B.S., Missouri State University

Abstract: Service-Learning is a course component more frequently uti-

lized in Augmentative and Alternative Communication (AAC) courses at

the graduate level. This project will provide information on AAC related

courses at various universities that have utilized service-learning as

part of the course requirement. The poster will describe service learn-

ing activities that have involved students working in small groups with

individuals and their families in developing augmented resources, pro-

gramming devices, or other materials as well as describe a service

learning project where graduate students were paired with speech-lan-

guage pathologists. Finally, student feedback regarding the perceived

benefits of service learning will be presented.


SP56 iPod Usage and It’s Effects Upon HearingLauren Mosley, Truman State University; Danielle Hagemann,

Truman State University

Abstract: The purpose of this project is to demonstrate and measure

the effects that loud music has upon hearing sensitivity. It will also

show if further education is needed on campus regarding hearing

preservation and protection. We completed research at Truman State

University by surveying students about their iPod usage and their per-

ceptions of noise level and intensity. We then further tested randomly

selected participants to undergo testing using the Audiology booth and

sound field testing to measure the student’s ability to correctly identify

sentences played at increasing dB levels, not exceeding 80dB.


SP57 Behcet’s Syndrome: A Case ReportSarah Schaefer, B.S., Southeast Missouri State University

Abstract: Behcet’s syndrome is a rare autoimmune, multisystem inflam-

matory disorder that presents with cardinal signs of oral ulcerations,

vasculitis, stiffness of muscles/joints, and swelling of the eyes. Focal



neurological symptoms related to damage of the cranial nerves are also

noted. A case report will be discussed to explore the nature of voice

disorders, dysarthria, and swallowing issues in Behcet’s syndrome.

Findings from the systematic review of literature to will be presented

and management options will be discussed.


SP58 Effect of MIT on Production of Functional PhrasesAngie McGinnis, B.A., Truman State University

Abstract: The purpose of the study was to determine whether melodic

intonation therapy would have an effect on the production of functional

phrases by a 62-year-old male client who presented with Broca‘s

Aphasia and Apraxia of Speech. A multiple baseline treatment design

across three stimuli was implemented with a single subject. The adult

client produced five different functional phrases in each stimulus, and

the number of syllables produced in each phrase by the client was

counted and graphed. Results and implications will be presented.


SP59 Pitch Matching as a Function of Timbre and DurationJori Tarjan, St. Louis University

Abstract: Vocal pitch-matching is a skill required for ensemble singing.

A cappella singers must be able to match pitch with only a brief instru-

mental cue. Pitch cueing instruments have unique spectral characteris-

tics, or timbre. This study examined the impact of cueing stimuli on

pitch-matching effectiveness. Results indicated that both timbre and

duration had an impact on pitch-matching accuracy. Findings suggest

that ensemble directors as well as speech-language clinicians should con-

sider the type of elicitation cue employed in pitch-matching activities.

Although these results are of interest to ensemble directors, implications

related to pitch matching elicitation does related to voice therapy.


SP60 Management of Exercise-Induced Vocal Cord DysfunctionNicholas Campbell, B.S., Southeast Missouri State University;

Laura Dabney, B.S., Southeast Missouri State University

Abstract: Exercise-Induced Vocal Cord Dysfunction (EI-VCD) is charac-

terized by an “inappropriate closure of the vocal folds upon inspiration

resulting in stridor, dyspnea, and shortness of breath (SOB) during

strenuous activity” (Matthers-Schmidt, 2001; Sandage et al, 2004) and,

typically, individuals with EI-VCD are nonresponsive to asthma medica-

tions. EI-VCD profiles are well documented in athletes. The purpose of

this study was to present evidence-based treatment options for EI-VCD

drawn from a systematic review of literature. Four case reports of

young athletes were presented to discuss resolution of symptoms dur-

ing the acute phases of the VCD attack and long term clinical manage-

ment options.


SP61 The Voice of ConcernChristine Meyer, B.A., Fontbonne University

Abstract: School children with voice disorders have been described as

an underserved population. There are many practical reasons to

account for this. However, there are also compelling reasons for the

importance of appropriately preventing, diagnosing, treating and mak-

ing referrals for school children’s voice disorders, which may be indica-

tive of concurrent behavior problems, abuse, and/or other health con-

cerns, some of which may even be potentially fatal. This poster

describes these issues and explores some school-based prevention,

diagnosis and treatment options shown to be efficient and effective.


SP62 Beliefs, Barriers, & Beyond: SLP and Teacher CollaborationKristen Van Dillen, St. Louis University

Abstract: Collaboration between school-based SLPs and elementary

education teachers is recommended in order to provide the highest

level of intervention for children with language impairments (LI).

Collaboration allows children with LI to connect language goals and

strategies with the curriculum and their everyday classroom activities.

Effective collaboration is especially relevant in the area of reading

instruction. In this qualitative study, teacher and SLP interviews were

analyzed to gain insight into the current level and type of collaboration,

obstacles to collaboration, and supports needed to allow collaboration

between teachers and SLPs in the area of reading instruction.


SP63 Comfort Level of School SLPs With Traumatic Brain Injury CaseloadsKelli Downey, St. Louis University

Abstract: There are approximately 475,000 traumatic brain injuries

(TBI) yearly among children 0-14. Despite the high incidence, there is

inconsistent training in education programs concerning TBI. This study

used an anonymous survey distributed to school speech language

pathologists in a large suburban school district in Missouri to assess

their knowledge and perceived competence in providing diagnostic and

intervention services for their TBI caseloads. These results can be

used to inform speech pathology education programs and continuing

education providers of the possible need for further training in this area

for speech-language pathologists.


STUDENT TECHNICAL SESSIONS - Part IFriday, April 16, 1:15 p.m. - 3:15 p.m.Learning outcomes for each session are posted on


ST1 The Dialect is Just a Difference: Speech Language Pathologists andIssues Assessing African American Vernacular EnglishJade Hicks, Truman State University

Abstract: Speech-Language Pathologists (SLPs) who lack experience

with African American Vernacular English (AAVE) dialect may be at risk

for misdiagnosing clients who speak the dialect. This study explored

whether increased exposure to clients who speak AAVE affected the

transcription skills of graduate level Communication Disorders stu-

dents. Participants listened to an audio recorded AAVE speech sample

and transcribed the speech sample using the International Phonetic

Alphabet and appropriate diacritics. Results revealed that graduate stu-

dents receiving training in rural northeast Missouri were more accurate

in their transcriptions than those receiving training in Kansas City,

Missouri.


ST2 Qualities of Volunteerism and the Relation to Effective CommunicationMelanie Stinnet, B.S., Missouri State University; Kimberly Freeman, B.S.,

Missouri State University; Mallory Mahon, B.S., Missouri State University

Abstract: The purpose of this presentation is to inspire volunteering in

tough economic times through viewing the thoughts of typical commu-

nicators and communicators with Traumatic Brain Injury. Leading the

presentation Kimberly and Melanie will share their experiences with

volunteering and the impact volunteering can have on the community.

A short video will follow that displays the thoughts and ideas of volun-

teering from the Traumatic Brain Injury Support Group at the Speech-

Language and Hearing Clinic at Missouri State University. The audience

will have the opportunity to capture the essence and heart of communi-

cation through this significant topic of volunteering.

Level of Instruction: Advanced

ST3 What is the Relationship Between Challenging Behavior and Communication?Kendra Billinger, B.A., Rockhurst University; Carol Koch, Ed.D.,

Rockhurst University

Abstract: Individuals diagnosed with

autism and other developmental disorders




Handouts on the WebHandouts will be posted from those presenters who wish to

take advantage of this offer beginning February 20, 2010.

Go to the MSHA Web Site at www.showmemsha.org and

get a head start on getting your copies!

may demonstrate behaviors to communicate their wants and needs.

Through functional communication training adverse behaviors can be

decreased, and an increase in appropriate communication can occur.

The purpose of this study was to analyze data gathered during two con-

currently implemented but separate programs for behavior and commu-

nication. Results and implications will be discussed.


ST4 Behavior and Communication: What’s the Connection?Kristen McPharlin, B.A., Central Missouri State University

Abstract: Children with autism and other developmental delays may

demonstrate challenging behaviors as a means to communicate due to

speech and language deficits. These adverse behaviors take many

forms and serve multiple functions such as obtaining needs and wants.

This study examined the relationship between an individual’s demon-

stration of challenging behaviors and their communication. Analysis of

the data gathered during implementation of the behavior protocol and

speech and language treatment progression over time within the same

time frame will provide a detailed explanation. Additionally, a factor

that may influence implementing functional communication training

(FCT) as a treatment strategy to address challenging behaviors is dis-

cussed.


ST5 Phonetic Inventory for Children 15-30 Months of Age: A Pilot StudyAlisha Burkhart, B.S., Rockhurst University; Stephanie Stull, B.S.,

Rockhurst University; Lauren McGurn, B.S., Rockhurst University;

Kristen McPharlin, B.A., Rockhurst University; Katie Mader, B.S.,

Rockhurst University; Denise Elizondo, Rockhurst University

Abstract: With increased awareness of the importance and efficacy of

early intervention, speech-language pathologists have been evaluating

the articulatory skills of children under 3 years of age. A challenge that

is faced by SLPs providing services to children younger than 3 years

with possible speech sound disorders is the lack of norms for this age

range. Most SLPs refer to studies completed in the early 1970s for

norm-referenced guidelines for this young population. Additionally, the

studies examined children’s productions of single-word, picture-naming

responses. Therefore, this pilot study proposes to contribute to the

knowledge of early phonological development through analysis of spon-

taneous, conversational interactions of young children.


ST6 The Use, Knowledge and Perceptions of African-American Vernacular English: A Study RevisitedJade Hicks, Truman State University; Jordan Gribble,


Abstract: We revisited a 1999 study that focused on the perceptions,

knowledge and reported use of African American Vernacular English

(AAVE) by Caucasian and African American students and faculty. The

past study showed Caucasian students and faculty to have low aware-

ness of AAVE features and negative perceptions of the dialect. African

American participants reported feelings of AAVE being viewed negative-

ly by academia. For the present study, the participants completed ques-

tionnaires similar to the ones completed in 1999. Comparative analysis

of the past and present studies revealed information pertinent to pres-

ent views of non Standard dialects by majority and minority groups.


D10 - STUDENT TECHNICAL SESSIONS - Part IIFriday, April 16, 4:00 p.m. - 5:00 p.m.Learning outcomes for each session are posted on


ST7 Music Performance Majors’ Perceptions Of Their HearingSusan Cheung, Truman State University; Laura Greaver,


Abstract: The purpose of this project was to compare and contrast

Truman State University performing music majors’ perception of their

hearing and their actual hearing levels. Musicians are exposed to poten-

tially harmful noise levels which can put them at risk for noise-induced

hearing loss (NIHL). This project surveyed music performance majors

about their backgrounds, frequency of exposure to loud noise, and pre-

ventative measures used. Their hearing thresholds were then assessed

and analyzed in comparison to their initial responses to the survey.


ST8 Effects of Systematic Literacy Instruction For Two Individuals With Complex Communication NeedsKendra Billinger, B.A., Rockhurst University; Kristina Collsen, B.S.,

Rockhurst University; Aileen Rowan, B.S., Rockhurst University;

Rachel Rusinak, B.S., Rockhurst University

Abstract: Individuals who use augmentative and alternative communi-

cation (AAC) often struggle to attain functional literacy skills. The pur-

pose of this study was to identify the literacy strengths and challenges

in individuals with developmental disorders who use AAC for communi-

cation. Specific interventions were then developed and focused on the

participant’s areas of need including phonemic segmentation, synthesis,

manipulation, and letter-sound identification skills. Tasks that tradition-

ally require verbal responses were adapted to allow for response via

nonverbal means. Results and implications for serving this population

will be discussed.


ST9 Survey of School-based SLP Oral Peripheral Exam PracticesKimberly Abts, Truman State University; Samantha Weatherford,


Abstract: School-based clinicians in Missouri were surveyed with

regard to oral peripheral examination practices. The survey asked

about SLP’s training, caseload, and regular administration of oral

peripheral exams. Respondents were asked to rate the importance of

oral peripheral examinations and their clinical value. Results and impli-

cations of the survey will be presented.



As You Navigate to the Convention,Stop by the Registration Desk and Get Your Attendee Boarding Pass!Your Boarding Pass Includes Your Convention Confirmation and Name Badge.

Important Note:You will NOT Receive Your Confirmation and Name Badge via Mail This Year. It Will be ONSITE Awaiting Your Arrival!!!


Sessions by TopicThis listing does not include student poster submissions, professional poster submissions, or student technical sessions

AACD2 - Learn about MoAT’s Device Loan Program and Funding Options

Tracy LaFollette, Eileen Belton, Friday 12:00 p.m. – 1:00 p.m.

D5 - Assistive Technology for All AgesMichelle Wheeler, Shawna Dunnaway, Friday 1:15 p.m. – 3:15 p.m.

D12 - Assistive Technology: Changing Lives One at a TimeNancy Montgomery, David Baker, Kelli Chop, Saturday 8:00 a.m.-10:00 a.m.

B5 - Making AAC Decisions for Clients with Aphasia Using the AAC-Aphasia

Joanne Lasker, Saturday 9:15 a.m. – 12:15 p.m.

C18 - It’s Showtime! Fontbonne University’s AAC Theatre CampGale Rice, Carmen Russell, Richard Lewis, Saturday 4:00 p.m. – 5:00 p.m.

C25 - AAC: Practical Information and ResourcesLisa Proctor, Nadine James, Sunday 10:15 a.m. – 12:15 p.m.

D34 - Tools to Support Successful Implementation of AACCarrie Jesse, Bethany Loe, Holly Schneider, Sunday 11:30 a.m. – 12:30 p.m.

Adults� Adult - Cognitive

B3 - Treating Cognition in Low Level PatientsTori Sisson, Saturday 8:00 a.m. – 9:00 a.m.

� Adult - Dysphagia

DI - A Clinical Update in Dysarthria and DysphagiaJohn Rosenbek, Friday 8:30 a.m. – 5:00 p.m. (Day Institute)

B4 - Rewind that Tape! Completing MBSS in the “Real World”Rebecca Maasen, Jane Barnes, Shannon Cook, Saturday 8:45 a.m. – 10:45 a.m.

B6 - The TRISL Free Water Protocol – An Update and Broad Implications

Karen Blank, Lauren Arriola, Jacque Livingston, Saturday 11:00 a.m. – 12:00 p.m.

B7 - Tracheotomy Tubes: Managing Communication and Swallowing Issues

Carmin Bartow, Saturday 2:45 p.m. – 5:45 p.m.

B8 - Frailty in the Vulnerable Elderly Patient with Dysphagia: Evaluation and Management

Paula Sullivan, Sunday 8:00 a.m. – 10:00 a.m.

B9 - Rehabilitation of Dysphagia Following Head and Neck CancerPaula Sullivan, Sunday 10:15 a.m. – 11:15 a.m.

B10 - Dysphagia Treatment – Case Studies of a Successful Dysphagia Program

Tori Sisson, Sunday 11:30 a.m. – 12:30 p.m.

� Adult - Laryngectomy

B2 - Total Laryngectomy: Considerations for Preoperative CounselingMike Wheeler, Friday 3:45 p.m. – 4:45 p.m.

B7 - Tracheotomy Tubes: Managing Communication and Swallowing Issues

Carmin Bartow, Saturday 2:45 p.m. – 5:45 p.m.

FluencyC5 - Lidcombe: Oasis or Mirage for Preschool Stuttering

Matt Krause, Friday 2:15 p.m. – 3:15 p.m.

C7 - Treating Cluttered Speech: A Case StudyLynne Shields, Friday 3:45 p.m. – 4:45 p.m.

D14 - Stuttering: Effective Strategies for Treating the Physical and Emotional… (Part One)

Marilee Fini, Saturday 9:00 a.m. – 12:00 p.m.

D18 - Stuttering: Effective Strategies for Treating the Physical and Emotional… (Part Two)

Marilee Fini, Saturday 2:45 p.m. – 5:45 p.m.

SchoolC2 - Behavior Busters: Maximizing Speech and Language Time

Jennifer Collado, Friday 12:00 p.m. – 2:00 p.m.

C3 - ‘The Magic of Communication’: An Education Program for School-Aged…

Hillary Gahring, Julie Hoffmann, Friday 12:45 p.m. – 2:45 p.m.

D22 - Signing for Special Needs Children! Why? Session II Special Needs

Marilyn Daniels, Saturday 4:00 p.m. – 5:00 p.m.

D30 - Are Your Students Graduating to the Couch?Nancy Montgomery, Sunday 9:15 a.m. – 11:15 a.m.

� Schools – Pragmatics

DI - Implementing Social Thinking Concepts and Vocabulary into our School…

Michelle Garcia Winner, Friday 8:30 a.m. – 5:00 p.m. (Day Institute)

� Schools – Implementers

D31 - A Survey of Speech Implementers in the State of MissouriAnn Filla, Brooke Zell, Elizabeth Morrey, Sunday 10:15 a.m. – 11:15 a.m.

� Schools – Language

C9 - Differential Diagnosis Via Deep Assessment in Word FindingDiane German, Saturday 8:00 a.m. – 11:00 a.m.

C14 - Comprehensive Word Finding Intervention Based on Deep Assessment

Diane German, Saturday 2:45 p.m. – 5:45 p.m.

C23 - Effective Discourse Therapy for School-Aged ChildrenJulie Hoffmann, Sunday 8:00 a.m. – 10:00 a.m.

C24 - Teaching Strategies to Older Children with Language DisordersLynne Shields, Paola Brush, Sunday 10:15 a.m. – 12:15 p.m.

� Schools – Language / Literacy

C12 - Improve Speech Intelligibility and Establish Literacy Skills Simultaneously (Part One)

Keli Richmond, Saturday 9:15 a.m. – 12:15 p.m.

C15 - Improve Speech Intelligibility and Establish Literacy Skills Simultaneously (Part Two)

Keli Richmond, Saturday 2:45 p.m. – 5:45 p.m.

� Schools - Management

C8 - Empowering School SLPs through Meaningful Performance Review

Jill Parmenter, Friday 4:00 p.m. – 5:00 p.m.

C11 - Medicaid in Educational Settings – What Every SLP Needs to Know

Janet Deppe, Saturday 8:00 a.m. – 10:00 a.m.

C13 - Panel Discussion: ECSE, First Steps, and School IssuesJackie Bruner, Diane Golden, Pam Thomas, Rick McGuire,Saturday 10:15 a.m. – 12:15 p.m.

C27 - Effective Collaboration and ConsultationJennifer Collado, Sunday 11:15 a.m. – 12:15 p.m.

C26 - School Issues – Successes and ChallengesBrenda Martien, Sunday 11:15 a.m. – 12:15 p.m.




ManagementD6 - Professional Outreach: When You Get More than You Give

Carol Koch, Jennie Bjorem, Friday 1:15 p.m. – 2:15 p.m.

D19 - Generational Diversity: Implications for the WorkplaceMarty Brennan, Pat Miller, Saturday 2:45 p.m. – 3:45 p.m.

D29 - Seven Habits of Highly Effective SLPsEllen Obrock, Sunday 8:00 a.m. – 9:00 a.m.

Early ChildhoodC1 - Pediatric Home Health Therapy – A Unique Experience

Heather Whitsitt, Mindy McNeely, Friday 12:00 p.m. – 2:00 p.m.

D20 - Signing for Hearing Children! Why? Session I Typical ChildrenMarilyn Daniels, Saturday 2:45 p.m. – 3:45 p.m.

D22 - Signing for Special Needs Children! Why? Session II Special Needs

Marilyn Daniels, Saturday 4:00 p.m. – 5:00 p.m.

C20 - Sensory Processing: A Foundation for Skill DevelopmentCarrie Salyer, Sunday 8:00 a.m. – 11:00 a.m.

Early Childhood – Autism

D11 - A PHAT Approach to the Autism SpectrumMerlin Taylor, Saturday 8:00 a.m. – 10:00 a.m.

Early Childhood – Management

C13 - Panel Discussion: ECSE, First Steps, and School IssuesJackie Bruner, Diane Golden, Pam Thomas, Rick McGuireSaturday 10:15 a.m. – 12:15 p.m.

C16 - First Steps and Truman State: A Collaborative Model for SLP Services

Janet Gooch, Kim Fitzgerald, Andrea Richards, Kara StanleySaturday 2:45 p.m. – 3:45 p.m.

C17 - Fostering Speech/Language Development through Preschool Teacher

Sheila Garlock, Angela McGinnis, Saturday 4:00 p.m. – 6:00 p.m.

Early Childhood – Language and Literacy

C12 - Improve Speech Intelligibility and Establish Literacy Skills Simultaneously (Part One)

Keli Richmond, Saturday 9:15 a.m. – 12:15 p.m.

C15 - Improve Speech Intelligibility and Establish Literacy Skills Simultaneously (Part Two)

Keli Richmond, Saturday 2:45 p.m. – 5:45 p.m.

C21 - The Role of SLPs in Promoting Effective Language and Literacy in Pre-K

Eva Trumbower, Wayne Manfield, Sunday 8:00 a.m. – 10:00 a.m.

Early Childhood – Morphology

C10 - Small Meaningful Units Deliver Large Meaningful BenefitsShirley Patterson, Eva Trumbower, Saturday 8:00 a.m. – 10:00 a.m.

MulticulturalD23 - What Teachers’ Perceptions of ELL Mean to the SLP

Carlotta Kimble, Saturday 5:00 p.m. – 6:00 p.m.

C19 - Lost in Translation: Working with ELL and Bilingual Families and Interpreters

Christine Krekow, Christine Hernandez, Saturday 5:15 p.m. – 6:15 p.m.

D28 - English Language Learners and Practices: Evaluating Our Assumptions

Joy Coulis, Jennifer Shackles, Trisha Buenemann,Sunday 8:00 a.m. – 10:00 a.m.

D33 - Collaborative Clinical Model for Intensive English TrainingCarlotta Kimble, Rachel Herman, Sunday 10:15 a.m. – 12:15 p.m.

SpeechC4 - How to Change that Nose Sounds to a Mouth Sound

Sally Helton, Friday 12:45 p.m. – 2:45 p.m.

D9 - Motor Learning Applications for Speech TherapyMeyer, Murphy, Russell, Friday 4:00 p.m. – 5:00 p.m.

D25 - The Oral Peripheral Examination: What’s the Function?J. Gooch, K. Abts, P. Cochran, S. Weatherford, Saturday 5:15 p.m. – 6:15 p.m.

C22 - Myths, Legends, Best Practices: Cleft Palate and Resonance Disorders

Lynn Marty Grames, Mary Blount Stahl, Sunday 8:00 a.m. – 10:00 a.m.

OtherB1 - Practice and Outcomes in Accent Modification

Dana Fritz, Sara Sieker, Lauren Keller, Friday 1:30 p.m. – 2:30 p.m.

D16 - Telehealth in a University Speech and Hearing ClinicGarlock, Cochran, Passe, Richards, Eberly, Saturday 10:15 a.m. – 12:15 p.m.

D24 - Eat Your Professional Wheaties: Helpful Hints to SLP in TrainingSherry Curtiss, Saturday 4:15 p.m. – 5:45 p.m.

D26 - MSHA Author SessionMSHA Authors, Saturday 5:15 p.m. – 6:15 p.m.

D27 - Quest for the CupUniversity Students, Saturday 7:30 p.m. – 8:30 p.m.

Hearing Loss and SLPsC6 - Tips for Teaching Speech to Children with Hearing Loss

Jill Oswalt, Friday 3:45 p.m. – 4:45 p.m.

D1 - Mainstream: How to Make Students with Hearing Loss SuccessfulSara Chinnock, Friday 12:00 p.m. – 1:00 p.m.

D15 - Audiology for the SLPIlene Ashbaugh, Saturday 10:15 a.m. – 12:15 p.m.

D32 - The Effects of Minimal Hearing Loss on Academic PerformanceDeborah Galley, Sunday 10:15 a.m. – 12:15 p.m.

Higher EducationD3 - Introduction to Clinic Materials Course

Kim Fitzgerald, Janet Gooch, Friday 12:00 p.m. – 1:00 p.m.

D4 - Student Peer Mentoring in Clinical Training of SLPsKimble, Duesing, Turner, Turner, Kemper, Friday 1:15 p.m. – 3:15 p.m.

D8 - Thinking of Pursuing a PhD? Now is the Time!Stacy Wagovich, Judith Goodman, Friday 3:45 p.m. – 4:45 p.m.

D13 - How to Prepare for and Pass the Praxis ExamJanet Gooch, Saturday 8:45 a.m. – 10:45 a.m.

D17 - Student Adult Internship GuideTori Sisson, Saturday 11:00 a.m. – 12:00 p.m.

D21 - Panel Discussion: Certification and Licensure for the CF-SLPJackie Bruner, Diane Golden, Pam Thomas, Rick McGuire,Saturday 3:00 p.m. – 4:00 p.m.

AudiologyDI - Implantable Hearing Devices

Robert Cullen, Friday 8:30 a.m. – 5:00 p.m. (Day Institute)

A1 - DHSS Funding UpdateGrbac, Friday 1:30 p.m. – 2:30 p.m.

A2 - Three Miracles – Sound, Hearing, and SpeechRobin Gaschler, Friday 4:00 p.m. – 5:00 p.m.

A3 - Telepractice in AudiologyMark Krumm, Saturday 8:00 a.m. – 11:00 a.m.

A4 - “Issues in Audiology”Fleetwood, Saturday 11:15 a.m. – 12:15 p.m.

A5 - AMA Scope of PracticeJanet Deppe, Saturday 2:45 p.m. – 4:45 p.m.

A6 - CAOHCMary White, Saturday 5:00 p.m. – 6:00 p.m.

A7 - Identification and Management of Infants and Young Children with Aud…

Deborah Hayes, Sunday 8:00 a.m. – 12:00 p.m.

convention program schedule ’10Sessions by Topic Continued from page 33


Registration Procedures: Tips for Getting Into the Sessions of Your Choice

MSHA extends our thanks and appreciation to attendees who have contin-ued to support the concept of pre-registration for sessions. Pre-registra-tion allows for more accurate matching of meeting room space to thenumber of attendees signed up for a specific session. It also betterprepares the speaker and avoids conflicts with fire safety codes.

BELOW ARE THE STEPS TO ENSURING YOURSELF A SEAT IN THE SESSIONS OF YOUR CHOICE.1. Register early! Session assignments will be determined on a "first come, first serve" basis.

2. You can assume you have been accepted into a course unlesscontacted by Central Office staff. Central Office staff will notify you ifspace limitations prohibit your attendance in a course. You will be giventhe opportunity to request attendance at an alternative session uponreceipt of notification by Central Office.

3. Do NOT register for courses which are scheduled in the sametime slot. If registrants sign up for conflicting courses, one of the courseswill be chosen for you.

4. PLEASE BRING YOUR “BOARDING PASS” WITH YOU TO ALLSESSIONS. You will receive a “confirmed” registration form and yourofficial name badge from MSHA Central Office. A name badge holder willbe supplied at Convention. The “confirmed” form will serve as yourschedule at Convention.

5. Do not lose your "confirmed" registration form or name badge.Copies of the registration forms will be available at the Registration Desk

for a nominal fee. In addition, name badges can be reprinted for anominal fee.

6. If you are attending a course that is expected to be at or nearcapacity, volunteers will be available to check you in to the session. If you signed up for the course prior to Convention, your namewill appear on the Session Listing. Volunteers will only allow those onthe Session Listing into the course. If you did not sign up for the course,but would like to attend, simply let the volunteer know, and you will begiven a card with a number on it. After the initial seating, the volunteerswill assess seat availability.

7. Arrive timely to sessions. The Convention program provides15-minute intervals between sessions to allow for “transition time.”Please be sensitive and considerate in entering sessions that havealready begun.

8. Participants who register “onsite” cannot be guaranteed a seatin sessions that are full or close to capacity. See instructions above.

9. You will receive one (1) CEU certificate cumulative of all CEUsearned at Convention at the conclusion of the Convention.

10. If you wish to apply for ASHA CEUs, forms will be included in theregistration packets distributed at Convention. These forms MUST becompleted and returned to the MSHA Registration Desk at the conclusionof the Convention.

11. If you wish to apply for AAA CEUs, please stop by the RegistrationDesk for special instructions.

Questions? Call MSHA Central Office @ (888) SAY-MSHA

From St. Louis – Interstate 70 West to Kingdom City, Highway 54 westthrough Osage Beach to State Road KK, north (right) 3 miles to Tan-Tar-Aentrance. 2 1/2 hours driving time.

Interstate 44 West to Waynesville, Highway 17 north to Iberia, Highway 42west to Highway 54 west (left) through Osage Beach to State Road KK, north(right) 3 miles to Tan-Tar-A entrance.

From Kansas City – take Interstate 70 east to Boonville exit on Highway 5to Versailles, southeast to Eldon on Highway 52, west on Highway 54 throughOsage Beach to State Road KK, north (right) 3 miles to Tan-Tar-A entrance. 3-31/2 hours driving time.

Highway 50 to Tipton, south on Highway 5 to Highway 52, east to Eldon, weston Highway 54 through Osage Beach to State Road KK, north (right) 3 miles toTan-Tar-A entrance.

Interstate 70 to Route 5 south to Camdenton, east (left) on Highway 54 tenmiles to State Road KK, north (left) 3 miles to Tan-Tar-A entrance.

From Springfield – Interstate 44 east to Lebanon, north (left) on Highway 5to Camdenton, east (right) on Highway 54 ten miles to State Road KK, north(left) 3 miles to Tan-Tar-A entrance. 1 1/2 hours driving time.

From Columbia – Highway 63 south to Jefferson City, right on Highway 54south through Osage Beach to State Road KK, north (right) 3 miles to Tan-Tar-A entrance. 1 1/2 hours driving time.

Not sure how to get to Tan-Tar-A?Here’s how!

GOLF CLUB, MARINA& INDOOR WATER PARK

Come and root for your

favorite team or just sit back and watch the competi-

tion as the team from the University of Missouri-

Columbia defends their title as reigning champs at the

Seventh Annual Quest for the Cup Competition.Who will take home the trophy and bragging rights for

another year? Break out your school spirit, pom-poms,

banners and flags! While you’re cheering your team

on to victory, you’ll be earning .1 CEUs.

Saturday Evening,April 17, 7:30 p.m. - 8:30 p.m.

Competition +Entertainment =.1CEU

Quest for the CupCompetition



ERR 1- Exhibitor Round Robin; Friday, April 16; 10:45 a.m. - 11:45 a.m.Get a head start on earning CEUs. No competing Convention sessions!

ERR 2- Exhibitor Round Robin; Saturday, April 17; 7:30 a.m. - 8:30 a.m.Start the day with continental breakfast followed by attending the ERR.

Participating vendors will provide information relative to speech-language pathology and audiology in areas such asproduct information, services, technology, industry trends or professional issues. This information will be presented insmall groups of 10-15 participants in 20-minute sessions. At the signal, participants will move to another vendor whowill provide a prepared, informative and educational presentation. Vendors are strictly prohibited from making salespitches or recruiting during the presentation. This is your opportunity to hear vendors present in a small group setting,allowing you to not only interact with vendors, but to enter into a dialogue with other professionals specific to a productor service.

No need to sign up! Just show up!

Exhibitor Round RobinCome on down to the Exhibit Hall and earn aCEU with no competing general sessions!

MSHAContinues Its Efforts in Going GreenDuring the 2008 Convention, MSHA wanted to takea part in helping the environment. We changedsome old habits and are continuing our efforts tohelp ensure a healthy future for the environment!Handouts on the Web: Handouts will be postedfrom those presenters who wish to take advantageof this offer beginning February 20, 2010. Go tothe MSHA website at www.showmemsha.org andget a head start on getting your copies. In thepast, hard copy handouts were made available toyou for Day Institutes and Invited Speakers Only.This year, ALL handouts are only available fordownloading.

Back by popular demand, MSHA is once againreducing its paper use. With a new and improvedCEU procedure, you will receive ONE CEU certifi-cate at the end of the Convention, indicating yourcumulative clock hours/CEUs for the entireConvention.

Every effort will be made to have the papersincluded in your welcome packet printed on recy-cled paper.

This Convention Special has once again beenreduced in size to save paper.

�� 1. Select courses you plan to attend and mark your choices on the

Convention Registration Form. You are registering for coursesand will be guaranteed a seat unless otherwise contacted by MSHA Central Office. For details, see Registration Procedures: Tips for Getting Into The Sessions of Your Choice.

�� 2. Register for Convention early. First come, first served.

�� 3. Please consider making a donation to Sertoma’s Hearing Charities of America. It’s as easy as marking your registration form and including your contribution with registration fees. You can also donate at Convention by placing your donation in the specified box. MSHA Cares.

�� 4. Have you made a donation to the Silent Auction? Please contact the 2010 Silent Auction Chair, Kim Stewart, at [email protected] or [email protected].

�� 5. Help others navigate around the convention by stepping up as a volunteer guide at the 2010 Convention. If you have not yet volunteered to help with the Convention, please consider doing so. Simply complete the Call For Volunteers form included in this issue on Page 6 or go online at www.showmemsha.org. We greatly appreciate your support.

Read this Convention program carefully and keep it as a reference. It contains information that will help you be aninformed participant at the Convention. In addition, an onsiteprogram will be provided in your Convention welcome packetwhich indicates specific information (room assignments, up-to-date changes/additions, etc.).

Convention Checklist


REGISTRATION POSTMARKED ON OR BEFORE 03/04/10 03/05/10 AMOUNT ENCLOSED

CONVENTION ONLY (does not include Day Institute)

MSHA Member $135 $175Other State SLH Assoc. Member $135 $175Non-Member $210 $240Student MSHA Member $70 $110Student Non-Member $95 $135CONVENTION AND DAY INSTITUTEMSHA Member $190 $215Other State SLH Assoc. Member $190 $215Non-Member $265 $285Student Member $110 $150Student Non-Member $135 $175DAY INSTITUTE ONLY (.7 CEUs)MSHA Member $135 $175Other State SLH Assoc. Member $135 $175Non-Member $210 $240Student Member $70 $110Student Non-Member $95 $135SPECIAL THURSDAY NIGHT SESSION (.1 CEU)I am attending one of the Day Institutes ONLY, but I’d like to takeadvantage of this fantastic offer. (This session is included as part of Convention fees)

$20 $30

MSHA Plus I want to earn graduate credit at the MSHA Convention.I understand this program is available to MSHA members only. I will expect an E-mail from MSHA with further instructions and an enrollment form. Register NOW! Onsite registration for MSHA Plus will NOT be available.

$85 $95

MSHA CARES I’d like to support the Hearing Charities of AmericaEnclosed is my donation of $1 $2 $3 $4 $5 $10 $20 _____

2010 CONVENTION REGISTRATION FORM • April 16-18Print clearly as you would like it to appear on your name badge: Name _______________________________________________________

Employer Name _______________________________________________

Employer Address______________________________________________

City/State/Zip _________________________________________________

Phone ________________________Fax___________________________

�� SLP �� AUD �� STUDENT �� OTHER (Specify) ___________________

�� First Time Attendee Work Setting ______________________________

(Provide verification of current membership.)



Home Address _____________________________________

City/State/Zip______________________________________

E-mail ___________________________________________

Phone ___________________________________________

MSHA MembershipNumber

CONVENTION SOCIALSPlease RSVP. MSHA invites you to join friends and colleaguesfor food and beverage events. All food and beverage eventsare provided courtesy of MSHA. Please let us know by indi-cating with a check mark if you plan to be our guest at anyor all of the events so that we can best plan and prepare foryour arrival.

FRIDAY�� Snack & Beverage Break 2:45 p.m. - 3:45 p.m.�� MSHA Friday Social Event

5:00 p.m. - 7:00 p.m.SATURDAY�� Sunrise Stretch & Stroll 6:00 a.m. - 7:00 a.m.�� Continental Breakfast 7:30 a.m. - 8:30 a.m.�� President’s Celebration 12:30 p.m. - 2:30 p.m.�� Quest Tailgate Party 6:30 p.m. - 7:30 p.m.

SUNDAY�� Continental Breakfast 7:30 a.m. - 8:30 a.m.

�� Please check if you require special dietary needs. This MUST be brought to our attention to accommodate you at the President’s Luncheon. Send an E-mail specifiying needsto: [email protected].

�� Please indicate if you require special assistance to participate in the Convention.MSHA will contact you to discuss your needs.

Mail or Fax Registration Forms & Fees

CREDIT CARD ACCOUNT NUMBER

EXPIRATION DATE

PLEASE CIRCLE

YOUR SIGNATURE

x

TOTAL AMOUNT ENCLOSED

ONSITE REGISTRANTS WILL BE SUBJECT TO AN ADDITIONAL $25 PROCESSING FEE

DO NOT MAIL REGISTRATION FORMS TO ARRIVE AFTER April 1, 2010.

EARLY REG* LATE REG*

MSHA no longer accepts purchase orders.In lieu of purchase orders, MSHA accepts checks,

money orders and credit cards.

SESSION CHOICES Please bring your Boarding Pass with you to all sessions. It will serve as your schedule. Mark sessions you plan toattend. You will be guaranteed a seat in the session unlessotherwise notified. Mark only one session per time slot. Ifyou mark more than one session per time slot, MSHA willchoose a session for you.

THURSDAY April 15, 7:40 p.m. - 8:40 p.m.�� Ask MSHA (.1 CEU)

FRIDAY April 16�� DI-Cullen �� DI-Rosenbek �� DI-WinnerIf you plan to attend a Day Institute, do not markFriday Convention choices.

A B C D1 �� 1 �� 1 �� 6 �� 1 �� 6 ��2 �� 2 �� 2 �� 7 �� 2 �� 7 ��

3 �� 8 �� 3 �� 8 ��4 �� 4 �� 9 ��5 �� 5 �� 10 ��

�� Volunteer Training Session - 10:20-10:40

SATURDAY A.M. April 17

A B C D3 �� 3 �� 9 �� 11 �� 16 ��4 �� 4 �� 10 �� 12 �� 17 ��

5 �� 11 �� 13 ��6 �� 12 �� 14 ��

13 �� 15 ��

SATURDAY P.M. April 17

A B C D5 �� 7 �� 14 �� 18 �� 24 ��6 �� 15 �� 19 �� 25 ��

16 �� 20 �� 26 ��17 �� 21 �� 27 ��*18 �� 22 ��19 �� 23 ��

SUNDAY April 18

A B C D7 �� 8 �� 20 �� 28 ��

9 �� 21 �� 29 ��10 �� 22 �� 30 ��

23 �� 31 ��24 �� 32 ��25 �� 33 ��26 �� 34 ��27 ��

Mailing Address:MSHA Convention 20102000 East Broadway, PMB 296Columbia, MO 65201-6009

By Mail: Make check payable to“MSHA Convention 2010” or yourchoice of credit card. Please circle creditcard and complete account information.

By Fax: Please circle credit card andcomplete account information.Fax to: 1(888) 729-3489. Forms will be processed upon receipt of payment.

�� Check enclosed, payable to MSHA Convention 2010

�� Credit card (Visa/MasterCard only)

�� I want to take advantage of reduced convention fees forMSHA members. Prior to completing this form, I registered formembership at www.showmemsha.org .�� I would like to be a volunteer at convention.

*Quest for the Cup Competition

Saturday, 7:30pm-8:30pm (.1 CEU)

* Payment and registration must be received by the early registration date to obtainthe early registration fee otherwise, the late registration fee will be applied.


We have many wonderful treasures at the Annual Silent Auctionduring this year’s Convention! This event occurs in conjunctionwith the Friday night evening social and 50/50 drawing, so therewill be lots of fun energy in the Exhibit Hall. Unwind from a day of

sessions with some shopping for a worthy cause. All proceeds from our auctions go to theStudent Convention Scholarship Fund. As part of this fund, MSHA students from each of the nineMissouri universities can apply for a Convention scholarship, with awards going to a studentfrom each school.

We would really appreciate your donation of an item to sell at the 2010 Silent Auction. Pleasecontact the Silent Auction Chair, Kim Stewart, at [email protected]. We hope to see a variety of items, including personal, sports, professional, educational or family-oriented donations.

Be sure to look for special “Treasures” at the Silent Auction!

MSHA AuctionDonationsNeededA

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EN

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NRegistration NotesEARLY REGISTRATIONThe early registration fees are published in this brochure. To receive these special rates, your registration must be postmarked orregistered online by March 4, 2010.

PAYMENT• Money orders or checks payable to: MSHA 2010 Convention. Returned checks are subject to a $35 fee.

• CREDIT CARD SERVICES ARE AVAILABLE (Visa and MasterCard only).

• No purchase orders accepted.

Members must be a current MSHA member to register at the member rate. If necessary, please call the Central Office to checkyour membership status. Other SLH Association members must send verification of membership to register at the member rate.

Student membership in NSSLHA is not considered MSHA membership.

On-site registration is strongly discouraged. Availability is not guaranteed. Registration will be available online atwww.showmemsha.org beginning January 18, 2010. A hard copy registration form is included in this Preconvention Special. Donot mail registration forms to arrive after April 1, 2010. You will need to bring the registration form with you if you choose to reg-ister on-site. **On-Site Registrants will be subject to an additional $25 processing fee.**

CANCELLATIONS AND REFUNDSAll cancellations and refunds will be processed after the Convention. Full refunds (minus a $25 handling fee) will be made only ifwritten cancellation request is postmarked along with the return of receipt to the MSHA Office no later than March 4, 2010.

NO REFUNDS: MSHA is accountable for the number of attendees guaranteed to the hotel at this time, therefore, we cannot granta refund after March 22, 2010.

This cancellation and refund policy applies to the Convention Registration.

SPECIAL NOTESIf you are not a MSHA member, but would like to receive a hard copy of the Pre-Convention Special, please contact MSHA Central Office at 888-SAY-MSHA or send us an E-mail at [email protected] and ask to be placed on our mailing list.Or log onto our Web Site at www.showmemsha.org and look for periodic convention updates. Hurry! Early registration deadline is March 4, 2010!

CONVENTION CEUsThe Missouri Speech-Language-Hearing Association (MSHA) is approved by the Continuing Education Board of the AmericanSpeech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-pathology and audiology.MSHA will apply for CEUs and clock hours from ASHA and AAA, as well as with state licensure entities in Missouri, Kansas andArkansas.

AUDIOLOGY Applications have been made for AAA CEUs, as well as HAD CEUs in Missouri, Kansas and Arkansas.

You don’t haveto leave Tan-Tar-A to shop…

Ask MSHA: ProfessionalsWorking for Your Profession

MSHA

51st Annual Meeting & Convention • April 16-18, 2010Tan-Tar-A Resort • Osage Beach, MO

The Missouri Speech-Language-Hearing Association isapproved by the Continuing Education Board of the AmericanSpeech-Language-Hearing Association (ASHA) to provide con-tinuing education activities in speech-language pathology andaudiology. This program is offered for .1 CEU (intermediate

level; related area). ASHA CE Provider approval does not imply endorsement ofcourse content, specific products or clinical procedures.

The Missouri Speech-Language-Hearing Association has applied for AAA CEUs for this activity with the American Academy of Audiology.This program may be worth up to a maximum of .1 CEU. Academyapproval of this continuing education activity does not imply endorse-ment of course content, specific products or clinical procedures.

Continuing Education Units

AGENDA7:40 p.m. - 8:05 p.m.

State and National Issues Facing Our ProfessionsBeverly Jean Zimmer, President

Carlotta Kimble, President-Elect/Treasurer

Karen Kerns, Past President

Sharon Sowder, Vice President for Clinical Services

Jane Webb, Vice President for Communication

Amy Fleetwood, Vice President for Audiology Services

Elizabeth McKerlie, Vice President for Professional and Public Relations

Jenna Meyer, Graduate Student Board Member

8:05 p.m. - 8:30 p.m.

School Affairs and LegislationBrenda Martien, Vice President for School Services

Lynnette Cowherd, Vice President for Legislative Affairs

Melissa Passe, ASHA Speech-Language Pathology Advisory Council

William Carver, ASHA Audiology Advisory Council

8:30 p.m. - 8:40 p.m.

Questions and Answers

Plan now to attend the Ask MSHA session on Thursday nightand receive a CEU for getting up to date on current affairs ofyour state association! What a wonderful way to get caughtup and start your Convention off on the right foot!

2000 East Broadway, PMB 296Columbia, MO 65201-6009

MISSOURISpeech-Language-Hearing Association

THURSDAY NIGHT PRE-CONVENTION SESSION

Thursday, April 15, 20107:40 p.m. - 8:40 p.m.

PRSRT STD

US POSTAGE PAID

SEDALIA, MO

PERMIT 217

M S H A O F F E R S

Documents

82003 2010 Precon Program Layout 1.ps, page 21 @ Preflight ... · 2010 MSHA Pre-Convention Special– 3 Dear Colleagues, MSHA sure has enjoyed celebrating 50 years, but now it is