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2020 WSHA Annual Convention February 27-29, 2020 The Ingleside Hotel, Waukesha, WI Attendee Brochure Please click the arrows to the right to view the attendee brochure.

Please click the arrows to the right to view the attendee ... · 2020 WSHA Annual Convention 1VO[^W]\a ]T ]c` >`]TSaaW]\ February 27-29, 2020 The Ingleside Hotel, Waukesha, WI Attendee

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2020 WSHA Annual Convention

Champions of our ProfessionFebruary 27-29, 2020

The Ingleside  Hotel, Waukesha, WI

Attendee Brochure

Please click the arrows to the right to view the attendee brochure.

WSHA Convention Registration RatesRegister by January 8, 2020 and SAVE!

Student/Lifetime MemberEarly Bird/Standard Early Bird/Standard Early Bird/Standard

Regular Member Non Member

$110/$135 $335/$360 $485/$510Full Conference Package(Thursday-Saturday)

Or Pay by the Day

Thursday, February 27 -ONLY

Friday, February 28 - ONLY

Saturday, February 29 -ONLY

$35/$60 $85/$110 $135/$160

$75/$100

$75/$100 $250/$275

$250/$275 $375/$425

$375/$425

Please note, registration rates include break refreshments, continental breakfast and lunch as listed on theconference schedule.

WSHA Needs You!Academic Program Leaders MeetingThursday, February 27, 2:00 - 4:00 p.m.

Given the current issues that may impact Speech-Language Pathology and Audiology professionals in theState, namely Universal Licensure, Speech-LanguagePathology Assistants (SLPA), and Department of PublicInstruction licensing actions, WSHA is pleased to host ameeting to bring the academic programs in the Statetogether. This session will be an opportunity foracademic program faculty and staff to gather anddiscuss these issues, program achievements andchallenges. Make plans to join your academic colleaguesand network at the 2020 WSHA Convention - any andall faculty and staff are welcome to attend!

Students Encouraged to Attend!WSHA Praxis BowlFriday, February 28, 6:30-8:00 p.m.

Show your school spiritand come dressed in yourschool colors!  A currentstudent or a proudalumnus, this sessionoffers a fun atmosphere tocheer on futureCHAMPIONS of ourprofession! 

Cancellations must be received on or before January27, 2020 to the WSHA office by email [email protected]  (not .com) or fax to 920-882-3655. All cancellations will be subject to a $50cancellation fee. No refunds will be given afterJanuary 27, 2020.

WSHA ConventionThe Wisconsin Speech-Language Pathology and Audiology Association (WSHA), is an organization withover 500 speech language pathology and audiology professionals. WSHA members are influentialindividuals and key decision makers from a wide variety of work settings including hospitals, long termcare facilities, clinics, schools, government, and research facilities. The Annual WSHA Convention isattended by over 250 Speech-Language Pathology and Audiology Professionals every year!

Registration Policies

Registration includes all educational sessions,conference materials, break refreshments, as wellas breakfast and lunch on Friday and Saturday.Register on the WSHA website at www.wisha.orgtoday!

Cancellation Policy

Disclosure Statements AvailableOnline

*Disclosures are available on the WSHA website at:www.wisha.org.

Attire

Business casual attire is acceptable for all conferenceevents.

Lodging Information

It's never to early to reserve your guestroom! Join us at the Ingleside Hotel in Pewaukee, Wisconsin! Single/Double Occupancy: $119/nightReservation Deadline: Monday, January 27, 2020 If you would like to book your reservation, please visit the link below. You can also call the hotel directly at262-547-0201 and identify yourself with WSHA. https://reservations.travelclick.com/17743?groupID=2539185#/guestsandrooms

More Information and Questions

For full details regarding convention presentations please visit the convention website at www.wisha.org.For questions please contact the WSHA office at 920-560-5642 or [email protected] (not .com).

Convention Schedule

Friday, February 28

Thursday, February 27

2:00-4:00 p.m. Academic Leaders Meeting

4:00-7:00 p.m. Pre-Conference Sessions

Audiology TrackTinnitus/Hyperacusis Presentation

Birth-to-Six TrackCounseling Strategies for Pediatric Communication and Developmental Disorders

Medical TrackDeveloping a Culture of Successful Communication in Acute Care SettingsAugmentative/Alternative Communication (AAC) Options for Adults withProgressive Neurological Disorders School TrackDPI Updates and IEP Development: How to Support Students with Communicationneeds that impact academic and/or functional skills

7:30-8:30 a.m. WSHA Business Meeting and ASHA Councilor Update

8:30-8:45 a.m. Break with Exhibitors and Poster Presenters

8:45-9:45 a.m. Legislative Update and Wisconsin Audiology Update

9:45-10:15 a.m. Break with Exhibitors and Poster Presenters

(Subject to Change)

ASHA Continuing EducationConference Thursday - SaturdayThis program is offered for up to 1.5 ASHA CEUs (Various levels;Professional area).

Ethics PresentationSaturday, February 29th from 1:30-3:30 p.m.This program is offered for 0.2 ASHA CEUs (Intermediate level;Professional area)

AAA Continuing Education:ConferenceThis Wisconsin Speech-Language Pathologyand Audiology Association is approved bythe American Academy of Audiology to offer Academy CEUs for this activity. The program is worth a maximum 1.5CEUs. Academy approval of this continuing education activity is basedon course content only and does not imply endorsement of coursecontent, specific products, or clinical procedure, or adherence ofthe event to the Academy’s Code of Ethics. Any views that arepresented are those of the presenter/CE provider and not necessarily ofthe American Academy of Audiology.

AAA Continuing Education: Ethics PresentationAcademy of Audiology to offer Academy CEUs for this activity. Theprogram is worth a maximum .2 CEUs. Academy approval of thiscontinuing education activity is based on course content only and doesnot imply endorsement of course content, specific products, orclinical procedure, or adherence of the event to the Academy’s Code

Convention Schedule Continued...

12:15-1:15 p.m. Lunch with Vendors and Poster Presentations

Audiology TrackVEMPS Presentation

Birth-to-Six TrackUtilizing Sensory and Motor Play Strategies to Promote Development

Medical TrackEfficacy of Group Cognitive, Speech and Dysphagia Treatment for AdultRehabilitation: A Theoretical Model

School Track A Meta-linguistic Approach for School Based Speech

1:15-3:15 p.m. Breakout Presentations - Block II

Risk Factors for Hearing Loss in the Pediatric Population

Language Interventions/Integrated Experience

PA Changes PresentationWisconsin Department of Health Services Update

3:15-3:45 p.m. Break with Exhibitors and Poster Presenters3:45-5:45 p.m. Breakout Presentations - Block III

Audiology TrackHearing Loss Within the Congenital Heart Population

Birth-to-Six TrackPediatric Feeding Disorders Consensus; A Clinical Update

Audiology: Billing, Coding, and Reimbursement

(Subject to Change)

Medical TrackDysphagia Assessment and Intervention for MechanicallyVentilated/Tracheostomized PatientsUtilizing Myofascial Release in Swallow TherapySchool TrackDynamic Assessment of Language, Thinking and Executive Function inAdolescents and Adults

Birth-to-Six TrackThe Thoracic Cage and Diaphragm: Their Influences on a Young Child'sFunctional Activities

Audiology TrackClinical Supervision: Focus on Feedback

10:15 a.m.-12:15 p.m. Breakout Presentations - Block I

Convention Schedule Continued...

7:00-8:00 a.m. Breakfast

Audiology TrackA New Era of Classroom ConnectionBirth-to-Six TrackStarting the Conversation: Implementation of AAC with Young Children and TheirFamilies

Medical TrackMedical SLP Toolkit: Fundamentals and Functional Treatment for the MedicalSettingSchool TrackThe SLP's Role in Reading and School-Based Service Delivery: Reaching for theStars

11:00 a.m.-12:30 p.m. Breakout Presentations - Block IV

Saturday, February 29

8:00-9:00 a.m. Implicit Gender Bias May Influence Female Faculty Advancement in CommunicationSciences and Disorders

9:00-9:15 a.m. Break9:15-10:45 a.m. Advocacy, Leadership and Empowerment: Strategies for Member Success in Wisconsin10:45-11:00 a.m. Break

Session Icon Key:

Audiology Track Birth-to-Six Track Medical Track School Track PA Changes Presentation

(Subject to Change)

12:30-1:30 p.m. Lunch 1:30-3:30 p.m. Mentoring and Ethics: Roles and Responsibilities in the Profession

Student Leadership SummitOR

School TrackThe Relationship Between Operational Competency, Buy-In, and AAC Assessing Social Communication Skills in Students with ASD

6:00-9:00 p.m. Reception and Praxis Bowl

Medical TrackVoice Therapy Before, After, or Instead of a Surgical ProcedureClinical Considerations of Patient Adherence in Dysphagia Management

Counseling Strategies for Pediatric Communication and Developmental DisordersBIRTH-TO-SIX SLP

Susan Carneol, CCC-SLPThis course will review emotional factors experienced by parents and caregivers and provide counseling strategies to facilitate a trustingrelationship between the client and the professional.

Identify emotional aspects relative to having a child with a communication and/or developmental disorder or an individual experiencinga communication disability.Identify the clinician's roles and responsibilities related to counseling; when each role is needed; what types of counseling activities areappropriate for SLP's and Aud's to engage in, and what types of issues are best addressed by professionals in other fields. Demonstrate understanding and use of basic counseling skills needed to establish a positive and trusting client-clinician relationship tofacilitate effective interview techniques to glean and share necessary information to aid in diagnostic and therapeutic activities to dealwith special events ( less routine situations). Demonstrate understanding of multicultural considerations in the counseling process.

Developing a Culture of Successful Communication in Acute Care SettingsMEDICAL SLP

Sarah Marshall, MA, CCC-SLPAs augmentative and alternative communication (AAC) and assistive technology (AT) providers, the availability of new technology makesthis an exciting time. However, for our collaborators outside of the AAC/AT field this change in practice may be met with resistance. Thispresentation showcases a series of case studies at the University of Wisconsin Hospitals and Clinics (UWHC) following implementation ofthe Noddle nurse call system and Noddle-Chat communication device for patients with complex communication needs (CCN). Thepresentation will describe the system barriers that must be overcome to incorporate the technology into clinical practice and discuss thesuccessful strategies and ongoing problem-solving. Case studies will highlight the strategies used to support communication for patientswho are blind, quadriplegic, non-English speaking and facing end-of-life decision making. The presentation will also address the need toprepare for transitioning patients to home and other facilities when they continue to have CCN.

Develop three action steps to overcome barriers to successful implementation of AT/AAC technology in the inpatient setting.Describe at least three features of newly available technology to enable patients to summon their caregivers and effectivelycommunicate with them. Identify at least three assessment and intervention approaches to support patients in meeting their communication needs via selectedAT/AAC solutions.

After this presentation, attendees will be able to:

After this presentation, attendees will be able to:

Tinnitus/Hyperacusis PresentationAUDIOLOGY

Marcia Dewey, Au.D., Kayla Sanders, Au.D., Annie Smith, Au.D.We will outline the comprehensive tinnitus evaluation used at the Froedtert and the Medical College of Wisconsin's Tinnitus & HyperacusisProgram. We will discuss in depth how to incorporate explanation of test results along with mechanisms of tinnitus as counseling tools.Various tinnitus inventories and questionnaires will also be reviewed and how these are used in both diagnosing and counseling fortinnitus. Additional counseling tools to be discussed will include physiologic reactions in the brain and body, outlining managementstrategies as well as addressing thoughts and feelings.

Identify additional testing beyond the comprehensive audiogram that will add to the diagnostic and management of thetinnitus patient.Identify several audiological management tools for the tinnitus patient.Describe administration and interpretation of various tinnitus inventories/questionnaires.

After this presentation, attendees will be able to:

Pre-Conference Sessions Thursday, February 27, 4:00-7:00 p.m.Schedule subject to change.

(.3 CEUs-Registered for both ASHA and AAA CEUs/ABA Tier 1)

(.3 CEUs-Registered for ASHA CEUs)

(.15 CEUs-Registered for ASHA CEUs)

DPI Updates and IEP Development: How to Support Students with Communication Needs that ImpactAcademic and/or Functional Skills

SCHOOL SLP

Andrea Bertone, Katie Berg, Iris Jacobson, Alicia Reinhard, Nico Mittnacht, Jenny Bibler, Michelle OgorekAs SLPs working in the schools, we are tasked with the challenge of considering how a student’s difficulties with communication impact theireducational experience. How and when do we collaborate with others when doing evaluations? How do we collaborate with others whendeveloping and implementing IEPs? Participants will identify how and when to increase collaboration with others to support students inaccessing, engaging, and making progress in general education. They will also hear about cases around the state when collaboration breaksdown.

Identify key moments to collaborate with others during evaluation to ensure more equitable evaluations.Discuss key considerations when collaborating about disability related needs, writing goals, implementing IEP and monitoring goalprogress.Define relevant complaint decisions resulting from inadequate collaboration.

Breakout Presentations: Block I

Clinical Supervision: Focus on Feedback AUDIOLOGY

Amy Kroll, AuD, CCC-AThis presentation goes beyond the traditional, "feedback sandwich." Attendees will review the fundamentals of giving and receiving feedbacksuch as the reasons to give feedback as well as the types of feedback. But they will also learn more complex concepts such as identifying andmanaging barriers to giving or receiving feedback, and how to construct relevant, useful feedback. Finally, time will be dedicated to thechallenge of giving difficult feedback including how to handle awkward situations in a few simple steps. Attendees will have the opportunityto practice these techniques with a partner.

Friday, February 28, 10:15-12:15 p.m.Schedule subject to change.

Identify the three types of feedback and reflect on their experiences with them.Identify barriers that prevented them from receiving feedback in the past, and reconsider the feedback outside the triggers that mayhave created a blind spot in their feedback cycle.Give helpful feedback (and even difficult/awkward feedback) with compassion and a focus on eliciting positive behavioral changesin various environments.

After this presentation, attendees will be able to:

After this presentation, attendees will be able to:

Augmentative/Alternative Communication (AAC) Options for Adults with Progressive NeurologicalDisorders Annette Stone, MA, CCC-SLP and Catherine Kanter, MS, CCC-SLPWhile working in outpatient and/or inpatient medical settings, we are often met with the challenge of trying to help determine an appropriatecontinuum of communication support for individuals who have progressive neurologic disorders. Examples of progressive neurologicaldisorders are multiple sclerosis, motor neuron diseases such as amyotrophic lateral sclerosis (ALS) and primary lateral sclerosis (PLS),Parkinson's disease, muscular dystrophy, and primary progressive aphasia (PPA). You may see the following speech diagnoses during theprogression of these disorders: dysarthria/anarthria, dysphonia, dysphagia, cognitive impairment (i.e., frontotemporal dementia), and/oraphasia. It is during this continuum of care that the support of a speech/language pathologist is critical as you are able to help guide patientsand their families/caregivers with strategies to help maintain or adapt communication skills. It is important for individuals to know thatcommunication CAN and SHOULD continue throughout the progression of their disease. This presentation will provide ideas for practicingSLPs on how to determine communication supports for individuals whose speech production and/or vocal quality is changing over time. Thepresentation will include information on voice/message/legacy banking, examples of low to high tech communication options, how tocustomize communication options based on patient preferences, and review of case studies.

Explain the difference between voice, message and legacy banking. Identify at least 3 low-tech AAC options

After this presentation, attendees will be able to:

(.15 CEUs-Registered for ASHA CEUs)

(.3 CEUs-Registered for ASHA CEUs)

(.2 CEUs-Registered for both ASHA and AAA CEUs)

Identify the physiologic impact of tracheostomy/mechanical ventilation on swallowing .Explain the evidence/clinical utility of common practices currently in use for patients with tracheostomy/mechanical ventilation . Describe the importance of instrumental evaluation for patients with tracheostomy/mechanical ventilation .Develop specific assessment and treatment protocols to guide clinical decision-making regarding patients with tracheostomy/mechanicalventilation.

Utilizing Myofascial Release in Swallow TherapyLindsey Elmont, MS, CCC-SLP and Stephanie Stevens, MS, CCC-SLPDysphagia treatment has historically focused on strengthening the muscles of the swallow, skill training and utilizing compensation strategies towork around the impairments. Most commonly used in physical therapy, myofascial release is a manual therapy technique which aims toeliminate the restrictions inhibiting muscular movement by focusing on the myofascial tissues. Utilizing myofascial release in swallow therapyadds increased attention to the mobility and flexibility of the musculature of the swallow with the goal to treat the impairment itself (i.e. stretchthe tight muscles in order to strengthen the weak muscles). Manual therapy has been an effective tool for dysphagia management in our clinicalpractice for several years, especially with the Head & Neck Cancer population to target swallow dysfunction related to post-operative tissueadhesions as well as radiation fibrosis. This course will focus on how myofascial release fits within the scope of a speech-language pathologistand how it can play a role in dysphagia management, as well as improve functional outcomes for head and neck cancer patients.

Understand what myofascial release is and how it fits within the scope of a speech-language pathologist.Understand how myofascial release can play a role in dysphagia treatment.Understand how myofascial release can improve functional outcomes for head and neck cancer patients.

After this presentation, attendees will be able to:

After this presentation, attendees will be able to:

Dysphagia Assessment and Intervention for Mechanically Ventilated/Tracheostomized PatientsMEDICAL SLP

Vanessa Koys, MS, CCC-SLPThis presentation will review the evidence for conducting dysphagia evaluation and intervention for patients who are mechanically ventilatedand/or have tracheostomy tube. Clinical scenarios will be presented in which we use the research to review how to make clinical decisionsusing evidence-based practice to guide recommendations for instrumental evaluation, diet orders, compensatory strategies, and rehabilitationtechniques.

Identify five significant changes in the thoracic cage and diaphragm during the first year of life that directly influence a child's oral andpharyngeal function and their coordination with respiration and active postural alignment and control.Discuss the impact of neuromuscular, musculoskeletal, and sensory systems impairments on the alignment and musculature activity of thethoracic cage and the diaphragm.Describe two treatment strategies that are directed toward specific impairments of the thoracic cage and/or diaphragm that impact onpostural alignment/control and respiratory coordination with functional activities.

After this presentation, attendees will be able to:

The Thoracic Cage and Diaphragm: Their Influences on a Young Child's Functional ActivitiesBIRTH-TO-SIX SLP

Rona Alexander, PhD, CCC-SLP, BCS-S, C/NDTThis two-hour breakout session will examine changes in thoracic cage mobility, alignment, and musculature activity as well as changes indiaphragm alignment and activity in the first year of life. The influences of these changes on a young child's function during activities includingmealtime feeding, oral exploration, play, and phonation/sound production will be reviewed. Special challenges experienced by young childrenwith neuromuscular, musculoskeletal, and/or sensory systems impairments will be emphasized. Treatment strategies which focus on specificimpairments of the thoracic cage and diaphragm and their impact on postural alignment/control and respiratory coordination with functionalactivities will be identified and discussed.

Dynamic Assessment of Language, Thinking and Executive Function in Adolescents and Adults (.2 CEUs-Registered for ASHA CEUs)

SCHOOL SLP

Joyce Olson, EdS, CCC-SLPDynamic assessment uses a flexible test-teach-test format to assess functional performance and determine the type and amount of interventionrequired to improve language and cognitive skills. The provided materials and procedures use language-based problem-solving tasks to giveSLPs efficient tools for initial evaluation, goal setting, and ongoing progress monitoring.

(.2 CEUs-Registered for ASHA CEUs)

(.1 CEUs-Registered for ASHA CEUs)

(.1 CEUs-Registered for ASHA CEUs)

Implementing Motor and Sensory Into Speech Therapy Activities - OT and PTBIRTH-TO-SIX SLP

Anne Pleva, PT, DPT, PCS  and Ann Millard, MOT, OTD, OTR/L, SCSSThis 2-hour course is designed for pediatric speech language pathologists to apply motor and sensory developmental principles to foster globaldevelopment of infants and children age 0-6 years. The course builds upon previous coursework on typical development emphasizingapplication to everyday treatment sessions in clinics, homes and schools.

Risk Factors for Hearing Loss in the Pediatric Population Hayden Engstrom, AuD, Hanna Sawher AuD and Kya Grafenstein, AuDFailure to detect congenital or acquired hearing loss in children can have a profound effect on speech and language development, academicperformance, personal and social adjustment, and emotional well-being. While most children with congenital hearing loss are potentiallyidentified by the universal newborn hearing screening, some congenital hearing losses and acquired hearing losses may not become evidentuntil later in childhood. Children with risk indicators for hearing loss should have their hearing monitored closely, even if they pass thenewborn hearing screening, to identify potential delayed-onset or progressive hearing loss. For high risk factors, such as meningitis andcongenital cytomegalovirus (CMV), audiologic monitoring is especially important given the incidence of hearing loss associated with theseconditions.

Identify risk factors for hearing loss in pediatric patients.Apply clinical knowledge to recommend audiologic monitoring.Describe the importance of audiologic follow-up.

Describe gross/fine motor developmental milestones and sensory systems. Identify developmental principles to therapy sessions to foster development of the whole child.Discuss practical therapeutic strategies, equipment ideas and resources related to sensory and motor play for speech, language, feedingand respiratory interventions.

After this presentation, attendees will be able to:

After this presentation, attendees will be able to:

Breakout Presentations: Block I IVEMPS Presentation

AUDIOLOGY

Brooke Franson AuD, CCC-A and Haley Wagner, AuD, CCC-AThis presentation will provide a review of the vestibular system as well as characteristics and analysis of cVEMP and oVEMP recordings.Pathologies such as SSCD and common VEMP findings will be discussed.

Define a VEMP and describe the pathways of a cVEMP and an oVEMP response.Describe proper patient and electrode set-up for cVEMP and oVEMP recordings.Analyze cVEMP and oVEMP recordings.

After this presentation, attendees will be able to:

Friday, February 28, 1:15-3:15 p.m.Schedule subject to change.

Describe dynamic assessment, its benefits for initial or ongoing assessment, theoretical basis and recent research applications in speech-language pathology. Apply two data collection procedures to observe and record performance in language, thinking and executive function skills duringdynamic assessment.Hypothesize a reason for the learner's response then select a relevant mediation strategy to implement and observe its effects on learnerperformance.

After this presentation, attendees will be able to:

Efficacy of Group Cognitive, Speech and Dysphagia Treatment for Adult Rehabilitation: A Theoretical Model MEDICAL SLP

Kristin Murphey, MS CCC-SLPIn the evolving payment models of health care, many practices are increasing the utilization of concurrent and group therapy models. Thereis currently a lack of research directly studying the efficacy of group therapy in the treatment of cognitive, speech and dysphagia treatmentfor adults, however; speech language pathologists are seeing an increasing demand from employers for utilizing this type of therapy model. (continued on next page)

(.1 CEUs-Registered for both ASHA and AAA CEUs)

(.2 CEUs-Registered for ASHA CEUs)

(.2 CEUs-Registered for ASHA CEUs)

(.1 CEUs-Registered for both ASHA and AAA CEUs)

Wisconsin Department of Health Services UpdatePA CHANGES PRESENTATION

Laura Triller, MA, CCC-SLPThere have been new policies and procedures developed within the ForwardHealth Prior Authroization (PA) process directly impacting Speechand Language Pathologists. The intent of this presentation is to discuss the changes that have been implemented with emphasis on how thesechanges impact PA submission.

Identify updates on the prior authorization procedure.Explain the speech generating device procedure update. Answer clinician questions.

Breakout Presentations: Block III Friday, February 28, 3:45-5:45 p.m.Schedule subject to change.

After this presentation, attendees will be able to:

A Meta-linguistic Approach for School based SpeechSCHOOL SLP

Megan Larson, Vicki Samelson, PhD, CCC-SLP, Vanessa Ziehme, Maris Krekelberg Many students with communication disorders struggle to generalize newly acquired skills. This study explored whether elementary-agestudents could use Think Alouds to increase their meta-awareness of therapy goals and strategies. The depth to which students expressed theirthoughts varied, depending on their diagnoses. Despite this variability, the SLPs reported positive changes in all students' meta-awareness, andpositive changes in their own mindsets.

Describe what a meta-linguistic Think Aloud looks like and the rationale for incorporating a meta-linguistic Think Aloud approach intoyour speech and language intervention sessions. What is the SLP's role? What is the student's role? Compare the results for the students with articulation disorders to the results for the students with language disorders.

After this presentation, attendees will be able to:

This presentation strives to identify the potential efficacy and benefit of group treatment based on a theoretical model and deriving researchfrom pediatric speech therapy, occupational therapy, physical therapy and psychology practices. Material will include research related togroup treatment models across multiple disciplines, challenges to implementing group treatment models, potential efficacy of implementinggroup treatment models in adult rehabilitation in the areas of cognition, speech and dysphagia and presentation of patient outcomes andperceptions from a skilled nursing facility pilot of this model.

Describe the theoretical building blocks of group therapy treatment as they apply to adult speech therapy.Describe the unique challenges of implementing a group therapy model.Describe the potential efficacy of group treatment in adult rehabilitation for speech, cognition and dysphagia.Identify patient populations and diagnoses that will maximize positive outcomes in group therapy.

After this presentation, attendees will be able to:

Language Interventions/Integrated ExperienceKatie Berg, MA Ed.Participants will deepen their understanding of how the educators behavior impacts the students learning. They will walk away withtechniques to change their own practice in supporting student behavior utilizing proactive supports and environmental design. We will bechanging the lens we look at behavior through to overcome the challenging behavioral issues we deal with daily.After this presentation, attendees will be able to:

Describe how the educators behavior impacts the students learning.Define techniques to change their own practice in supporting student behavior.

Hearing Loss Within the Congenital Heart PopulationAUDIOLOGY

Hanna Sawher, AuDIt was hypothesized that children with congenital heart disease are at greater risk for developing hearing loss. Children with congenital heartdisease are exposed to ototoxic agents during treatment and often times have an extended hospital stay which puts them at an even greaterrisk for developing hearing loss when compared to the general population. (continued on next page)

(.1 CEUs-Registered for ASHA CEUs)

(.1 CEUs-Registered for ASHA CEUs)

(No CEUs provided for this session)

(.1 CEUs-Registered for both ASHA and AAA CEUs)

Voice Therapy Before, After, or Instead of a Surgical ProcedureMEDICAL SLP

Carol Tolejano, MA, CCC-SLPTherapy is an important, yet underutilized part of the rehabilitation process for patients who undergo voice procedures. This session will look at the evidencebase for providing voice therapy to patients who also qualify for surgical procedures, including vocal polyps and paralysis. Suggestions will be provided fortherapy strategies that prepare patients for procedures, and encourage vocal function and efficiency during recovery, while supporting their communicationneeds.

Identify appropriate topics for peri-procedural patient education and goal-setting.Summarize the state of evidence regarding the purpose and duration of peri-procedural voice rest.Identify voice exercises appropriate for peri-procedural voice care and provide a physiologic rationale for their use.

Clinical Considerations of Patient Adherence in Dysphagia Management Brittany Krekler, PhD CCC-SLPPatient adherence is challenging in implementation of many health care regimens. In dysphagia management, patients are often required toimplement daily changes to maintain or support safer swallowing function. Treatment plans can include a combination of recommendationsincluding modifying diet (textures and liquids), posturing (e.g. chin tuck), compensatory strategies (e.g. double swallow), and/or exercises formuscles of the head and neck. Poor patient adherence can negatively impact treatment efficacy, patient outcomes, and even put patients atrisk for more serious health complications. For exercise-based interventions low adherence affects dose-delivery and potentially dilutestreatment effects. Circumstances that influence patient adherence are multifactorial, and often complex. However, having a goodunderstanding of these factors, how they may influence adherence, and what you as the clinician can do to support patient adherence are allimportant in clinical decision making. (Learning objectives on next page.)

After this presentation, attendees will be able to:

Pediatric Feeding Disorders Consensus; A Clinical UpdateBIRTH-TO-SIX SLP

Amy Delany, PhD, CCC-SLPThis presentation will detail the interdisciplinary diagnostic criteria and unifying diagnostic term, Pediatric Feeding Disorder (PFD).   Age-appropriate feeding expectations and use of new standardized texture categories and measures will be highlighted.  Attendees will learnhow PFD applies to their clinical practice and why use of PFD criteria improves patient outcomes.

Utilize Pediatric Feeding Disorder diagnostic criteria in clinical practice.Define current criteria for age-appropriate feeding expectations.Consider standardized texture categories in clinical practice.

After this presentation, attendees will be able to:

Audiology: Billing, Coding, and Reimbursement Megan Costanzo, AuD and Brittney Pierson, Au.D. During this session, you will learn how to appropriately bill for pediatric audiology evaluations. What do you bill for incomplete VRA? How doyou use a modifier? How do you code for a patient with normal hearing where there are no concerns for hearing loss? We will use a few caseexamples from our care at Children's Hospital of Wisconsin to highlight tricky moments in the coding and billing world. You will leave with abetter understanding of how to bill and code appropriately, which can positively affect care to your patients as well as and reimbursement foryour facility. After this presentation, attendees will be able to:

This study investigated the following: 1) find the prevalence of hearing loss in the congenital heart population from ages 0-2 years a. type b.degree c. configuration d. time of diagnosis e. time of treatment and intervention 2) determine if children in the congenital heart populationare exposed to ototoxic medications a. if so, do they have a hearing loss b. what specific medications are associated with hearing loss c. durationof exposure This knowledge will influence future patient care and interdisciplinary collaboration. This presentation will be a summary ofresults and future directions.

Explain the current research on children with hearing loss and cardiac anomalies.Describe how children with congenital heart disease are at greater risk for developing hearing loss.

After this presentation, attendees will be able to:

Utilize coding and billing for general audiometry and hearing aid fitting/follow-up and billing.Define appropriate ICD 10 codes based on audiological testing.

(.1 CEUs-Registered for both ASHA and AAA CEUs)

(.2 CEUs-Registered for ASHA CEUs)

(.1 CEUs-Registered for ASHA CEUs)

(.1 CEUs-Registered for ASHA CEUs)

Breakout Presentations: Block IV Saturday, February 29, 11:00-12:30 p.m.

A New Era of Classroom ConnectionAUDIOLOGY

Sandra Johnston, AuD, CCC-A, FAAA, PASCThis session will usher in a new era of connection from Oticonin the educational setting. Wit hteh addition of the revolutionary open soundexperience and first-ever dual-streaming capabilities, we can now introduce students to an outstanding sound experience and enhancedlearning in the classroom.

Schedule subject to change.

Recognize the acoustic challenges of children with hearing loss in the classroom. Describe how an unprecedented signal processing technology can provide better conditions for speech understanding in the educationalsetting.List research to support the design and ease-of-use preferences towards Oticon's latest educational solution.

After this presentation, attendees will be able to:

Assessing Social Communication Skills in Students with ASDCourtney Seidel, MS, CCC-SLP and Connie PersikeLooking to update your tools and methods employed when evaluating social communication skills for students on the autism spectrum?Would you like to move toward a team approach that conducts a comprehensive evaluation and considers differential diagnosis? Thepresenters will guide you through how to align observable behaviors with the section of the WI DPI Autism Eligibility Checklist which focuseson social communication. We hope to expand the 'list' of behaviors you look for and demonstrate how they meet the eligibility requirements.The presenters will share formal and informal tools to assess social communication skills of 1) Emergent Communicators, 2) BasicCommunicator, and 3) Atypical Communicators. The tools selected are likely novel and address a variety of communication levels and ageranges.

Identify formal/informal tools to assess social communication skills of, Emergent Communicators, Basic Communicator, and AtypicalCommunicators.Apply best practice suggestions by implementing a team approach that conducts a comprehensive evaluation and considers differentialdiagnosis.Discuss Section 1 of the Wisconsin DPI Autism Eligibility Checklist and consider of which observable behaviors align with the criteria.

After this presentation, attendees will be able to:

Describe operational competency and buy-in as it relates to AAC use in the home and school environments. Recognize the benefit of using a cloud storage system to monitor AAC use. Explain why training parents and teachers to create communication opportunities is a vital aspect of AAC intervention.

After this presentation, attendees will be able to:

The Relationship Between Operational Competency, Buy-In, and AACSCHOOL SLP

Jenna Decarlo, MA, CF-SLPAlthough the purpose of augmentative and alternative communication (AAC) is to support communication, many people who use AAC do notconsistently use their devices to communicate at school or home when compared to the frequency of communication of their verbal peers.This limited use can be contributed to device abandonment (Blackstone, 1993). Identifying what factors are related to AAC use in children withautism may help speech-language pathologists (SLPs) determine what areas to target in intervention (e.g., parent and teacher device training) todecrease the likelihood of device abandonment (Light & McNaughton, 2012) and increase overall device use. This presentation will review thearticle published in the American Journal of Speech-Language Pathology by DeCarlo et al. (2019) that explores parent and teacher operationalcompetency and buy-in as they relate to AAC use at home and school. Although parents and teachers reported high rates of operationalcompetency and buy-in, participants did not use their devices at high rates. The authors conclude that high operational competency and buy-in may not be enough to support device use in school-age children with autism who use AAC and that parent and teacher trainings should be“people-first� (Light and McNaughton, 2013), rather than technology-first.

Explain the differences between adherence and compliance.Identify patient factors that may relate to adherence.Explain ways a clinician can support patient adherence.

After this presentation, attendees will be able to:

(.1 CEUs-Registered for ASHA CEUs)

(.1 CEUs-Registered for ASHA CEUs)

(.15 CEUs-Registered for both ASHA and AAA CEUs)

Additional Activites Morning and Evening Activites - Friday, February 28Schedule subject to change.

WSHA Business Meeting and ASHA Councilor UpdateRichard McGuire, PhD, CCC-SLP, Melanie Buhr-Lawler, AuD and Mary Bahr Schwenke, MS, CCC-SLPUpdates on audiology and speech-language pathology federal legislative issues, ASHA advocacy efforts on Capitol Hill, and the upcomingchange of the ASHA Advisory Council to the Committee of Ambassadors (COA).

Identify one federal audiology legislative issue and one federal speech-language pathology legislative issue.Describe one position that the ASHA Councilors will advocate for on Capitol Hill in the March 2020 visit.Describe the change in the role of the ASHA Advisory Councils to the Committee of Ambassadors.

7:30-8:30 a.m.

After this presentation, attendees will be able to:

Medical SLP Toolkit: Fundamentals and Functional Treatment for the Medical SettingMEDICAL SLP

Marie Severson, MS, CCC-SLP and Madison Pitsenbarger, CCC-SLPSkilled medical SLPs are versed in a variety of nuanced concepts and medical terminology and provide dynamic, evidence based treatmentacross the continuum of care. Research supports functional, patient centered therapy approaches but how do SLPs access the workbooks andfollow the evidence? This presentation will explore the fundamental concepts required to serve complex patients in a variety of medicalsettings and analyze evidence based treatments that promote a functional therapy approach.

Identify a variety of key foundational concepts required to practice in a medical setting. Explain functional, person-centered treatment approaches across patient populations. Describe the electronic "Medical SLP Toolkit" with evidence based resources and templates.

After this presentation, attendees will be able to:

The SLP's Role in Reading and School-Based Service Delivery: Reaching for the StarsTheresa Rodgers, MA, CCC-SLPSchool-based speech-language pathologists fulfill many important roles including as language and literacy experts. This session focuses ontwo critical roles; The integration of language and academics including inclusive service delivery models and key features of SLP/Teachercollaboration and the SLP’s role in supporting students with dyslexia.

Identify strategies that capitalize on SLP expertise in the integration of language and academics.Delineate three of the eleven key features of SLP/teacher collaboration.Describe the role of the SLP as an integral member of the literacy team.

SCHOOL SLP

After this presentation, attendees will be able to:

Starting the Conversation: Implementation of AAC with Young Children and Their FamiliesBIRTH-TO-SIX SLP

Abygail Marx, MS, CCC-SLPThis presentation is designed for clinicians working with young children at risk for delays in their development of communication, sensory,and motor skills. The presentation will help attendees counsel families of young children who would benefit from implementation of AACstrategies. This workshop will provide attendees with a toolbox of strategies and activities they can use with families to promote beginningcommunication development.

Describe parent-friendly language to provide rationale for introducing AAC and visual supports in early intervention to support theirchild's communication development. Discuss at least one AAC strategy relevant for supporting a child with complex communication, sensory, and/or motor needs. Teach parents at least one starter activity to support early communication behavior at the child's next treatment session.

After this presentation, attendees will be able to:

(.15 CEUs-Registered for ASHA CEUs)

(.15 CEUs-Registered for ASHA CEUs)

(.15 CEUs-Registered for ASHA CEUs)

(.1 CEUs-Registered for both ASHA and AAA CEUs)

Additional ActivitesImplicit Gender Bias May Influence Female Faculty Advancement in Communication Sciences and Disorders

Nicole Rogus-Pulia, PhD, CCC-SLPDespite a predominance of women in Communication Sciences and Disorders (CSD), men receive doctoral degrees, academic leadershippositions, and ASHA awards at disproportionately higher rates than women. The purpose of this session is to explore how implicit gender biasmay contribute to female faculty advancement, including current and projected faculty workforce shortages, and to propose tangible,evidence-based solutions.

8:00-9:00 a.m.

Define and explain implicit gender bias and its effects on the socialization of men and women into certain types of roles. Describe seven primary ways that implicit gender bias may influence advancement of female faculty in CSD.Identify various evidence-based strategies for mitigation of the effects of implicit gender bias.

Advocacy, Leadership and Empowerment: Strategies for Member Success in Wisconsin

Theresa Rodgers, MA, CCC-SLPThis session will focus on skill development in advocacy, leadership, and volunteerism related to the professions of audiology and speech-language pathology. ASHA’s President will discuss strategies for successful advocacy and ways to become involved at various levels. Issues inASHA’s Public Policy Agenda (PPA) including the following priority areas will be highlighted: health care, schools, professionalpractice/workforce, and patient/client/student priorities. Mechanisms for utilization of ASHA resources to achieve favorable outcomes formembers and consumers in Wisconsin will also be delineated.

9:15-10:45 a.m.

Discuss three legislative and/or regulatory advocacy issues important to audiologists and speech-language pathologists.Describe one method members can use to instantly take action on issues using the ASHA website.Describe three components of the Practice Portal.

After this presentation, attendees will be able to:

After this presentation, attendees will be able to:

Morning Activites - Saturday, February 29Schedule subject to change.

8:45-9:45 a.m.

Professional Practice and Legislative UpdatesRamie Zelenkova, WSHA Lobbyist – Hubbard Wilson & Zelenkova and Amy Kroll, AuD, CCC-AWe invite you to be part of the discussion as WSHA explores WI DPI licensure changes and consumer protection and works to streamlinethe Medicaid prior authorization process. More information related to work currently being done to protect consumers and decreasebarriers to employment will be discussed as well as details related to other advocacy priorities.

Explain at least three legislative and/or regulatory issues that relate to your professional work.Identify at least one way individuals can get involved in WSHA’s legislative and advocacy efforts.

After this presentation, attendees will be able to:

6:30-8:00 p.m.

WSHA Praxis BowlShow your school spirit and come dressed in your school colors!  A current student or a proud alumnus, this session offers a fun atmosphereto cheer on future CHAMPIONS of our profession!

Explain at least three legislative and/or regulatory issues that relate to your professional work.Identify at least one way individuals can get involved in WSHA’s legislative and advocacy efforts.

After this activity attendees will be able to:

(.1 CEUs-Registered for both ASHA and AAA CEUs)

(.1 CEUs-Registered for both ASHA and AAA CEUs)

(.15 CEUs-Registered for both ASHA and AAA CEUs)

Meet your Ethics Requirement orJoin Fellow Students!

Saturday, February 29, 1:30-3:30 p.m.Schedule subject to change.

Mentoring and Ethics: Roles and Responsibilities in the Profession

Angela Sterling, MS, CCC-SLP and Kay Hagedorn, MS, CCC-SLPThe ASHA Code of Ethics reminds us of the extensive care and oversight certified professionals must show while engaged in service delivery.This document can be overwhelming to both veterans and the novice clinician. Furthermore, clinicians encounter moments of potentialconflict or confusion related to adherence to the Code of Ethics while mentoring colleagues who are either still developing knowledge, skills,and dispositions or who are seeking assistance and support with case management. This session will discuss the ways in which the ASHA Codeof Ethics speaks to responsibilities of the mentor role. Information and demonstration of specific feedback and support techniques the mentorcan utilize will also be included.

Explain how the ASHA Code of Ethics indicates specific mentorship responsibilities.Describe specific formative feedback strategies for mentors to use to adhere to the ASHA Code of Ethics.Discuss how summative feedback is matched to the ethics of mentor responsibilities.

After this presentation, attendees will be able to:

Have More Questions?Contact the WSHA office at

[email protected] (not .com) or call us at920-560-5642.

(.2 CEUs-Registered for both ASHA and AAA CEUs)

ORWSHA Student Leadership SummitErika Baldwin, B.A. - University of Wisconsin, MilwaukeeAs future speech-language pathologists and audiologists, strong leadership, advocacy, and collaboration skills are imperative to support ourfuture clients. This session is for current and aspiring student leaders to learn about such leadership, advocacy, and volunteer opportunitiesavailable to them through both WSHA and National NSSLHA. Participants will also enjoy this session's open dialouge and collaborative focus,where each NSSLHA and SAA chapter in attendance will have the opportunity to share their successes, learn from each other, and grow. Comeexpand your perspective and your network with National NSSLHA leaders, WSHA Board members, and your peers at universities acrossthe state of Wisconsin!

Explain the leadership structure of both WSHA and National NSSLHA and the leadership, volunteer, and advocacy opportunitiesavailable through each organization.Identify leadership, advocacy, and collaboration strengths and opportunities for growth both individually and at the chapter level.Understand how to expand your network, collaboration abilities, and leadership skills to be best prepared for graduate school, clinicalfellowship positions, and future careers.

After this presentation, attendees will be able to:

(No credits are offtered for this session)