Convention 2019

** CLASS SIZE LIMITED TO 15 PARTICIPANTS **

Not every AAC user is the same and not every user has perfect vision and fine motor skills! There are more ways to access an augmentative and alternative communication system than touch. In this hands-on session, participants will review the different options for users to interact with an AAC system: touch, switch scanning, head tracking, and eye tracking.

Participants will practice different software customizations to each of these access methods as well as identify when to apply them. The hands-on portion of this session will be on PRC-Saltillo devices, however the principles discussed will be applicable to other AAC systems.

Learning Outcomes

Participants will be able to:

1. Identify 3 needs for access modifications
2. Modify 5 access settings to address user needs
3. Customize a device user profile and access settings to accommodate a case study.

Speaker Qualifications

Teresa Dubovsky, MEd, MEd, CCC-SLP, ATP--Prentke Romich Company Representative
MEd in Speech-Language Pathology;
MEd in Assistive Technology;
ASHA CCC-SLP
RESNA Assistive Technology Professional
Previously presented at ASHA, ATIA, and SHAV

Speaker Disclosure

Teresa Dubovsky is a representative of Prentke Romich Company. The hands-on portion of this session will be on PRC-Saltillo devices. There are no other relevant financial or non-financial relationships to disclose.

Handouts

Printed handouts will be provided for this session.

A few things done well in schools go a long way in helping kids read. Unfortunately, great ideas in literacy and great ideas in MTSS programs quickly become bad ideas because of poor implementation plans, sowing confusion and limiting meaningful results. This extended session will take a close look at evidenced based reading practices in schools.

We’ll cover the entire gamut of literacy, from phonemic awareness, reading decoding, vocabulary, comprehension, and universal screenings to MTSS systems, evaluations and tricky diagnoses like dyslexia and executive functioning issues. The best part is Steve will involve the SLP the entire way and show them how to use their expertise on multiple levels in multiple ways to contribute to the overall academic success of students and better align themselves to school, district and state initiatives.

Learning Outcomes

1. Participants will explain the most essential phonemic awareness skills necessary for learning to read and write.
2. Participants will explain how to explain the phonological/phonemic awareness continuum in a meaningful and easy to understand way for classroom teachers.
3. Participants will be able to explain the #1 causes of reading problems and determine appropriate assessments to quantify, identify, and explain these causes to teachers, administrators, and parents.
4. Participants will be able to plan and implement appropriate Tier I and Tier II literacy interventions and consultation methods targeting reading decoding, reading fluency and comprehension deficits.
5. Participants will be able to describe a number of methods and degrees to which the SLP can participate in early literacy intervention and meaningfully contribute to student literacy achievement.

Speaker Qualifications

Steve M. Griffin, M.A. CCC/SLP has worked in the public schools for 20 years and is currently the Literacy Director for Marysville Schools located on the northwest side of Columbus, Ohio. Steve has presented nationwide and in Canada on the topics of early literacy intervention and teaches in the Department of Speech and Hearing Science at The Ohio State University. Steve is the co-author of ReadingResource.net a website dedicated to literacy and has dedicated his career to helping struggling readers and creating school environments that promote best practices in literacy and language. Steve is the recipient of the 2009 Ruth Beckey Irwin Best Clinical Practices Award, awarded by the OSU Dept. of Speech and Hearing Science and the 2012 Ohio School Speech Pathologists and Educational Audiologist Coalition’s Nancy Lee McKinley Leadership Mentoring Award. Steve resides in Lewis Center, Ohio with his wife Angie and three sons Trenton (9) Maxton (8) and Roman (4).

Speaker Disclosure

Steve Griffin is employed by Marysville Ohio Schools and the Department of Speech and Hearing Science at The Ohio State University. He is the co-author of ReadingResource.net. There are no other relevant financial or non-financial relationships to disclose.

Using video, this workshop will provide SLP’s with hands-on opportunities to use assessment tools to guide observations of executive function. The information gained from this practice will be used to formulate individualized intervention strategies. Participants will also practice using a booklet designed for parents, which analyzes the skill building associated with various everyday play activities and routines. Specific suggestions and activities for developing executive function in the young child will be presented.

The importance of Mindfulness activities for developing executive functioning will be highlighted. Finally, participants will be given lively, fun-filled opportunities to assess their own executive functioning and learn how to use a special tool to enable children to assess their own Executive Functioning.

Learning Outcomes

At the end of this training participants will:

1. Be able to explain all the components of executive function and their critical importance for the young child
2. Know how to use Mindfulness activities to promote executive function
3. Link executive function skills to early learning standards and the West Virginia Early Learning Framework
4. Use existing assessment tools to guide observations of executive functioning.
5. Explain specific activities and strategies for helping infants, toddlers, and preschoolers develop executive function, and receive a special tool for children to use in self-assessment
6. Examine their personal executive functioning

Speaker Qualifications

Barbara Kuczen is a graduate of the University of Illinois and received her doctorate from Loyola University. Most recently, she worked as the early childhood coordinator for a large elementary school district. Barbara also spent many years as a university professor. She has been an elementary school teacher and administrator, has organized a community education program, and directed a large preschool program. Barbara has served as a consultant to numerous school districts, hospitals, Head Start programs, child welfare agencies, and the Illinois Department of Children and Family Services. She is also a well-known public speaker, having appeared before over 1,500 groups. She has been interviewed for radio, television, newspapers, and magazines in every major city in conjunction with her three books on child development and parenting. Barb was also a weekly guest on Chicago radio and made regular visits to Detroit for television appearances. Her most recent publication, Pass-Along-Papers, won a national award. Dr. Kuczen has traveled and worked extensively throughout the United States, Europe, Asia, Africa. China, and the Middle-East.

Speaker Disclosure

Dr. Kuczen is the author of multiple books on child development and parenting. There are no other relevant financial or non-financial relationships to disclose.

Handouts

Printed handouts will be provided for this session.

This panel discussion will provide information on the supervisory requirements that will soon be mandated by ASHA, CAA, CFCC. Participants will be provided the timeline and suggestions to ensure they are prepared to accept graduate students, clinical fellows, speech-language pathology assistants or other paraprofessionals. The panelists will discuss future collaborative efforts being made statewide to ensure that all speech-language pathologists and audiologists meet this standard for clinical education.

Learning Outcomes

1. Participants will be able to state the mandated requirements for all Clinic Educators/Supervisors.
2. Participants will create a plan to ensure compliance with ASHA and CAPCSD requirements.
3. Participants will apply basic principles of supervision to their daily practice with supervisees.
4. Participants will be introduced to the future webinar series sponsored but the Department of Education.

Speaker Qualifications

Leslie Graebe is a speech-language pathologist who is a clinical supervisor and Teaching Assistant Professor for the Department of Communication Sciences and Disorders at West Virginia University. She also places students on externship during their fifth or sixth semester of graduate school. Leslie has been employed at the university for approximately ten years. In addition, she teaches undergraduate and graduate courses to students pursuing a degree in speech pathology.

Karen Haines is a Teaching Associate Professor and the Allen Hall Speech Clinic Coordinator in the Department of Communication Sciences and Disorders at West Virginia University. For the past 30 years she has taught course work in the area of Augmentative and Alternative Communication (AAC) and supervised weekly AAC evaluations. In addition to pre-service AAC coursework, she also teaches web-based professional development courses in Assistive Technology and AAC for working Speech-Language Pathologists in West Virginia. For the past 6 years she has provided AAC services for the WVU Medicine ALS Clinic.

Pam Holland, MA-CCC/BCS-S is an Associate Professor and the Director of Clinical Education at Marshall University. She is responsible for overseeing externship placements and teaching corresponding clinical practicum seminars. She also teaches the graduate course in Swallowing Disorders. She was awarded Board Certification in Swallowing and Swallowing Disorders in November of 2018 following mentorship from Donna Edwards through the American Board of Swallowing and Swallowing Disorders. She founded the MU Feeding and Swallowing Clinic in 2013 and specializes in pediatric feeding and swallowing disorders

Speaker Disclosures

Pam Holland is employed by Marshall University. Leslie Graebe and Karen Haines are employed by West Virginia University. There are no other relevant financial or non-financial relationships to disclose.

** CLASS SIZE LIMITED TO 15 PARTICIPANTS **

Not every AAC user is the same and not every user has perfect vision and fine motor skills! There are more ways to access an augmentative and alternative communication system than touch. In this hands-on session, participants will review the different options for users to interact with an AAC system: touch, switch scanning, head tracking, and eye tracking.

Participants will practice different software customizations to each of these access methods as well as identify when to apply them. The hands-on portion of this session will be on PRC-Saltillo devices, however the principles discussed will be applicable to other AAC systems.

Learning Outcomes

Participants will be able to:

1. Identify 3 needs for access modifications
2. Modify 5 access settings to address user needs
3. Customize a device user profile and access settings to accommodate a case study.

Speaker Qualifications

Teresa Dubovsky, MEd, MEd, CCC-SLP, ATP--Prentke Romich Company Representative
MEd in Speech-Language Pathology;
MEd in Assistive Technology;
ASHA CCC-SLP
RESNA Assistive Technology Professional
Previously presented at ASHA, ATIA, and SHAV

Speaker Disclosure

Teresa Dubovsky is a representative of Prentke Romich Company. The hands-on portion of this session will be on PRC-Saltillo devices. There are no other relevant financial or non-financial relationships to disclose.

Handouts

Printed handouts will be provided for this session.

In this session, participants will have an opportunity to network with other SLPs working in the schools. There will be six 30-minute table sessions. At the conclusion of each table session, participants will move to the next designated topic table. During registration, participants will choose six topics of interest from the list below.

Recruitment/Retention
SLPAs
Dismissal
Feeding
English Learners
Rural County Services
Large Urban County Services
Paperwork
3:1 Service Delivery
Burst Therapy (e.g. Five-Minute Kids)

Learning Outcomes

Participants will be able to:

1. List two new resources for information regarding two topics of interest.
2. List two new strategies they will try as the result of this session.
3. Name two new heroes they met today.

Moderator Qualifications

Elizabeth (Libby) Simmons received her master’s degree in Speech-Language Pathology from Marshall University. Libby also is certified in preschool education. She has 40 years of experience as a speech-language pathologist and has worked in several settings including Kanawha County Schools, Marshall University, West Virginia Birth to Three and Children’s Therapy Clinic. Presently, Libby is employed by the West Virginia Department of Education. Libby’s professional interests include augmentative communication, the SLP’s role in literacy and program development. Libby is this year’s WVSHA Conference Chair. Libby lives in South Charleston, with her cat Hayley May.

Speaker Disclosure

Libby Simmons is employed by the WV Dept of Education. There are no other relevant financial or non-financial relationships to disclose.

A few things done well in schools go a long way in helping kids read. Unfortunately, great ideas in literacy and great ideas in MTSS programs quickly become bad ideas because of poor implementation plans, sowing confusion and limiting meaningful results. This extended session will take a close look at evidenced based reading practices in schools.

We’ll cover the entire gamut of literacy, from phonemic awareness, reading decoding, vocabulary, comprehension, and universal screenings to MTSS systems, evaluations and tricky diagnoses like dyslexia and executive functioning issues. The best part is Steve will involve the SLP the entire way and show them how to use their expertise on multiple levels in multiple ways to contribute to the overall academic success of students and better align themselves to school, district and state initiatives.

Learning Outcomes

1. Participants will explain the most essential phonemic awareness skills necessary for learning to read and write.
2. Participants will explain how to explain the phonological/phonemic awareness continuum in a meaningful and easy to understand way for classroom teachers.
3. Participants will be able to explain the #1 causes of reading problems and determine appropriate assessments to quantify, identify, and explain these causes to teachers, administrators, and parents.
4. Participants will be able to plan and implement appropriate Tier I and Tier II literacy interventions and consultation methods targeting reading decoding, reading fluency and comprehension deficits.
5. Participants will be able to describe a number of methods and degrees to which the SLP can participate in early literacy intervention and meaningfully contribute to student literacy achievement.

Speaker Qualifications

Steve M. Griffin, M.A. CCC/SLP has worked in the public schools for 20 years and is currently the Literacy Director for Marysville Schools located on the northwest side of Columbus, Ohio. Steve has presented nationwide and in Canada on the topics of early literacy intervention and teaches in the Department of Speech and Hearing Science at The Ohio State University. Steve is the co-author of ReadingResource.net a website dedicated to literacy and has dedicated his career to helping struggling readers and creating school environments that promote best practices in literacy and language. Steve is the recipient of the 2009 Ruth Beckey Irwin Best Clinical Practices Award, awarded by the OSU Dept. of Speech and Hearing Science and the 2012 Ohio School Speech Pathologists and Educational Audiologist Coalition’s Nancy Lee McKinley Leadership Mentoring Award. Steve resides in Lewis Center, Ohio with his wife Angie and three sons Trenton (9) Maxton (8) and Roman (4).

Speaker Disclosure

Steve Griffin is employed by Marysville Ohio Schools and the Department of Speech and Hearing Science at The Ohio State University. He is the co-author of ReadingResource.net. There are no other relevant financial or non-financial relationships to disclose.

Using video, this workshop will provide SLP’s with hands-on opportunities to use assessment tools to guide observations of executive function. The information gained from this practice will be used to formulate individualized intervention strategies. Participants will also practice using a booklet designed for parents, which analyzes the skill building associated with various everyday play activities and routines. Specific suggestions and activities for developing executive function in the young child will be presented.

The importance of Mindfulness activities for developing executive functioning will be highlighted. Finally, participants will be given lively, fun-filled opportunities to assess their own executive functioning and learn how to use a special tool to enable children to assess their own Executive Functioning.

Learning Outcomes

At the end of this training participants will:

1. Be able to explain all the components of executive function and their critical importance for the young child
2. Know how to use Mindfulness activities to promote executive function
3. Link executive function skills to early learning standards and the West Virginia Early Learning Framework
4. Use existing assessment tools to guide observations of executive functioning.
5. Explain specific activities and strategies for helping infants, toddlers, and preschoolers develop executive function, and receive a special tool for children to use in self-assessment
6. Examine their personal executive functioning

Speaker Qualifications

Barbara Kuczen is a graduate of the University of Illinois and received her doctorate from Loyola University. Most recently, she worked as the early childhood coordinator for a large elementary school district. Barbara also spent many years as a university professor. She has been an elementary school teacher and administrator, has organized a community education program, and directed a large preschool program. Barbara has served as a consultant to numerous school districts, hospitals, Head Start programs, child welfare agencies, and the Illinois Department of Children and Family Services. She is also a well-known public speaker, having appeared before over 1,500 groups. She has been interviewed for radio, television, newspapers, and magazines in every major city in conjunction with her three books on child development and parenting. Barb was also a weekly guest on Chicago radio and made regular visits to Detroit for television appearances. Her most recent publication, Pass-Along-Papers, won a national award. Dr. Kuczen has traveled and worked extensively throughout the United States, Europe, Asia, Africa. China, and the Middle-East.

Speaker Disclosure

Dr. Kuczen is the author of multiple books on child development and parenting. There are no other relevant financial or non-financial relationships to disclose.

Handouts

Printed handouts will be provided for this session.

During this presentation, Lee Ann will highlight goals and activities planned by the West Virginia Department of Education, including those specifically for speech-language pathologists.

Participants will receive information on the newly updated guidance documents for SLP’s and SLPA’s working in the schools, future professional development training, websites for resources through Office 365, assistive technology and the role of school-based SLP’s in determining and delivering educationally relevant speech therapy services according to IDEA 2004 mandates. There will be opportunities for participants to ask questions.

Learning Outcomes

Participants will be able to:

1. Describe the role of the SLP working in WV schools.
2. List two changes in the Guidance Document for SLPs Working in the Schools.
3. List two changes in the Guidance Document for SLPAs Working in the Schools.
4. List two WVDE professional development activities planned for 2019-2020 school year.

Speaker Qualifications

Lee Ann Brammer is a speech-language pathologist currently serving as the West Virginia Department of Education Coordinator for Speech-Language Impaired, Assistive Technology and AEM. Her BA and MA in speech-language pathology were earned at Marshall University. She worked for 34 years as a speech-language pathologist in Kanawha County Schools. For the past twenty-six years, Lee Ann has pursued specialized and advanced training in the areas of augmentative communication, autism and childhood apraxia. She developed a protocol for doing augmentative communication evaluations for Kanawha County Schools and coordinated augmentative communication evaluations and implementation for six years. Lee Ann has served on the Augmentative Communication Evaluation Team at Camp Gizmo in Romney, WV for 20 years. She was a member of the Assistive Technology Task Force for the West Virginia Department of Education. In 2010 Lee Ann and Gennifer Taylor devised a three-phase pilot program and wrote a proposal to obtain iPads for all 58 Kanawha County School speech-language pathologists. The proposal was accepted, and the iPads and a core of apps were purchased. Lee Ann has done presentations on iPads, augmentative communication, assistive technology, and speech-language impairments for speech-language pathologists across the state as well as at the West Virginia Speech and Hearing Association Conference, Celebrating Connections, KidStrong Conference, the WV Summits for Educational Excellence and a poster session at the American Speech and Hearing Association Conference. She is currently leading an Assistive Technology (AT) Pilot Project which culminated in creating a statewide AT Cohort training therapists and teachers across the state to do assistive technology (including augmentative communication) evaluations and interventions. Lee Ann is a member of the national State Education Agencies Communication Disabilities Council, the West Virginia Assistive Technology Systems Advisory Council and the Paths Advisory Board. She holds her Certificate of Clinical Competence from the American Speech and Hearing Association and is licensed by the West Virginia Board of Examiners for Speech Language Pathology and Audiology.

Speaker Disclosure

Lee Ann Brammer is employed by the West Virginia Department of Education. There are no other relevant financial or non-financial relationships to disclose.

As the aging population is living longer, we are also living longer with chronic diseases. One of the greatest impacts on patients, caregivers and the entire healthcare system is dementia. Although the significant increase in dementia prevalence we still have tremendous challenges in diagnosing, evaluating and treating the condition.

Dementia presents many symptoms that are difficult for the caregiver to manage including dysphagia which impacts quality of life and increase caregiver burden. The following lecture will provide clinical insight to dementia, how to manage dysphagia with practical approaches to increase clinical outcomes to increase efficiency and deliver better patient care.

Learning Outcomes

Participants will be able to:

1. Describe different types of dementia and neuropathology behind cognitive decline.
2. Describe how cognitive decline impacts dysphagia treatment.
3. Describe two effective and efficient approaches to dysphagia treatment with this population.

Speaker Qualifications

Jillian Ramsey is a licensed speech-language pathologist who has dedicated her profession to the geriatric population. She graduated with honors from West Virginia University with a Bachelors in Speech Language Pathology and Audiology and a master’s in communication sciences and Disorders from Radford University. Jillian is currently employed by Stonerise Therapy, a locally owned company with 17 facilities across state of West Virginia. She currently serves as a Director of Rehab and a mentor for newly hired speech language pathologists within the company.

Speaker Disclosure

Jillian Ramsey is employed by Stories Therapy. There are no other relevant financial or non-financial relationships to disclose.

As assistive technology continues to evolve, therapists have many options for ensuring their clients/students have access to augmentative/alternative communication (AAC) systems. Individuals with complex communication needs often have concomitant motor and sensory challenges which can negatively affect AAC use.

In this overview session, we will first consider why someone might need modifications to access an AAC system. We will then look at the various types of access methods as well as common modifications that can be made within each method to help increase success.

Five methods to access an AAC system will be covered: touch, alternative mouse/joystick, infrared head tracking, switch scanning, and eye tracking technology. For each method, we will look at hardware and software changes which can be made to accommodate different access issues.

Although the video examples will focus on PRC-Saltillo devices, the principles discussed will be applicable to other AAC systems. PRC-Saltillo products will not be marketed as part of the presentation.

Learning Outcomes

After this session, participants will be able to:

1. List five ways an individual could access an AAC device.
2. Describe three customization options for one access method.
3. Identify why an individual might need alternative access for an AAC system.

Speaker Qualifications

MEd in Speech-Language Pathology;
MEd in Assistive Technology;
ASHA CCC-SLP
RESNA Assistive Technology Professional
Previously presented at ASHA, ATIA, and SHAV

Speaker Disclosure

Teresa Dubovsky is a representative of Prentke Romich Company. Examples will focus on PRC-Saltillo devices, but PRC-Saltillo products will not be marketed as part of the presentation. There are no other financial or nonfinancial relationships to disclose.

Handouts

Printed handouts will be provided for this session.

WV BTT (West Virginia Birth to Three) Implementation Team for Infants and Toddlers with Sensory Loss has been collecting and developing targeted resources to support early intervention teams in identifying and serving infants and toddlers with vision and/or hearing loss.

Resources include Risk Factors, Early Warning Signs, Roles and Responsibilities, Early Intervention Framework for Practitioners on Deaf-blindness, etc. Highlighted will be the new comprehensive WV Resource Guide for Families of Children with Hearing Loss (birth to five).

Learning Outcomes

Participants will be able to:

1. Identify WV resources available to them for meeting the needs of children birth to 5 with hearing loss.
2. Identify tools and resources for early identification of a sensory loss.

Speaker Qualifications

Annette Carey, served as the Low Incidence Coordinator with the West Virginia Department of Education (WVDE), providing program support for the Office of Special Education in the areas of deafness, blindness, and deaf-blindness and other significant disabilities. She retired from the department in 2017 with 38 years of experience serving those who are deaf/hard of hearing, blind/low vision, deafblind and other multiple disabilities. Currently she is the project director for a technical assistance grant through the US Department Education serving families and children who are deafblind (birth – 21) and serves as consultant to the WVDE, WV Birth to Three and others in the areas of sensory disabilities.

Speaker Disclosure

Annette Carey is employed by the West Virginia Department of Education and serves as a consultant for WV Birth to Three. There are no other relevant financial or non-financial relationships to disclose.

The session will provide an overview of the Social Pragmatic Communication Disorder eligibility category including evaluation and service delivery in the schools.

Learning Outcomes

Participants will be able to:

1. describe assessment procedures for Social Pragmatic Communication Disorder.
2. Explain eligibility differences between Autism Spectrum Disorders and Social Pragmatic Communication Disorders.

Speaker Qualifications

Lee Ann Brammer is a speech-language pathologist currently serving as the West Virginia Department of Education Coordinator for Speech-Language Impaired, Assistive Technology and AEM. Her BA and MA in speech-language pathology were earned at Marshall University. She worked for 34 years as a speech-language pathologist in Kanawha County Schools. For the past twenty-six years, Lee Ann has pursued specialized and advanced training in the areas of augmentative communication, autism and childhood apraxia. She developed a protocol for doing augmentative communication evaluations for Kanawha County Schools and coordinated augmentative communication evaluations and implementation for six years. Lee Ann has served on the Augmentative Communication Evaluation Team at Camp Gizmo in Romney, WV for 20 years. She was a member of the Assistive Technology Task Force for the West Virginia Department of Education. In 2010 Lee Ann and Gennifer Taylor devised a three-phase pilot program and wrote a proposal to obtain iPads for all 58 Kanawha County School speech-language pathologists. The proposal was accepted, and the iPads and a core of apps were purchased. Lee Ann has done presentations on iPads, augmentative communication, assistive technology, and speech-language impairments for speech-language pathologists across the state as well as at the West Virginia Speech and Hearing Association Conference, Celebrating Connections, KidStrong Conference, the WV Summits for Educational Excellence and a poster session at the American Speech and Hearing Association Conference. She is currently leading an Assistive Technology (AT) Pilot Project which culminated in creating a statewide AT Cohort training therapists and teachers across the state to do assistive technology (including augmentative communication) evaluations and interventions. Lee Ann is a member of the national State Education Agencies Communication Disabilities Council, the West Virginia Assistive Technology Systems Advisory Council and the Paths Advisory Board. She holds her Certificate of Clinical Competence from the American Speech and Hearing Association and is licensed by the West Virginia Board of Examiners for Speech Language Pathology and Audiology.

Speaker Disclosure

Lee Ann Brammer is employed by the West Virginia Department of Education. There are no other relevant financial or non-financial relationships to disclose.

AAC is not just for kids. Adults in acute care, long term care, and home health often require AAC but they present with their own set of challenges. This session will explore evidence-based AAC solutions for adults. Low and high tech options as well as dedicated and consumer tech options will be discussed. Emphasis will be placed on providing resources for SLP’s working with this complex population.

Learning Outcomes

After attending this presentation, participants will be able to:

1. Summarize various AAC options for the patients they serve.
2. Discuss the use of AAC with adults utilizing best practice data.
3. Determine the possible funding options for AAC systems for their patients.

Speaker Qualifications

Karen Haines is a Teaching Associate Professor and the Allen Hall Speech Clinic Coordinator in the Department of Communication Sciences and Disorders at West Virginia University. For the past 30 years she has taught course work in the area of Augmentative and Alternative Communication (AAC) and supervised weekly AAC evaluations. In addition to pre-service AAC coursework, she also teaches web-based professional development courses in Assistive Technology and AAC for working Speech-Language Pathologists in West Virginia. For the past 6 years she has provided AAC services for the WVU Medicine ALS Clinic.

Speaker Disclosure

Karen Haines is employed by West Virginia University. There are no other relevant financial or non-financial relationships to disclose.

Our Heroes!

Get inspired by other SLPs working in the schools. Six presenters will share strategies and activities that work! There will be six 15-minute presentations. Get a brief overview and then you can follow-up at Table Talk Session on Friday morning.

Presentation 1: Working with Students with Prenatal Drug Exposure

Rebekah Lilly, MS, CCC/SLP

Rebekah is actively working to create effective therapy techniques for children with NAS (Neonatal Abstinence Syndrome). She is currently working on a spectrum scale for NAS students and therapeutic interventions that correlate with the scale.

Learning Outcomes

Participants will be able to:

1. Describe Neonatal Abstinence Syndrome
2. List two therapeutic interventions for NAS

Speaker Qualifications

Rebekah Lilly is the Lead Speech Pathologist for Greenbrier County Schools. Rebekah has worked in the field for 12 years. She has worked in hospitals, nursing homes, schools, WV birth to three, clinical and private practice. Her focus throughout the various work settings have been brain function and brain development. Rebekah received her BS from West Virginia University and her MS from Clarion University of Pennsylvania. Her moto is never stop learning and growing your therapy practices. Our population is changing, and you must change with it or be left behind

Speaker Disclosure

Rebekah Lilly is employed by Greenbrier County WV Public Schools. There are no other relevant financial or non-financial relationships to disclose.

Presentation 2: Early Speech Intervention in the Kindergarten Classroom

Renee Roark, MS, CCC/SLP

The purpose of this agenda is to allow the SLP to push-in to the kindergarten classroom, using the Lindamood Phoneme Sequencing Program to improve phonological awareness and correct speech sound production. Students use kinesthetic feedback to “feel” the different characteristics of sounds including: place and manner of production and voicing of sounds. Students assign names to sounds based on “what they feel working” while producing the sounds, such as “lip poppers” for bilabials /p/ and /b/. These skills are then reinforced through various fun activities which encourage kids to “feel” the sounds they have learned. Activities include initial and final sound identification, classifying “noisy” and “quiet” brothers (voiced and unvoiced cognates), rhyming, blending/segmenting and counting syllables.

Learning Outcomes

Participants will be able to:

1. Describe the Lindamood Phoneme Sequencing Program.
2. Describe two activities demonstrated in the presentation.

Speaker Qualifications

Renee Roark is a Speech-Language Pathologist for Raleigh County Schools. She received her Bachelor of Science in Speech-Language Pathology and Audiology from West Virginia University and her Master of Arts in Speech Pathology from University of TN in Knoxville. Renee currently holds her certificate of clinical competence in Speech Pathology and is licensed in the state of WV. She has worked for the public schools for 17 years. Renee also works part-time in the outpatient clinic at Appalachian Regional Hospital in Beckley, WV. She loves to travel with her family during the summer. Renee currently resides in Beckley, WV with her husband Anthony and their two children Calista and Caleb.

Speaker Disclosure

Renee Roark is employed by Raleigh County WV Public Schools and Appalachian Regional Hospital. This session will focus on the Lindamood Phoneme Sequencing Program. There are no other relevant financial or non-financial relationships to disclose.

Presentation 3: Story Champs: A Multi-Tiered Language Intervention Curriculum

Sheila Dale, MS, CCC/SLP

This session will be an overview of the Story Champs program, (which was introduced in several trainings by Jayne Brandel, PhD, and purchased for participants by the State Department of Education). Sheila will be explaining the components of the program with video illustrations on how to implement the components in individual, small and large group settings

Learning Outcomes

Participants will be able to:

1. Describe Story Champs Program
2. Look at their caseloads and see where Story Champs could be utilized

Speaker Qualifications

Sheila Dale has 34 years of experience as a speech language pathologist. She has worked in public schools, for WV Birth to three, in a pediatric clinic, in nursing home and hospital settings. Sheila is currently employed by Kanawha County Schools.

Speaker Disclosure

Sheila Dale is employed by Kanawha County WV Public Schools. This session will focus on the Story Champs program. There are no other relevant financial or non-financial relationships to disclose.

Presentation 4: Therapy Information Management Solutions (TIMS)

Melanie Place, MS, CCC/SLP

Therapy Information Management Solutions or TIMS was created by Wendy Lochner of EPIC to solve the problem that therapists have regarding documentation. It was created with extensive input from the therapist that will be using it and during the pilot continues to be adapted to the needs of the therapist. The format of the program reduces the amount of time it takes to input information for documentation and ensures that when inputted correctly the information complies with Medicaid regulations. Many different reports can be created from one student's therapy logs which reduces the redundancies that may occur. TIMS provides documentation in the areas of student information management, therapy logs, consult logs, Targeted Case Management documentation, Speech Evaluations, Speech Dismissals, Transfer of Students, Supervision documentation, organization of groups, and speech data charts. Through the TIMS, therapist can input data and track progress for students with IEPs on their caseload and those that are receiving services through interventions (Step Up/Down, MTSS). The versatility of the program allows each user to customize their screens and how they input information. The program also allows for easy documentation of missed sessions and easy drag and drop to reschedule sessions.

Learning Outcomes

Participants will be able to:

1. Describe the TIMS Program
2. Justify use of the TIMS program

Speaker Qualifications

Melanie Place earned her Bachelor of Science in Speech-Language Pathology and Audiology from West Liberty State College and her Master's of Science in Communication Disorders from California State University, Northridge. She has been employed by Berkeley County Schools in Martinsburg, WV for 20+ years as a Speech-Language Pathologist and as the county's Lead SLP for the past 2 years. She is the co-chair of the county's Assistive Technology team. She is also a contributor to the documentation system, Therapy Information Management Solutions (TIMS) developed by EPIC (formerly RESA VIII). Melanie also is the author/owner of The Speech Place store on Teachers Pay teachers website. She also is the author/owner of the website The Speech Place.

Speaker Disclosure

Melanie Place is employed by Berkley County Schools and is the author/owner of The Speech Place Store on Teachers Pay Teachers and the website The Speech Place. This session will focus on the TIMS program. There are no other relevant financial or non-financial relationships to disclose.

Presentation 5: Visual Phonics

Amy Suddath, MS, CCC/SLP

Visual Phonics is a system of handshapes and symbols that represent the 46 sounds of English—including vowels, consonants, diphthongs, and digraphs. It can be described as somewhat of a simplified visual and kinesthetic version of the International Phonetic Alphabet (IPA). While not a curriculum or a communication system, it is a tool used to give students, especially deaf and hard of hearing students, access to the phonetic information of written English. Visual Phonics can be used with any curriculum or treatment plan and can help with phonemic awareness, reading, spelling, and articulation.

Learning Outcomes

Participants will be able to:

1. Describe the Visual Phonics system.
2. List two possible uses of Visual Phonics.

Speaker Qualifications

Ashley Suddath is a Speech-Language Pathologist at the West Virginia Schools for the Deaf and the Blind where she has worked since 2006. She earned her bachelor’s and master’s degrees at WVU. Ashley is a certified See the Sound: Visual Phonics trainer

Speaker Disclosure

Amy Suddath is employed by the WV School for the Deaf and Blind. This session will focus on the Visual Phonics program. There are no other relevant financial or non-financial relationships to disclose.

Presentation 6: eSchoolDocs

Rhea Dyer, MS, CCC/SLP

eSchoolDocs was designed and implemented by two working therapists, Rhea Dyer and Annika Lafferty. It specializes in public school documentation and Medicaid billing for Speech, OT, and PT services in WV. Its features streamline the documentation process so that therapists can spend more time related to caseload duties and less time completing paperwork that is often a redundancy of work. In addition to a daily record of service, Support staff supervision and specialized Medicaid billing (Targeted Case Management) are also built in. eSchoolDocs houses all of these capabilities within an easy-to-use, visually pleasing format. Everything you need and nothing you don’t!

Learning Outcomes

Participants will be able to:

1. Describe eSchoolDocs.
2. Justify use of the eSchoolDocs program.

Speaker Qualifications

Rhea Dyer, MS, CCC/SLP is the owner and operator of Best Life Therapy and Integrated Speech Solutions. Best Life Therapy provides school based on site services in Speech, OT, and PT as well as services in WV’s Birth to Three program. Integrated Speech Solutions provides telespeech services in WV schools. Collectively, they work in 25 counties in WV. Rhea has also been involved in the development of programs and resources to enhance the quality of school therapy services by working alongside fellow speech language pathologists to identify the strengths and weaknesses we currently experience.

Speaker Disclosure

Rhea Dyer is the owner and operator of Best Life Therapy and Integrated Speech Solutions. This session will focus on eSchoolDocs. There are no other relevant financial or non-financial relationships to disclose.

This session will highlight best practice in working with young children, birth to 5. While the presenters coordinate different systems according to Public Law, they will elaborate on similarities in service delivery. There will be time to answer questions and discuss concerns regarding transition.

Learning Outcomes

Participants will be able to:

1. Describe Routines-Based Intervention
2. Explain the similarities in Part C and Part B systems.
3. Address transition issues.

Speaker Qualifications

Lee Ann Brammer is a speech-language pathologist currently serving as the West Virginia Department of Education Coordinator for Speech-Language Impaired, Assistive Technology and AEM. Her BA and MA in speech-language pathology were earned at Marshall University. She worked for 34 years as a speech-language pathologist in Kanawha County Schools. For the past twenty-six years, Lee Ann has pursued specialized and advanced training in the areas of augmentative communication, autism and childhood apraxia. She developed a protocol for doing augmentative communication evaluations for Kanawha County Schools and coordinated augmentative communication evaluations and implementation for six years. Lee Ann has served on the Augmentative Communication Evaluation Team at Camp Gizmo in Romney, WV for 20 years. She was a member of the Assistive Technology Task Force for the West Virginia Department of Education. In 2010 Lee Ann and Gennifer Taylor devised a three-phase pilot program and wrote a proposal to obtain iPads for all 58 Kanawha County School speech-language pathologists. The proposal was accepted, and the iPads and a core of apps were purchased. Lee Ann has done presentations on iPads, augmentative communication, assistive technology, and speech-language impairments for speech-language pathologists across the state as well as at the West Virginia Speech and Hearing Association Conference, Celebrating Connections, KidStrong Conference, the WV Summits for Educational Excellence and a poster session at the American Speech and Hearing Association Conference. She is currently leading an Assistive Technology (AT) Pilot Project which culminated in creating a statewide AT Cohort training therapists and teachers across the state to do assistive technology (including augmentative communication) evaluations and interventions. Lee Ann is a member of the national State Education Agencies Communication Disabilities Council, the West Virginia Assistive Technology Systems Advisory Council and the Paths Advisory Board. She holds her Certificate of Clinical Competence from the American Speech and Hearing Association and is licensed by the West Virginia Board of Examiners for Speech Language Pathology and Audiology.

Ginger Huffman has served as the State Coordinator for Preschool for over 22 years. She also has a master’s degree in Social Work and is a licensed social worker. Ginger has played an integral role in the development and success of the Celebrating Connections Conference and Camp GIZMO. Prior to her current job, Ginger was the State Medicaid Coordinator and she has worked in other departments of state government, as well as Community Outreach.

Regina K. Woodcock (Mel), M.A is the Policy Specialist/CSPD Coordinator for West Virginia’s Part C early intervention system, WV Birth to Three. In her role, Mel coordinates the design and implementation of professional development opportunities and assists with the development of state policy and procedure. Mel has a master’s degree in Early Childhood Special Education and has worked as a Developmental Specialist, Preschool Special Needs Teacher, Head Start Mental Health Consultant and as an administrator for a regional early intervention program. Mel is a member of several state level committees focusing on professional development, including the WV Infant Toddler Mental Health Association, the Early Childhood Advisory PD committee, the Pyramid Model State Leadership Team and the WVBTT Social Emotional Leadership team. Over the last 30 years Mel has provided training at the regional, state and national level on evidenced-based early intervention practices including family- centered services, developmental assessment, CAPTA, integration of the COS into IFSP process and transition.

Speaker Disclosures
Lee Ann Brammer and Ginger Huffman are employed by the West Virginia Department of Education. Regina Woodcock is employed by West Virginia Birth to Three. There are no other relevant financial or non-financial relationships to disclose.

Graduate students from Marshall University and West Virginia University will present their Capstone research projects. Each presentation will last 15 minutes. Moderated by Kimberly Meigh and Shae Dean.

Learning Outcomes

Participants will be able to:

1. List two things they recall from the presentations.
2. List two new resources they will make as a result of hearing these presentations.

Moderator Qualifications

Shae Dean, M.A. CCC-SLP, is an Assistant Professor Clinical Faculty in the Department of Communication Disorders. She received her bachelor’s degree and a Master of Arts in Communication Disorders from Marshall University. Mrs. Dean joined the communication disorders faculty in August 2015 as a clinical faculty member to facilitate clinical education in the graduate program. Prior to joining the Marshall faculty, Mrs. Dean acquired 15 years of clinical experience in public schools, acute, skilled nursing, long term care, and home health settings. Mrs. Dean’s clinical focus is the preschool age population to include genetic and/or craniofacial abnormalities, autism spectrum disorders, as well as adults with neurological and swallowing deficits. In addition to her clinical responsibilities at Marshall University she also provides evaluation and therapy services in the Huntington area at River Park Hospital and Altizer Elementary School.

Kimberly Meigh, PhD. is an Assistant Professor in the Dept. of Communication Sciences and Disorders (CSD) at West Virginia University (WVU). She is also the director of the Speech Motor Control Lab which evaluates speech motor control within the context of motor learning.

Moderator Disclosures

Kimberly Meigh is employed by West Virginia University. Shea Dean is employed by Marshall University. There are no other relevant financial or non-financial relationships to disclose.

List of Presentations

Treating Dysphagia Through Electrical Stimulation

Hayley Eppinger & MacKenzee Huff (West Virginia University)

Adult Dysphagia Treatment: Post Stroke

Traci Nelson & Mollie Simonton (West Virginia University)

Treatment for Parkinson’s Disease: Focus on the Lee Silverman Voice Treatment (LSVT)

Sidney Ross, Kylee Joliff & Jessica Russell (West Virginia University)

Voice Disorders: Muscle Tension Dysphonia

Kaitlyn Williamson & Rachel Lambert (West Virginia University)

Childhood Fluency

Jensen Scott & Rena Reid (West Virginia University)

Public Knowledge and Perceptions of Stuttering

Jillian Clemens, Kelsey Shiflet, Taylor Stewart, & Hanna Taylor (Marshall University)

Abstract

A survey was made on Qualtrics and distributed via social media websites. Various qualitative and quantitative questions were asked in the survey in order to determine the participants’ knowledge of the disorder, it’s etiology, and the professionals who are involved in the care of these individuals. The survey also questioned the participant’s perceptions of these individuals as well as how they may react to them in conversation.

Qualitative questions included asking about the participant’s beliefs in regard to challenges that this population may face when interacting with others and in what ways they would like to learn more about stuttering. The results of this study showed that perceptions of stuttering are usually positive, but knowledge is lacking in several areas. Also, it may be possible that negative perceptions correlate with a lack of knowledge on the subject and educational intervention may help to improve both perceptions and knowledge.

A Documentary on Stuttering

Maggie Westfall (Marshall University)

Stuttering: Part of Me is a 26-minute documentary featuring eight individuals discussing their personal experiences with stuttering. This free documentary can be used as a therapy tool for stuttering intervention and education. Stuttering can present unique challenges because of the negative affective (feelings and emotions) and cognitive (thoughts) components that can sometimes accompany the disorder. Many times, children who stutter have limited experiences meeting other people who stutter.

This video can help school-age children and teenagers by showing them positive role models of people who stutter. Within the first week, the video has already been viewed almost 2000 times. We are excited to see it used by clinicians, instructors, and others to help educate people about stuttering and help people get to know people who

Willful blindness, a concept highlighted by Margaret Heffernan, is the concept of that describes when a person could have known and should have known something that instead the person strove not to see. We are all familiar with examples from the business arena such as Enron, the BP oil spill, and the mortgage crisis. The concept also influences the likelihood of addressing or reporting unpleasant or improper information or behaviors.

Willful blindness is present in all cultures and societies and influences individual and corporate decision-making. Our tendency to desire conformity, to multi-task, and to avoid seeking or understanding “bad news” facilitate willful blindness.

This session will apply the concept of willful blindness to ethical dilemmas speech-language pathologists and audiologists may face in their educational or medical work settings and conclude with hints for minimizing the influence of willful blindness.

Learning Outcomes

1. The participant will be able to describe the concept of willful blindness.
2. The participant will be able to identify one or more examples of willful blindness in the fields of communication sciences and disorders.
3. The participant will be able to use strategies to minimize the influence of willful blindness on ethical dilemmas faced in the work setting.

Speaker Qualifications

Dr. Lissa Power-deFur chairs the Dept of Social Work and Communication Sciences and Disorders at Longwood University in Farmville, Virginia, where she created the Speech-Language Pathology in Educational Settings class. She developed her interest in educational standards while working at the Virginia Department of Education in special education and student services. She authored "Common Core State Standards and the Speech-Language Pathologist" (Plural Publishing) and has offered numerous presentations and articles relating the work of speech-language pathologists to education standards.

Speaker Disclosure

Lissa Power-deFur is employed by Longwood University and is the author of Common Core State Standards and the Speech Language Pathologist.

Dr. Power-deFur will facilitate a panel discussion about YOUR ethical dilemmas with representatives from various work settings. Participants will be encouraged to apply an Ethical Decision-Making Model to the situations that are presented and ask questions/make comments via Chat.

If you have an ethical dilemma you would like to be discussed during the Ethics Luncheon, please submit it completely anonymously via this form. It will provide a separate place where you can describe your concerns without any connection to you or your registration. Issues must be submitted by March 22, 2019.

Learning Outcomes

1. The participant will be able to apply the Ethical Decision-Making Model to actual ethical challenges.
2. The participant will be able to describe an ethical challenge that relates to their work setting and propose a solution.

Panel Qualifications

Lee Ann Brammer—West Virginia Department of Education

Lee Ann Brammer is a speech-language pathologist currently serving as the West Virginia Department of Education Coordinator for Speech-Language Impaired, Assistive Technology and AEM. Her BA and MA in speech-language pathology were earned at Marshall University. She worked for 34 years as a speech-language pathologist in Kanawha County Schools. For the past twenty-six years, Lee Ann has pursued specialized and advanced training in the areas of augmentative communication, autism and childhood apraxia. She developed a protocol for doing augmentative communication evaluations for Kanawha County Schools and coordinated augmentative communication evaluations and implementation for six years. Lee Ann has served on the Augmentative Communication Evaluation Team at Camp Gizmo in Romney, WV for 20 years. She was a member of the Assistive Technology Task Force for the West Virginia Department of Education. In 2010 Lee Ann and Gennifer Taylor devised a three-phase pilot program and wrote a proposal to obtain iPads for all 58 Kanawha County School speech-language pathologists. The proposal was accepted, and the iPads and a core of apps were purchased. Lee Ann has done presentations on iPads, augmentative communication, assistive technology, and speech-language impairments for speech-language pathologists across the state as well as at the West Virginia Speech and Hearing Association Conference, Celebrating Connections, KidStrong Conference, the WV Summits for Educational Excellence and a poster session at the American Speech and Hearing Association Conference. She is currently leading an Assistive Technology (AT) Pilot Project which culminated in creating a statewide AT Cohort training therapists and teachers across the state to do assistive technology (including augmentative communication) evaluations and interventions. Lee Ann is a member of the national State Education Agencies Communication Disabilities Council, the West Virginia Assistive Technology Systems Advisory Council and the Paths Advisory Board. She holds her Certificate of Clinical Competence from the American Speech and Hearing Association and is licensed by the West Virginia Board of Examiners for Speech Language Pathology and Audiology.

Ginger Huffman—West Virginia Department of Education (Preschool)

Ginger Huffman has served as the State Coordinator for Preschool for over 22 years. She also has a master’s degree in Social Work and is a licensed social worker. Ginger has played an integral role in the development and success of the Celebrating Connections Conference and Camp GIZMO. Prior to her current job, Ginger was the State Medicaid Coordinator and she has worked in other departments of state government, as well as Community Outreach.

Vickie Pullins—West Virginia Board of Examiners for Speech -Language Pathologists and Audiologists

Vickie Hinzman Pullins is the CEO of LinguaCare Associates, Inc. She graduated from Marshall University with a M.A. degree in Speech/Language pathology in 1975. Vickie worked for 15 years with pediatrics and then began LinguaCare Associates, Inc. in partnership with Jackie Frazier in 1990. She serves on the WV Board of Examiners for Speech-Language Pathologists and Audiologists and is the past president of the Board of Directors for the National Council of State Boards. Vickie represented WV speech pathologists on the ASHA Advisory Council for 2 years during 2016-17. She has presented two telepractice short courses at the ASHA Conventions 2017 in Los Angeles and 2018 in Boston. Vickie has been published in the ASHA Leader and the Telepractice SIG’s Perspectives. Within her community she serves as the secretary for the Un-Prescription for Autism non-profit. She provides leadership for her company by casting the vision for growth and change and empowering those in the company to reach their fullest potential through structured leadership training.

Jillian Ramsey—Skilled Nursing Facility

Jillian Ramsey is a licensed speech-language pathologist who has dedicated her profession to the geriatric population. She graduated with honors from West Virginia University with a Bachelors in Speech Language Pathology and Audiology and a master’s in communication sciences and Disorders from Radford University. Jillian is currently employed by Stonerise Therapy, a locally owned company with 17 facilities across state of West Virginia. She currently serves as a Director of Rehab and a mentor for newly hired speech language pathologists within the company.

Mel Woodcock—West Virginia Birth to Three

Regina K. Woodcock (Mel), M.A is the Policy Specialist/CSPD Coordinator for West Virginia’s Part C early intervention system, WV Birth to Three. In her role, Mel coordinates the design and implementation of professional development opportunities and assists with the development of state policy and procedure. Mel has a master’s degree in Early Childhood Special Education and has worked as a Developmental Specialist, Preschool Special Needs Teacher, Head Start Mental Health Consultant and as an administrator for a regional early intervention program. Mel is a member of several state level committees focusing on professional development, including the WV Infant Toddler Mental Health Association, the Early Childhood Advisory PD committee, the Pyramid Model State Leadership Team and the WVBTT Social Emotional Leadership team. Over the last 30 years Mel has provided training at the regional, state and national level on evidenced-based early intervention practices including family- centered services, developmental assessment, CAPTA, integration of the COS into IFSP process and transition

Lissa Power-deFur is employed by Longwood University and is the author of Common Core State Standards and the Speech Language Pathologist. Lee Ann Brammer and Ginger Huffman are employed by the WV Department of Education. Jillian Ramsey is employed by Stonerise Therapy. Vickie Pullins is the co-owner of LinguaCare Associates Inc. Mel Woodcock is employed by WV Birth to Three. There are no other relevant financial or nonfinancial relationships to disclose.

SLPs are increasingly expected to link their work to the education standards. These standards include many complex language and communication expectations. This session will lead participants through an understanding of the language and linguistic expectations and challenges of education standards and present an approach analyzing education standards to develop direct and collaborative services that enable students’ success in the general curriculum. Case studies of children with speech sound disorders, language impairment, autism, and hearing loss will be used to highlight analysis and intervention approaches.

Learning Outcomes

1. Participants will be able to explain the purpose and expectations of educational standards.
2. Participants will be able to describe the language and linguistic expectations of education standards.
3. Participants will be able to contrast the language and linguistic expectations of academic standards with the skills of children with communication disorders.
4. Participants will be able to plan individual and collaborative activities that integrate children's acquisition of communication skills with their acquisition of education standards.

Speaker Qualifications

Dr. Lissa Power-deFur chairs the Dept of Social Work and Communication Sciences and Disorders at Longwood University in Farmville, Virginia, where she created the Speech-Language Pathology in Educational Settings class. She developed her interest in educational standards while working at the Virginia Department of Education in special education and student services. She authored "Common Core State Standards and the Speech-Language Pathologist" (Plural Publishing) and has offered numerous presentations and articles relating the work of speech-language pathologists to education standards.

Speaker Disclosure

Lissa Power-deFur is employed by Longwood University and is the author of Common Core State Standards and the Speech Language Pathologist. There are no other relevant financial or non-financial relationships to disclose.

Panel: Diane Williams, LSWl; Kaitlin Martin, MA, BCBA; Angel Casto, MS, RD, LD; Ashley N. Mason, PT, DPT, ATC, Board Certified Specialist in Pediatric Physical Therapy

This panel discussion will be facilitated by Pam Holland and Cassie Miller, the SLPs involved in the Marshall University and West Virginia University Feeding and Swallowing Clinics. Team members from each clinic including dietitian, physical therapist, behavioral psychologist, BCBA and social work will participate in the discussion to provide an interdisciplinary approach to assessing and treating children with feeding and swallowing disorders so that participants can further develop their approaches to providing services to this specialized population.

Learning Outcomes

Participants will:

1. Identify the components of a thorough feeding assessment including milestones across all developmental domains
2. Identify the roles of professionals on the feeding team and recognize when to refer to other disciplines
3. Develop a list of resources to utilize when evaluating and treating children and their families who have feeding disorders
4. Develop a feeding plan of care with presented case studies

Speaker Qualifications

Pam Holland, MA-CCC/BCS-S is an Associate Professor and the Director of Clinical Education at Marshall University. She is responsible for overseeing externship placements and teaching corresponding clinical practicum seminars. She also teaches the graduate course in Swallowing Disorders. She was awarded Board Certification in Swallowing and Swallowing Disorders in November of 2018 following mentorship from Donna Edwards through the American Board of Swallowing and Swallowing Disorders. She founded the MU Feeding and Swallowing Clinic in 2013 and specializes in pediatric feeding and swallowing disorders.

Cassaundra (Cassie) Miller currently serves as the speech language pathologist on the WVU Center for Excellence in Disabilities Feeding & Swallowing Team. She is Medical Community Coordinator for the Family 2 Family Program, and also provides speech and feeding intervention to young children through West Virginia Birth to Three. After graduation from West Virginia University, Cassaundra began her career in the acute pediatric rehabilitation setting where her interest in feeding and dysphagia first emerged. Cassaundra has a special interest in telehealth and is piloting a telehealth program for feeding intervention through the CED.

Kaitlin Martin is the WVUCED Coordinator for Behavior and Learning Intervention Services. Kaitlyn is a Board-Certified Behavior Analyst (BCBA) who holds a master’s degree in Applied Behavior Analysis from Ball State University. She has previous experience working in a multi-disciplinary clinic with children with autism where she implemented ABA services and parent training. Kaitlyn also has experience providing services as a consultant in a school setting and in a severe behavior disorders clinic. Through these opportunities she was worked with individuals, ages 2-18, with a variety of disabilities.

Diane Williams is the Maternal and Child Health grant Training Coordinator for The Center of Excellence in Disabilities at West Virginia University. She trains graduate students from health and related disciplines to work with children with disabilities and their families. She is also the social worker with the Feeding and Swallowing and Next Steps Clinic interdisciplinary teams at the CED. She teaches three courses in the Disability Studies Program at WVU.

Angel Casto is a Registered, Licensed Dietitian at West Virginia University’s Center for Excellence in Disabilities where she contracts for the state’s Children with Special Health Care Needs program. She holds a MS in dietetics from Marshall University and is currently working on obtaining a functional nutrition certification from the Academy of Nutrition and Dietetics. She began her work with feeding and swallowing in 2014 when she joined forces with Pam Holland at the MU Feeding and Swallowing clinic where hands on experience quickly became her classroom.

Ashley Mason has dual credentials in Physical Therapy and Athletic Training and is a Board Certified Specialist in Pediatric Physical Therapy. Dr. Mason is a graduate of West Virginia Wesleyan College with a Bachelor’s Degree in Athletic Training and a graduate of Shenandoah University where she received her Doctorate of Physical Therapy degree. She holds a license to practice physical therapy in the state of West Virginia and a national certification in Athletic Training. Dr. Mason is an Assistant Professor in the School of Physical Therapy at Marshall University and practices clinically at Children’s Therapy Clinic in Cross Lanes, WV. She has had previous employment at Charleston Area Medical Center in Charleston, WV and Developmental Therapy Center in Huntington, WV. Ashley is a member of the American Physical Therapy Association Pediatrics Section and a member of the West Virginia Physical Therapy Association. She has also been appointed as a board member to the West Virginia Board of Physical Therapy.

Speaker Disclosures

Cassie Miller, Diane Williams, Kaitlin Martin, and Angel Casto are employed by the WVU Center of Excellence in Disabilities. Cassie Miller also works with the Family 2 Family Program, and WV Birth to Three. Pam Holland is employed by Marshall University. Ashley Mason is employed by Marshall University and the Children’s Therapy Clinic. There are no other relevant financial or non-financial relationships to disclose.

As assistive technology continues to evolve, therapists have many options for ensuring their clients/students have access to augmentative/alternative communication (AAC) systems. Individuals with complex communication needs often have concomitant motor and sensory challenges which can negatively affect AAC use.

In this overview session, we will first consider why someone might need modifications to access an AAC system. We will then look at the various types of access methods as well as common modifications that can be made within each method to help increase success.

Five methods to access an AAC system will be covered: touch, alternative mouse/joystick, infrared head tracking, switch scanning, and eye tracking technology. For each method, we will look at hardware and software changes which can be made to accommodate different access issues.

Although the video examples will focus on PRC-Saltillo devices, the principles discussed will be applicable to other AAC systems. PRC-Saltillo products will not be marketed as part of the presentation.

Learning Outcomes

After this session, participants will be able to:

1. List five ways an individual could access an AAC device.
2. Describe three customization options for one access method.
3. Identify why an individual might need alternative access for an AAC system.

Speaker Qualifications

MEd in Speech-Language Pathology;
MEd in Assistive Technology;
ASHA CCC-SLP
RESNA Assistive Technology Professional
Previously presented at ASHA, ATIA, and SHAV

Speaker Disclosure

Teresa Dubovsky is a representative of Prentke Romich Company. Examples will focus on PRC-Saltillo devices, but PRC-Saltillo products will not be marketed as part of the presentation. There are no other relevant financial or nonfinancial relationships to disclose.

Handouts

Printed handouts will be provided for this session.

• Present background information re: the CMS five-star program / Nursing home compare program, and provide detail re: each Quality measure.
• Provide an overview of the IDT role in addressing these for both long term care and short stay patients.
• Provide SLP assessment and treatment suggestions for their role on the inter-professional team, when addressing areas such as pain, falls, ADLS and mobility, skin integrity, etc.
• Review the hospital readmission risk factors and metrics and how SLP interventions and transition planning can mitigate risk.
• Review best practices for discharge planning including but not limited to post admission collaboration with inter-professional team and family regarding readmission risk and discharge setting/ expectations and needs; assessment of abilities for communication, fall risk, IADLs, medication Management, health Management, home Safety; and utilization of evidence based protocols for treatment of medically complex conditions.

Learning Outcomes

Provide an overview of the CMS Five Star Program for measuring nursing home quality

1. SLP and the IDT team’s role in impacting the Quality Measures in the skilled nursing environment
2. SLP treatment planning to address hospital readmission risk factors.
3. SLPS and treatment of medically complex patients in the post-acute setting
4. An IDT approach to care management with a focus on sustainability, positive outcomes, and transition planning

Speaker Qualifications

Stephanie Wright, PT, DPT, graduated with her doctorate Degree in Physical Therapy from Wheeling Jesuit University in 2008. She is licensed to practice Physical Therapy is the state of West Virginia. Stephanie has worked for Genesis Rehab Services for 6 years in the long-term care setting, assisted living communities and memory care units. She has served as a director of rehabilitation in the long-term care setting and currently works as the Regional Clinical Director for GRS Stephanie is trained in the Genesis Programs Compass and Balance in Action which promote the wellbeing of both long-term residents as well as those who wish to rehabilitate to home. Stephanie is passionate about working with the geriatric population and the importance of an interdisciplinary team approach to promote wellness and improve function.

Marcia Zeiger graduated from the Ohio State University with a degree in Occupational Therapy in 1990. She has 28 years of experience in various settings, the last 13 years with Genesis Rehab Services as a staff therapist and Program Manager, transitioning to role of Regional Clinical Director in 2015. Marcia has achieved clinical recognition within Genesis as a Master Clinician in Dementia. She enjoys teaching and frequently lectures on topics such as Dementia Management; including the use of the Allen Cognitive Levels for Dementia staging, Managing Behaviors and Seating/Positioning to assist in improving the quality of life of residents.

Lynn Young, Regional Clinical Director (Genesis Rehab Services), supports SLP practice and their role within the rehab team, on a local, state and national level. Lynn provides both internal and external CEUS in her role at GRS. She has presented several sessions at the state level.

Speaker Disclosures

Lynn Young, Marcia Zieger, and Stevie Wright are employed by Genesis Rehab Services. There are no other relevant financial or non-financial relationships to disclose.

Graduate students from West Virginia University and Marshall University will present their Capstone research projects. Each presentation will last 15 minutes. Moderated by Rebekah Lilly MS, CCC/SLP and Kimberly Meigh, PhD

Learning Outcomes

Participants will be able to:

1. List two things they recall from the presentations.
2. List two new resources they will make as a result of hearing these presentations.

Moderator Qualifications

Rebekah Lilly is the Lead Speech Pathologist for Greenbrier County Schools. Rebekah has worked in the field for 12 years. She has worked in hospitals, nursing homes, schools, WV birth to three, clinical and private practice. Her focus throughout the various work settings have been brain function and brain development. Rebekah received her BS from West Virginia University and her MS from Clarion University of Pennsylvania. Her moto is never stop learning and growing your therapy practices. Our population is changing, and you must change with it or be left behind

Kimberly Meigh, PhD. is an Assistant Professor in the Dept. of Communication Sciences and Disorders (CSD) at West Virginia University (WVU). She is also the director of the Speech Motor Control Lab which evaluates speech motor control within the context of motor learning.

Moderator Disclosures

Rebekah Lilly is employed by Greenbrier County Schools. Kimberly Meigh is employed by West Virginia University. There are no other relevant financial or non-financial relationships to disclose.

List of Presentations:

Implementing the Complexity Approach

Jessica Gerard and Lauren Meyers (West Virginia University)

A Review of Late Talker Treatments and Methods of Delivery

Hannah Amedro & Hayleigh Huston (West Virginia University)

Hearing Loss in Early Childhood

Ameilia Cava & Hailea Harper (West Virginia University)

Hearing Loss in School-Age Children

Madison Crook & Samantha Mazzone (West Virginia University)

SLP and SLP students’ perceptions of field demographics

Savannah Brewer, Sana Ghori, Sara Walker (Marshall University)

Purpose: According to the American Speech-Language-Hearing Association (ASHA), Caucasians dominate the field of speech-language pathology. An investigation for a cause of the lack of cultural, ethnic, and racial diversity is needed to increase the potential for diversity within this healthcare field. This study is descriptive research that investigates perceptions of diversity of the professionals and students within speech-language pathology. After examining United States census statistics, it was hypothesized that not only would perceptions of diversity vary across the five regions, but that region would affect those perceptions.

Method: A written questionnaire was formed to compare 96 individuals’ perceptions of diversity within the field of speech-language pathology.

Results: There was no significant correlation between region of practice/study and perceptions of diversity. Collectively, the participants perceived that diversity within speech-language pathology was low.

Conclusion: Although the hypothesis was not supported, this study provides evidence that professionals and students in different regions perceive almost equal amounts of diversity. This research can be used in the future to make conclusions about why the field so greatly lacks diversity and how it can evolve to become more representative of the population that speech-language pathologists (SLPs) serve.

Public Knowledge and perceptions of autism spectrum disorders

Samantha Duffy, Mallory Estel, Cammi Ferguson, Jayne Lawman (Marshall University)

Cultural competence among Marshall students: An investigation of perceptions of dialectical differences

Hannah Milam, Julianna Music, Kali Scott (Marshall University)

Objective: This study investigated the self-perceived level of cultural competence and perceptions of dialectical differences among students at Marshall University

Method: There were 38 participants, all students from various majors at Marshall. The data for this study were collected through a survey made on Qualtrics. The data were collected via mixed methods due to qualitative and quantitative questions.

Results: Participants rated themselves to be culturally competent. 74% of participants described speakers with mostly positive adjectives, and 74% of speakers correctly identified where the speakers were from.

Conclusion: Students perceive themselves as culturally competent and perceive different dialects as mostly positive.

There are several new and refreshed features in PRC-Saltillo AAC options. This session will explore the Accent and NovaChat devices and recent new and updated offerings in their language systems, access and implementation support. There will be time for hands-on exploration as well as interactive time to discuss feature matching with potential users.

Learning Outcomes

Participants will be able to:

1. Explain 2 changes to the systems discussed and how these are beneficial to the clients being served
2. Identify 2 new support options in assisting in evaluation and implementation
3. Demonstrate basic feature matching with varying types of client profiles

Speaker Qualifications

MEd in Speech-Language Pathology;
MEd in Assistive Technology;
ASHA CCC-SLP
RESNA Assistive Technology Professional
Previously presented at ASHA, ATIA, and SHAV

Speaker Disclosure

Teresa Dubovsky is a representative of Prentke Romich Company. This session will focus on PRC-Saltillo products. There are no other relevant financial or nonfinancial relationships to disclose.

Handouts

Printed handouts will be provided for this session.

This hour-long presentation will provide an overview of the Tobii-Dynavox family of products with hands-on opportunities.

Speaker Qualifications

David Dugan has been with Tobii Dynavox since 2009. David's extensive background in AAC comes from previous positions in Customer Service, Funding and Tech Support. David received a bachelor’s degree from Gannon University.

Speaker Disclosure

David Dugan is employed by Tobii-Dynavox. This session will focus on Tobii-Dynavox Products. There are no other relevant financial or non-financial relationships to disclose.

There are several new and refreshed features in PRC-Saltillo AAC options. This session will explore the Accent and NovaChat devices and recent new and updated offerings in their language systems, access and implementation support. There will be time for hands-on exploration as well as interactive time to discuss feature matching with potential users.

Learning Outcomes

Participants will be able to:

1. Explain 2 changes to the systems discussed and how these are beneficial to the clients being served
2. Identify 2 new support options in assisting in evaluation and implementation
3. Demonstrate basic feature matching with varying types of client profiles

Speaker Qualifications

MEd in Speech-Language Pathology;
MEd in Assistive Technology;
ASHA CCC-SLP
RESNA Assistive Technology Professional
Previously presented at ASHA, ATIA, and SHAV

Speaker Disclosure

Teresa Dubovsky is a representative of Prentke Romich Company. This session will focus on PRC-Saltillo products. There are no other relevant financial or nonfinancial relationships to disclose.

Handouts

Printed handouts will be provided for this session.

This hour-long presentation will provide an overview of the Tobii-Dynavox family of products with hands-on opportunities.

Speaker Qualifications

David Dugan has been with Tobii Dynavox since 2009. David's extensive background in AAC comes from previous positions in Customer Service, Funding and Tech Support. David received a bachelor’s degree from Gannon University.

Speaker Disclosure

David Dugan is employed by Tobii-Dynavox. This session will focus on Tobii-Dynavox Products. There are no other relevant financial or non-financial relationships to disclose.

The course will focus on Aided Language Stimulation:

• What is Aided Language Stimulation
• Statistics on why it is so important for AAC users
• What it looks like in therapy/classroom
• Hands on tips/techniques for how to model AAC
• Prompting Hierarchy and how to modify level to decrease prompts and gain independence

Learning Outcomes

1. Define Aided Language Stimulation
2. State techniques used to encourage AAC (slow rate, modeling, reflecting, repeating, expanding, pausing)
3. Demonstrate understanding of the prompting hierarchy and how to modify and decrease level of prompts
4. Describe various levels of modeling based on students’ language needs

Speaker Qualifications

Rebecca (Becca) Kelley is a speech-language pathologist currently serving as the Augmentative and Alternative Communication Implementation and Evaluation Coordinator for Kanawha County Schools. She received her BA and MS at the University of North Texas and worked as a school-based speech-language pathologist upon graduation. She primarily worked with elementary-aged students and multiple specialized programs focusing with children with Autism. In her home state of Texas, she was active within the Texas Speech-Language-Hearing Association (TSHA) and served on the executive council for 3 years, holding a variety of leadership positions, as well as an executive board member for 2 years. She presented at the TSHA state convention and published several articles within The Communicologist, the publication for the state. After moving to WV Becca became the AAC coordinator, completing evaluations throughout the county, providing monthly trainings to SLPs, and consulting on anything AAC. She has conducted numerous trainings throughout Kanawha county for speech-language pathologists, classroom teachers, PreK teachers, and OT/PT staff. She has also presented at the state-wide AT Bootcamp and at neighboring counties for professional development. Upon moving to West Virginia, Rebecca also joined the West Virginia Speech-Language-Hearing Association (WVSHA) and has been on the executive board the past 3 years serving as the Vice President of Public Relations and Publications. She is excited to network and develop connections within her new state of West Virginia and she strives to continue learning about the ever-changing technology available for AAC users.

Speaker Disclosure

Becca Kelley is employed by Kanawha County Schools. There are no other relevant financial or non-financial relationships to disclose.

Handouts

Printed handouts will be provided for this session.

In this session, participants will have an opportunity to network with other SLPs working in the schools. There will be three 30-minute table sessions. At the conclusion of each table session, participants will move to the next assigned topic table.

Topics are follow-ups to Everyday Heroes—Making A Difference Through Innovation (April 4th 9:30-11:00). Heroes who presented on Thursday will facilitate table top groups and provide additional information.

Working with Students with Prenatal Drug Exposure—Rebekah Lilly
Story Champs—
TIMS—Melanie Place
Visual Phonics—Ashley Suddath
Early Speech Intervention in the Kindergarten Classroom—Renee Roark
Rhea Dyer

Rebekah Lilly and Rhea Dyer will also moderate this session.

Learning Outcomes

Participants will be able to:

1. List two strategies they learned during the Table Talk Session.
2. List two new resources.
3. Name two new fellow heroes

Speaker Qualifications

Rebekah Lilly is the Lead Speech Pathologist for Greenbrier County Schools. Rebekah has worked in the field for 12 years. She has worked in hospitals, nursing homes, schools, WV birth to three, clinical and private practice. Her focus throughout the various work settings have been brain function and brain development. Rebekah received her BS from West Virginia University and her MS from Clarion University of Pennsylvania. Her moto is never stop learning and growing your therapy practices. Our population is changing, and you must change with it or be left behind.

Renee Roark is a Speech-Language Pathologist for Raleigh County Schools. She received her Bachelor of Science in Speech-Language Pathology and Audiology from West Virginia University and her Master of Arts in Speech Pathology from University of TN in Knoxville. Renee currently holds her certificate of clinical competence in Speech Pathology and is licensed in the state of WV. She has worked for the public schools for 17 years. Renee also works part-time in the outpatient clinic at Appalachian Regional Hospital in Beckley, WV. She loves to travel with her family during the summer. Renee currently resides in Beckley, WV with her husband Anthony and their two children Calista and Caleb.

Melanie Place earned her Bachelor of Science in Speech-Language Pathology and Audiology from West Liberty State College and her Master of Science in Communication Disorders from California State University, Northridge. She has been employed by Berkeley County Schools in Martinsburg, WV for 20+ years as a Speech-Language Pathologist and as the county's Lead SLP for the past 2 years. She is the co-chair of the county's Assistive Technology team. She is also a contributor to the documentation system, Therapy Information Management Solutions (TIMS) developed by EPIC (formerly RESA VIII). Melanie also is the author/owner of The Speech Place store on Teachers Pay teachers website. She also is the author/owner of the website The Speech Place (https://thespeechplace.info.)

Ashley Suddath is a Speech-Language Pathologist at the West Virginia Schools for the Deaf and the Blind where she has worked since 2006. She earned her bachelor’s and master’s degrees at WVU. Ashley is a certified See the Sound: Visual Phonics trainer
Rhea Dyer, MS, CCC/SLP is the owner and operator of Best Life Therapy and Integrated Speech Solutions. Best Life Therapy provides school based on site services in Speech, OT, and PT as well as services in WV’s Birth to Three program. Integrated Speech Solutions provides telespeech services in WV schools. Collectively, they work in 25 counties in WV. Rhea has also been involved in the development of programs and resources to enhance the quality of school therapy services by working alongside fellow speech language pathologists to identify the strengths and weaknesses we currently experience.

Speaker Disclosures

Rebekah Lilly is employed by Greenbrier County WV Public Schools. There are no other relevant financial or non-financial relationships to disclose.

Renee Roark is employed by Raleigh County WV Public Schools and Appalachian Regional Hospital. This session will focus on the Lindamood Phoneme Sequencing Program. There are no other relevant financial or non-financial relationships to disclose.

Melanie Place is employed by Berkley County Schools and is the author/owner of The Speech Place Store on Teachers Pay Teachers and the website The Speech Place. This session will focus on the TIMS program. There are no other relevant financial or non-financial relationships to disclose.

Amy Suddath is employed by the WV School for the Deaf and Blind. This session will focus on the Visual Phonics program. There are no other relevant financial or non-financial relationships to disclose.

Rhea Dyer is the owner and operator of Best Life Therapy and Integrated Speech Solutions. This session will focus on eSchoolDocs. There are no other relevant financial or non-financial relationships to disclose.

The role of the school-based SLP has evolved beyond providing evaluation and treatment for students with communication disorders. Understanding the need for this transition and strategies for how one can effectively do more while addressing the needs of the caseload will be discussed.

Learning Outcomes

1. The learner will be able to explain the legislative expectations for school-based SLPs, integrating state standards into daily practice.
2. The learner will identify effective collaboration and communication skills for use in differing situations.
3. The learner will provide examples of curriculum-based evaluation and treatment activities.

Speaker Qualifications

Jayne Brandel, Ph.D., CCC-SLP, is an Associate Professor and the Chair of the Communication Sciences and Disorders Department at West Virginia University (WVU). Prior to her appointment at WVU, she served as a faculty member and Chair at Fort Hays State University where she taught and supervised. Her research interests are focused on evaluating and broadening clinical practice within the schools to best meet the needs of students with language-based disorders as well as enriching the language skills of at-risk students.

Speaker Disclosure

Jane Brandel is employed by WV University. There are no other relevant financial or nonfinancial relationships to disclose.

As students anticipate graduation, they should know how to obtain the credentials needed to work in West Virginia. Presenters from various settings will review the license and certification processes.

Learning Outcomes

Participants will be able to:

1. Describe how to obtain a license to practice in West Virginia.
2. Describe how to become certified through the West Virginia School System.
3. Describe how to become certified to work in West Virginia Birth to Three.

Speaker Qualifications

Courtney Pride is a WV Birth to Three Technical Assistant Specialist for Regions 1 & 2. She graduated from Fairmont State College in 2003 with a bachelor’s degree in social sciences and is a Licensed Social Worker. Courtney started her career in 2006 as a Child Protective Services Worker for the WV Department of Health and Human Resources. She transferred job positions and joined the WV Birth to Three State Staff Team in 2008 and has remained there ever since. Courtney has experience: assisting individuals through the enrollment process, responding to questions from the field, recruitment of providers and proving various WV Birth to Three Trainings. She is proud to be a part of WV Birth to Three and enjoys providing direct support and guidance to the providers that serve West Virginian children and families.
Debra Judy is a WV Birth to Three Technical Assistant Specialist.
Patty Nesbitt has been employed by the WV Board of Examiners for Speech-Language Pathology and Audiology for 11 years and the Executive Director of the Board since May 2010. Patty answers directly to the 5-member Board comprised of (2) Audiologists, (2) Speech-Language Pathologists & (1) Citizen Member. Even though, the Board was formed by the legislature for the sole purpose of consumer protection, Patty does try to be accommodating and helpful to the licensees and applicants. She believes there is no such thing as a “dumb” question when it involves your license and your livelihood.

Robert Hagerman, EdD. is the Executive Director of for Office of Certification and Professional Preparation, West Virginia Department of Education?

Lee Ann Brammer is a speech-language pathologist currently serving as the West Virginia Department of Education Coordinator for Speech-Language Impaired, Assistive Technology and AEM. Her BA and MA in speech-language pathology were earned at Marshall University. She worked for 34 years as a speech-language pathologist in Kanawha County Schools. For the past twenty-six years, Lee Ann has pursued specialized and advanced training in the areas of augmentative communication, autism and childhood apraxia. She developed a protocol for doing augmentative communication evaluations for Kanawha County Schools and coordinated augmentative communication evaluations and implementation for six years. Lee Ann has served on the Augmentative Communication Evaluation Team at Camp Gizmo in Romney, WV for 20 years. She was a member of the Assistive Technology Task Force for the West Virginia Department of Education. In 2010 Lee Ann and Gennifer Taylor devised a three-phase pilot program and wrote a proposal to obtain iPads for all 58 Kanawha County School speech-language pathologists. The proposal was accepted, and the iPads and a core of apps were purchased. Lee Ann has done presentations on iPads, augmentative communication, assistive technology, and speech-language impairments for speech-language pathologists across the state as well as at the West Virginia Speech and Hearing Association Conference, Celebrating Connections, KidStrong Conference, the WV Summits for Educational Excellence and a poster session at the American Speech and Hearing Association Conference. She is currently leading an Assistive Technology (AT) Pilot Project which culminated in creating a statewide AT Cohort training therapists and teachers across the state to do assistive technology (including augmentative communication) evaluations and interventions. Lee Ann is a member of the national State Education Agencies Communication Disabilities Council, the West Virginia Assistive Technology Systems Advisory Council and the Paths Advisory Board. She holds her Certificate of Clinical Competence from the American Speech and Hearing Association and is licensed by the West Virginia Board of Examiners for Speech Language Pathology and Audiology.

Speaker Disclosures

Courtney Pride and Debbie Judy are employed by WV Birth to Three. Patty Nesbitt is employed by the WV Board of Examiners for Speech Language Pathology and Audiology. Robert Hagerman and Lee Ann Brammer are employed by the WV Department of Education. There are no other relevant financial or nonfinancial relationships to disclose.

Job opportunities abound in West Virginia! SLPs from various settings will describe their jobs and explain why they enjoy what they do.

Learning Outcomes

Participants will be able to:

1. List three job opportunities in West Virginia.
2. Describe a setting they had not considered before.

Speaker Qualifications

Lee Ann Brammer is a speech-language pathologist currently serving as the West Virginia Department of Education Coordinator for Speech-Language Impaired, Assistive Technology and AEM. Her BA and MA in speech-language pathology were earned at Marshall University. She worked for 34 years as a speech-language pathologist in Kanawha County Schools. For the past twenty-six years, Lee Ann has pursued specialized and advanced training in the areas of augmentative communication, autism and childhood apraxia. She developed a protocol for doing augmentative communication evaluations for Kanawha County Schools and coordinated augmentative communication evaluations and implementation for six years. Lee Ann has served on the Augmentative Communication Evaluation Team at Camp Gizmo in Romney, WV for 20 years. She was a member of the Assistive Technology Task Force for the West Virginia Department of Education. In 2010 Lee Ann and Gennifer Taylor devised a three-phase pilot program and wrote a proposal to obtain iPads for all 58 Kanawha County School speech-language pathologists. The proposal was accepted, and the iPads and a core of apps were purchased. Lee Ann has done presentations on iPads, augmentative communication, assistive technology, and speech-language impairments for speech-language pathologists across the state as well as at the West Virginia Speech and Hearing Association Conference, Celebrating Connections, KidStrong Conference, the WV Summits for Educational Excellence and a poster session at the American Speech and Hearing Association Conference. She is currently leading an Assistive Technology (AT) Pilot Project which culminated in creating a statewide AT Cohort training therapists and teachers across the state to do assistive technology (including augmentative communication) evaluations and interventions. Lee Ann is a member of the national State Education Agencies Communication Disabilities Council, the West Virginia Assistive Technology Systems Advisory Council and the Paths Advisory Board. She holds her Certificate of Clinical Competence from the American Speech and Hearing Association and is licensed by the West Virginia Board of Examiners for Speech Language Pathology and Audiology.

Rhea Dyer, MS, CCC/SLP is the owner and operator of Best Life Therapy and Integrated Speech Solutions. Best Life Therapy provides school based on site services in Speech, OT, and PT as well as services in WV’s Birth to Three program. Integrated Speech Solutions provides telespeech services in WV schools. Collectively, they work in 25 counties in WV. Rhea has also been involved in the development of programs and resources to enhance the quality of school therapy services by working alongside fellow speech language pathologists to identify the strengths and weaknesses we currently experience

Michelle W. Moore, PhD, CCC-SLP is an Associate Professor and the Graduate Program Coordinator in Communication Sciences & Disorders at West Virginia University. Her research focuses on the underlying processes involved in language and reading with an eye toward better understanding, diagnosing, and treating child language and reading impairments.

Vickie Hinzman Pullins is the CEO of LinguaCare Associates, Inc. She graduated from Marshall University with a M.A. degree in Speech/Language pathology in 1975. Vickie worked for 15 years with pediatrics and then began LinguaCare Associates, Inc. in partnership with Jackie Frazier in 1990. She serves on the WV Board of Examiners for Speech-Language Pathologists and Audiologists and is the past president of the Board of Directors for the National Council of State Boards. Vickie represented WV speech pathologists on the ASHA Advisory Council for 2 years during 2016-17. She has presented two telepractice short courses at the ASHA Conventions 2017 in Los Angeles and 2018 in Boston. Vickie has been published in the ASHA Leader and the Telepractice SIG’s Perspectives. Within her community she serves as the secretary for the Un-Prescription for Autism non-profit. She provides leadership for her company by casting the vision for growth and change and empowering those in the company to reach their fullest potential through structured leadership training.

Lauralee M. Bailey MA/CCC-SLP: I enjoyed working as a Speech/Language Pathologist for over 30 years. I have worked in many different settings with all age levels, babies through elderly adults. I have worked in many states, including Michigan, Illinois and Ohio. I currently am working full time in the schools in West Virginia, where we have lived the past 24 years. I am also a private contractor for the West Virginia Birth to Three Program. I graduated from Michigan State University with both my Undergraduate and master’s degrees. Most of my family is in Michigan. I have an adult daughter who lives in Pittsburgh, Pennsylvania. I share my home with 3 really fun cats. I live in rural Randolph County and enjoy hiking, kayaking, cross country skiing and yoga. I also have a tear-drop camper and love to take it up to Lake Michigan each summer. I especially enjoy working with children as I realize what a phenomenal job it is to have the opportunity to influence them and their future. I take this very seriously but also have a lot of fun doing it!

Courtney Pride is a WV Birth to Three Technical Assistant Specialist for Regions 1 & 2. She graduated from Fairmont State College in 2003 with a bachelor’s degree in social sciences and is a Licensed Social Worker. Courtney started her career in 2006 as a Child Protective Services Worker for the WV Department of Health and Human Resources. She transferred job positions and joined the WV Birth to Three State Staff Team in 2008 and has remained there ever since. Courtney has experience: assisting individuals through the enrollment process, responding to questions from the field, recruitment of providers and proving various WV Birth to Three Trainings. She is proud to be a part of WV Birth to Three and enjoys providing direct support and guidance to the providers that serve West Virginian children and families.

Debra Judy is a WV Birth to Three Technical Assistant Specialist.

Jillian Ramsey is a licensed speech-language pathologist who has dedicated her profession to the geriatric population. She graduated with honors from West Virginia University with a Bachelors in Speech Language Pathology and Audiology and a master’s degree in Communication Sciences and Disorders from Radford University. Jillian is currently employed by Stonerise Therapy, a locally owned company with 17 facilities across state of West Virginia. She currently serves as a Director of Rehab and a mentor for newly hired speech language pathologists within the company.

Speaker Disclosures

Lee Ann Brammer is employed by the WV Department of Education. Rhea Dyer, MS/CCC/SLP is the owner and operator of Best Life Therapy and Integrated Speech Solutions. Michelle Moore is employed by WV University. Vickie Pullins, is the CEO of LinguaCare Associates, Inc. Lauralee M. Bailey is employed by Randolph County Schools and WV Birth to Three. Deb Judy and Courtney Pride are is employed by WV Birth to Three. Jillian Ramsey is employed by Stonerise Therapy.
There are no other relevant financial or non-financial relationships to disclose.

In this presentation we will discuss how behavior is an integrated experience. Attendees will be provided an overview of ECPBIS (Early Childhood Positive Behavioral Interventions and Supports) and how it relates to speech-language, social, and emotional development. In addition, we will discuss the impact our own behavior has on our students/clients and how we can change our behavior to influence change in others.

Learning Outcomes

Participants will be able to:

1. Describe the connection between communication, social emotional development, and challenging behaviors.
2. Describe how our behavior influences the behaviors of others.
3. Describe ECPBIS.

Speaker Qualifications

Amy Carlson, Ed. D, CCC-SLP, WV ECPBIS Coordinator, WV Autism Training Center, Marshall. Amy received her Master of Science in Communication Disorders and Doctor of Education in Curriculum and Instruction from Marshall University. Worked for 14 years as a SLP in educational, home health, and outpatient settings.

Speaker Disclosure

Amy Carlson is employed by the WV Autism Training Center. There are no other relevant financial or nonfinancial relationships to disclose.

The Early Start Denver Model (ESDM) is an evidence-based, intensive early intervention model specifically designed for young children 12 months through 5 years of age diagnosed with an autism spectrum disorder (ASD). The model incorporates work from the fields of applied behavior analysis, relationship-based and developmental approaches.

The aim of ESDM is to increase skills across all developmental domains and decrease the symptoms of ASD. This intervention model focuses on improving social-emotional, cognitive, and language skills that may be affected by ASD. Importantly, ESDM also uses data-based decision-making and teaching strategies. ESDM fuses behavioral and developmental principles for an integrated approach.

A predominantly a play-based intervention, joint activity routines provide the platform for teaching in the ESDM. Relationships are being developed during these first steps, in which you are becoming a fun partner in the child’s play, and play is becoming more fun and more interesting because of your presence. Positioning, activities, and narration pull the child’s attention toward you, and your contributions to the play are turning a solo into a duet.

Learning Outcomes

The participant will be able to

1. Describe the Early Start Denver Model.
2. Describe the social communication strategies utilized in the Early Start Denver Model.
3. Describe strategies to elicit joint attention and engagement through play with young children with Autism Spectrum Disorders.

Speaker Qualifications

Cindy LeGrand earned her bachelor’s and master’s degrees in Communication Disorders from Marshall University. She completed her behavior analysis certification sequence through the Florida Institute of Technology and became a Board-Certified Behavior Analyst in 2011, making her one of the few dually credentialed Licensed Speech and Language Pathologist and Board-Certified Behavior Analyst in the country. Cindy served as both the Coordinator for the Circle of Friends Preschool Program and as an Early Intervention Coordinator for the West Virginia Autism Training Center. She has been working with West Virginia’s individuals with autism spectrum disorders and their families in a variety of capacities for over 40 years. Cindy currently works as an early interventionist in the West Virginia Birth-to-Three program. She has been a dedicated member of the WV Autism Leadership Team, a subcommittee formed as a part of WV Birth to Three’s State Systems Improvement Plan. Cindy is also helping to lead an effort to support and teach a select group of providers to implement the Early Start Denver Model. She is a founding member of Mountaineer Autism Project and the West Virginia Behavior Analysis Association.

Karen Randolph
Speech/Language Pathologist; WV Autism Leadership Team, a subcommittee formed as a part of WV Birth to Three’s State Systems Improvement Plan; Leading an effort within WV Birth to Three to support and teach a select group of providers to implement the Early Start Denver Model, Autism Certification, Early Intervention Special Education, Masters

Speaker Disclosures

Karen Randolph and Cindy LeGrand are employed by the Circle of Friends Preschool Program and the WV Birth to Three Program. There are no other relevant financial or nonfinancial relationships to disclose.

Students from West Virginia University and Marshall University will present posters they have developed in their graduate program.

Learning Outcomes

Participants will be able to:

1. Name and Describe two informative poster presentations.
2. Name two new resources discovered during the poster session.

Speaker Qualifications

Rebekah Lilly is the Lead Speech Pathologist for Greenbrier County Schools. Rebekah has worked in the field for 12 years. She has worked in hospitals, nursing homes, schools, WV birth to three, clinical and private practice. Her focus throughout the various work settings have been brain function and brain development. Rebekah received her BS from West Virginia University and her MS from Clarion University of Pennsylvania. Her moto is never stop learning and growing your therapy practices. Our population is changing, and you must change with it or be left behind.

Moderator Disclosure

Moderator Rebekah Lilly is employed by Greenbrier County Schools. There are no other relevant financial or non-financial relationships to disclose.

This invitation only session will be presented by the Dollar Divas from Virginia. They are two certified speech-language pathologists who dedicate part of their time and over a decade of practical experience to developing and sharing fun, affordable and practical ways to target speech and language skills on Dollar Store budget.

This hands-on, make-and-take session will focus on creating and discussing activities that promote inclusion and literacy. Basic resources will be provided as well as an overview of a plethora of activities that can be used. Participants will spend part of the time making activities to take back to use with students immediately. Bring your phone to take pictures of all of the activities and be prepared for a great time of idea sharing.

Learning Outcomes

1. Participants will leave with 3-5 complete activities that can be used to promote literacy skills
2. Participants will leave with resources that can be used to create inclusion activities
3. Participants will be able to list at least 5 activities that can be done to promote inclusion of skills in the general education environment

Speaker Qualifications

Holly Nester is a speech-language pathologist who is employed by the Training Assistance Center of West Virginia Tech.

Hillary Billings is a speech-language pathologist who is employed by the Bland County VA Public Schools.

Together, Holly and Hillary, are the Dollar Divas. They have developed inexpensive ideas for SLPs to make and use in their therapy. The Dollar Divas share their information through presentations, web site and blog.

Speaker Disclosure

Holly Nestor is employed by the Technical and Training Assistance Center at Virginia Tech. Hillary Billings is employed by Bland County VA Public Schools. There are no other relevant financial or nonfinancial relationships to disclose.

Well implemented visual supports provide the necessary structure, permanence, and predictability of process to allow learners from pre-school through school-age and beyond to navigate tasks and environments, understand expectations, demonstrate increased engagement, and improve self-awareness and self-regulation. This session will briefly unwrap the purpose, research basis, and implementation guidelines for various visual supports including visual schedules, token economy tools, and social narratives. Ample examples of variations of these tools will be shared. Participants will have the opportunity to make multiple tools including a picture schedule tools, and an interactive flexible social script. Links to additional tools will also be shared.

Agenda

1. Introduce the purpose for using visual and environmental supports. An interactive discussion activity will demonstrate the multi-faceted benefits of creating a visually engineered environment. (15 minutes)
2. Discussion of between activity (daily schedule), and within activity (task analysis) schedules including purpose, research basis, and ample examples. (15 minutes)
3. Make-and- Take Time: Participants will create visual schedules (from templates) for within activity and between activity tasks. (45 minutes)
4. Discussion of behavioral supports such as super symbols, token economy systems and social narratives including purpose, research basis, and ample examples. Time permitting, digital examples will also be showcased. (20 minutes)
5. Make-and- Take Time: Participants will create an interactive social script (from templates). (30 minutes)
6. Summary discussion re: how tools made today will be implemented and sharing of other ideas sparked from the session. (10 minutes)

Learning Outcomes

1. Participants will contrast “between activity” and “within activity” visual schedules, as well as describe how they work together to support engagement.
2. Participants will identify the purpose and describe the process for implementing a token economy tool with fidelity.
3. Participants will identify the components of a framework described in the research for supporting emotional competence, and describe how the components can be supported with visual supports.

Speaker Qualifications

Tabi Jones-Wohleber graduated from Penn State University in 2001. Tabi’s career path has focused on AAC from the beginning. She is an SLP on the Assistive Technology Team for Frederick County Public Schools in Maryland, and also works with WV BTT in the Jefferson and Berkley counties. Though she supports students with a variety of assistive technology needs, most of her time and creative energy is devoted to supporting the communication and learning needs of students with significant disabilities. Tabi has shared some of her best ideas on www.PrAACticalAAC.com. She has also co-authored a chapter on Visual Supports in Interventions for Individuals with Autism Spectrum Disorders and Complex Communication Needs. Tabi is deeply passionate about giving students a voice, and empowering teams to creatively address the complex communication needs of our students with disabilities with a focus on nurturing a culture that values communication for all. She presents on AAC implementation topics at local, state and national conferences.

Speaker Disclosure

Tabitha Jones-Wohleber is employed by Fredrick County Public Schools in Maryland and WV Birth to Three. There are no other relevant financial or non-financial relationships to disclose.

The following topics will be discussed and presented:

• Low tech, such as types of visual schedules, token economy, first/then charts, and pictures
• Switches, mid-tech static display systems, and core boards
• Dynamic Displays such as communication apps on the iPad and high tech medical durable equipment such as Accents and Dynovox, and eye gaze systems
• Language Acquisition through Motor Planning, which systems utilize this therapeutic approach and what it means when deciding on device and number of buttons on a device
• Adaptations for accessibility of the various systems that are available

Learning Outcomes

Participants will be able to:

1. Describe various types of low tech AAC and explain aided vs. unaided systems
2. Explain different types of visual schedules (tactile, object, pull-off)
3. Give examples of core words vs. fringe words and which systems use what
4. Define the therapeutic approach of LAMP what it is and how it works
5. State various apps available and when they would be used (single word vs. phrase based).

Speaker Qualifications

Rebecca Kelley is a speech-language pathologist currently serving as the Augmentative and Alternative Communication Implementation and Evaluation Coordinator for Kanawha County Schools. She received her BA and MS at the University of North Texas and worked as a school-based speech-language pathologist upon graduation. She primarily worked with elementary-aged students and multiple specialized programs focusing with children with Autism. In her home state of Texas, she was active within the Texas Speech-Language-Hearing Association (TSHA) and served on the executive council for 3 years, holding a variety of leadership positions, as well as an executive board member for 2 years. She presented at the TSHA state convention and published several articles within The Communicologist, the publication for the state, After moving to WV Becca became the AAC coordinator, completing evaluations throughout the county, providing monthly trainings to SLPs, and consulting on anything AAC. She has conducted numerous trainings throughout Kanawha county for speech-language pathologists, classroom teachers, PreK teachers, and OT/PT staff. She has also presented at the state-wide AT Bootcamp and at neighboring counties for professional development. Upon moving to West Virginia, Rebecca also joined the West Virginia Speech-Language-Hearing Association (WVSHA) and has been on the executive board the past 3 years serving as the Vice President of Public Relations and Publications. She is excited to network and develop connections within her new state of West Virginia and she strives to continue learning about the ever-changing technology available for AAC users.

Speaker Disclosure

Becca Kelly is employed by Kanawha County Schools. There are no other relevant financial or non-financial relationships to disclose.

Handouts

Printed handouts will be provided for this session.

Children with /r/ production errors are frequently identified in their local school systems and may or may not receive treatment. Of all the production errors /r/ appears to be the most difficult for some children to achieve correct production and/or generalize to spontaneous contexts. This heterogeneity suggests that a treatment plan should identify differences among clients and implement different treatment strategies. A number of treatments have been proposed and there is some credible evidence to support the different treatments. This presentation will consider the above issues and present a diagnostic and treatment plan for children with /r/ errors.

Learning Outcomes

As a result of this activity, the learner will be able to:

1. Identify different /r/ production errors.
2. Discuss the different treatments available for implementation.
3. Apply the appropriate treatment to clients in case scenarios.

Speaker Qualifications

Dennis Ruscello, Ph.D., has been a Professor of Communication Sciences and Disorders at West Virginia University for 42 years and also holds an appointment as Adjunct Professor of Otolaryngology. His major research and clinical interest is in sound system disorders including structural-based problems of children. Dennis is a member of the WVU Cleft Palate Team. He has published over 100 manuscripts and presented approximately 150 papers to various professional groups. Dennis holds the Certificate of Clinical Competence in Speech-Language Pathology and is an ASHA Fellow.

Speaker Disclosure

Dr. Ruscello is employed by WV University. He is the author of numerous manuscripts. There are no other relevant financial or non-financial relationships to disclose.