Convention 2022

Attention all Helpers. Yes, SLP’s are helpers on the planet. Even helpers need help and especially in these unprecedented times in the pandemic. Come join Ellen Pritchard Dodge, speech language pathologist and Kimochis Education Director as she brings West Virginian SLP’s on a much needed road trip to Rest, Restore, and Reflect. No need to pack your bags just show up, sit back, and enjoy FEELING like you are closer than “6 feet apart” to all that brings you more positivity to support you through these challenging times and be the change your community needs.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Identify ways to prioritize emotional intelligence
2. Describe the role of emotions in authentic leadership

Speaker Qualifications

Ellen Pritchard Dodge is a recognized leader and has published numerous books and articles in the area of social emotional learning.

The California Speech Language and Hearing Association bestowed Ellen "Honors of the Association", the highest honor as a significant contributor to the field of Speech and Language Pathology.

Augmentative and Alternative Communication (AAC) can easily be described as one of the most challenging areas of our field: The INDUSTRY is vast and constantly changing; there’s just so much INFORMATION to know in terms of assessment and therapy; and effective IMPLEMENTATION of AAC tools is difficult, at best. These issues also create potential ethical pitfalls for those of us serving clients and students with AAC needs. Join us as we explore some ethical dilemmas in AAC using the ASHA Code of Ethics as our guide. Walk away with a process to problem-solve these dilemmas and useful resources to support your professional journey.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Identify ethical challenges in the field of AAC
2. Identify resources available for ethical challenges in AAC
3. Reflect on ways to problem solve ethical dilemmas

Speaker Qualifications

Kathy Clapsaddle, M.S., CCC-SLP, completed her Master’s Degree in Speech Language Pathology from Texas Tech University Health Sciences Center and has been a passionate, and slightly nerdy, SLP for over 20 years.

She currently serves as an Assistant Professor of Practice for the University of Texas Department of Speech, Language, Hearing Sciences.

Kathy has previously served as a school based SLP, an instructor at Texas Tech University Health Sciences Center, a director for a home health therapy company, and a professional educator for Speech Language Pathologists and special educators.

She has served in various leadership capacities with the Texas Speech Language Hearing Association, including as the Vice President for Research and Practice.

She has been obsessed with AAC and literacy since graduate school, and she continues to grow as a learner in both areas today.

A recent survey of over 1500 SLP’s collected by Bjorem Speech indicated that over 88% of SLP's consider themselves novice/still learning in the area of childhood apraxia of speech. If SLP’s do not feel comfortable explaining, diagnosing, and treating CAS and parents, teachers, paras and administrators are not able to be supported in helping children with this disorder. In this course we will review target selection, approaches to therapy with a specific focus on DTTC and strategies for a motor-based planning approach. Multi-sensory cueing strategies will be reviewed and how to incorporate cueing into therapy. Videos of preschool and early school-age children in therapy will be used to help with strategy and understanding.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Identify how to choose functional targets to support a motor planning approach for CAS
2. Explain and implement the cueing hierarchy in DTTC
3. Discuss the components of motor learning principles and incorporate them into their therapy
4. Explain different strategies to focus on movement rather than sounds for CAS therapy

Speaker Qualifications

Jennie has been practicing as a pediatric speech-language pathologist for over 22 years, WOW!

Over the past 10 years, Jennie has taken a special interest in childhood apraxia of speech. She currently carries a small caseload of children with childhood apraxia and travels the country presenting on the topic.

She is recognized for advanced training in Childhood Apraxia by Apraxia Kids.

Jennie has owned a private practice in Overland Park, Kansas for the past 20 years and is the owner of Bjorem Speech Publications.

Jennie's goal is to publish inclusive and diverse products that speak to all children and therapists.

This course will provide updates on Medicare outpatient payment reductions, reimbursement for telepractice services across payers, and changes in speech-language pathology diagnosis and CPT coding.

Learning Outcomes

At the conclusion of the activity, participants will be able to:

1. Discuss how to be compliant with Medicare telepractice reimbursement policies
2. Explain why Medicare reimbursement values for outpatient services are being reduced
3. Utilize new diagnosis and treatment codes developed for speech-language pathology services

Speaker Qualifications

Sarah Warren, MA, is the director of health care policy for Medicare at ASHA.

In this role, she supports ASHA's membership by responding to member inquiries, anticipating Medicare payment policy trends, advocating with Congressional leaders, and commenting on Medicare's proposed policies.

She has worked on health care payment policy for more than15 years.

Prior to joining ASHA, Warren represented inpatient rehabilitation facilities at the American Medical Rehabilitation Providers Association (AMRPA) and physical therapists at the American Physical Therapy Association.

Clinical educators must support their teaching approaches using evidence. This seminar will evaluate the use of strategic questioning within clinical teaching environments. Emphasis will be placed on the current challenges in providing evidence-based clinical teaching methodologies, the role of critical thinking in selecting clinical teaching methods, and an in-depth discussion of the current available evidence for using strategic questioning within the clinical teaching environment.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Discuss some of the current challenges in supporting clinical teaching strategies with evidence
2. Discuss the significance for critical thinking in selecting clinical teaching methods
3. Evaluate the current available evidence for strategic questioning in the clinical teaching setting

Speaker Qualifications

Samantha J. Dalessio (Procaccini), CScD,CCC-SLP, is the Founding Program Director and Associate Professor for the M.S. in Speech-Language Pathology Program at Carlow University.

She has presented at the regional, state, and national levels on topics such as, clinical education, dysphagia in medically complex populations, and evidence-based practice.

She has served on both the 2016 ASHA Ad Hoc Committee for Supervision Training and the CAPCSD Critical Thinking Task Force.

As specialists in communication disorders, SLPs provide interventions to improve communication skills in individuals of all ages and communication difficulties. However, this process can fall apart like a house of cards and a light breeze. Counseling involves specialized manners of interaction and collaboration, as well as providing positive reinforcement and emotional support, which can greatly enhance outcomes when paired with our clinical skills & techniques. Providing counseling for our clients is more than what is said, it is how it is said. This course will provide the SLP with various techniques in counseling individuals with communication disorders of all ages.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Recognize behaviors that indicate the need for the SLP to utilize counseling techniques in intervention
2. Identify counseling strategies and techniques to utilize in intervention
3. Match counseling techniques to client behavior(s) and responses
4. Demonstrate appropriate body language in response to the client in the intervention session

Speaker Qualifications

Katherine Lamb is an Assistant Professor in Communication Sciences & Disorders at Valdosta State University in Valdosta, Georgia.

Dr. Lamb received her Ph.D from the University of South Florida in Neurocommunicative Sciences. Prior to her Ph.D, she was a Speech-Language Pathologist in an acute care hospital.

Her research interests include neurogenic disorders, lexical access, semantic relationships.

Dr. Lamb teaches several classes at VSU, including Congenital & Multi-factorial disorder, AAC, Consultation and Clinical Methods.

In order to promote advocacy for access to dysphagia imaging, The Clinical and Financial Value of Dysphagia Imaging in Skilled Nursing will focus on billing and reimbursement practices in this setting. How and why swallow study payment is regulated by consolidated billing will be discussed. There will be a literature review explaining how access to swallow studies impacts overall skilled nursing facility costs, as well as research supporting the clinical benefits of dysphagia imaging.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Summarize the billing and payment model specifically as it applies to Skilled Nursing Facilities
2. Describe how swallow study payment is regulated by Consolidated Billing
3. Explain how access to swallow studies, or absence of swallow studies, impacts overall Skilled Nursing Facility costs
4. Identify key points to help establish a mutual understanding of when and why access to swallow studies is financially and clinically warranted

Speaker Qualifications

Lyndsay Parker, M.S., CCC-SLP received her undergraduate degree from the University of Oklahoma and her graduate degree in from The University of Texas - Dallas.

She has worked in the medical continuum as a Speech Language Pathologist in acute care, inpatient rehab, outpatient, and currently works as a mobile FEES provider and Sales Specialist for Carolina Speech Pathology, LLC.

Lyndsay has supervised dozens of graduate students, is a recurrent guest lecturer for UTD’s Advanced Dysphagia course, and has assisted with hands-on FEES training for both adult and NICU FEES courses.

She has also been a guest on "Swallow Your Pride" Podcast (Episodes 172 and 203).

Lyndsay Parker has the following financial relationship to disclose: She is a salaried employee of Carolina Speech Pathology. Lyndsay has no non-financial relationships to disclose.

Temperament refers to the individual differences in reactivity and self-regulation in emotions, activity and attention. For children who stutter, temperament and self-regulation play a significant role in therapeutic outcomes. Assessment protocols for temperament will be reviewed in order to establish individualized treatment goals. Examples of goals that are individualized, realistic, measurable and easy for families to understand will also be reviewed. The bulk of the presentation will provide activities to target specific skills for a child who stutters and establish ways that parents can incorporate those skills into their daily lives. Developing resilience, active coping skills and self-advocacy skills will also be discussed.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Identify test protocols that measure temperament in children and interpret those results
2. Develop treatment goals for children who stutter that are individualized, realistic, measurable and take into account temperament and self-regulation
3. Integrate self-regulation activities into a multi-factorial therapy approach with children who stutter to improve clinical outcomes

Speaker Qualifications

Rita Thurman, M.S., CCC--BRS-F received her MS degree Utah State University.

She has worked in the schools and in clinical settings in Utah, Idaho, Illinois, Montana, Virginia and North Carolina. She has been in private practice in Raleigh, NC since 1985.

Her practice focuses on the evaluation and treatment of children, teens and adults who stutter.

She is a Board Certified Specialist in Fluency Disorders and serves as Chair on the Executive Board of the American Board of Fluency and Fluency Disorders.

Ms. Thurman was awarded the NC Clinical Achievement Award in 2012, the NSA SLP of the year in 2015 and the NSA Chapter of the year in 2021--all for her work to improve services for children and adults who stutter.

Since the Covid-19 Pandemic began, children across the country and the world have experienced significant disruptions in their homes and communities. Interactions with family members, teachers, and therapists have suddenly shifted, and become unfamiliar, resulting in less productive opportunities for growth. Children with autism are especially vulnerable to these negative impacts, as they work to process emotions and implement coping strategies in their new environment. This session will explore the development of the co-regulation skills necessary to improve self-awareness, and empower independent problem-solving and self-monitoring skills, which leads to emotional advocacy and resilience.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Consider a trauma informed lens in the discussion of supporting growth areas for children with autism
2. Identify critical elements for building a safe, therapeutic, and educational environment when working with children with autism
3. Implement a variety of strategies to support self-awareness, emotional advocacy, problem solving, and resilience in children with autism

Speaker Qualifications

Laura is a nationally certified SLP, autism spectrum disorder clinical specialist, and certified youth mental health specialist who is passionate about supporting the social-emotional and pragmatic needs of children with autism.

Laura is the coauthor of two workbooks centered in cognitive behavioral therapeutic approaches towards building resiliency, and recently interviewed Dr. Temple Grandin as part of PESI Publishing's 2021 Autism Symposium Keynote.

Laura has been an invited speaker across several national conferences for autism and mental health.

She currently resides in Washington, DC, and is the Chair of the GWU SLHS Alumni Council.

This presentation will provide information, examples and discussion of evidence-based naturalistic developmental behavioral interventions (NDBI) such as the Early Start Denver Model (ESDM) for young children with autism spectrum disorders and their families. We will discuss how to maximize social and communication skills with very young children using behavioral, relationship-based and play-based approaches. The focus of these intervention strategies will include the child’s social, cognitive and language skills as these domains are the most affected by autism spectrum disorders. We will also discuss the importance of motivation and fun to develop joint attention, social and communication connections that are the foundation for the development of communication skills. We will have a group discussion on ways to find the fun and keep our clients engaged and learning.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Identify and understand the importance using child specific, highly motivating toys and activities and how to build and expand skills using those activities
2. Establish the foundational social and relationship skills that are necessary for a child to engage and communicate effectively
3. Utilize strategies to keep a child engaged with communication partners and evaluate potential solutions for those children that are difficult to engage

Speaker Qualifications

Cindy is an ASHA certified, licensed SLP and Board Certified Behavior Analyst.

She has worked with individuals with autism in West Virginia for over 40 years in several different state and local programs; Coordinator for the Circle of Friends Preschool Program, EI Coordinator for the West Virginia ATC and BCBA at Bright Futures Learning Services.

Currently she provides services through the WV Birth-to-Three Program where she serves on the Autism Leadership Team and as a Mentor in the Early Start Denver Model training cohort.

Cindy is a founding member of Mountaineer Autism Project and the West Virginia Behavior Analysis Association.

Speech-language pathologists (SLPs) have an exciting opportunity to support students with language-based learning disabilities, including dyslexia. In recent years, there has been increased attention focused on effectively meeting the needs of students with dyslexia at state and national levels. SLPs are well equipped to support these students through direct intervention and through collaboration with teachers and other professionals on inter-professional literacy teams. The purpose of this workshop is to provide an overview of the recent California dyslexia guidelines and legislation and how school-based SLPs can play a role in the prevention, identification, assessment, and treatment of students with dyslexia and other types of language-learning disabilities. Practical ideas and resources will be shared to help facilitate connections between the skills that SLPs possess and how they may be applied to support struggling readers.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Identify areas of language SLPs may address to support literacy development in students with language disorders and language-learning disabilities including dyslexia
2. Discuss the SLP’s role in literacy assessment in the public schools and how to link the assessment results of general and special educators in the assessment process
3. Describe treatment techniques, strategies, and approaches that may be used to support this population of students

Speaker Qualifications

Robert Pieretti has been a Language, Speech, and Hearing Specialist in the Sacramento City Unified School District for 20 years, formerly serving as the Head SLP for the District.

Dr. Pieretti’s scholarly interests include language disorders, language-based reading disorders, Multi-Tiered Systems of Support (MTSS), and English Learners.

He has made over 100 presentations at the local, state, and national levels, co-authored literacy skill development materials, and published several co-authored peer-reviewed journal and periodical articles regarding his research and work supporting the language and literacy skills of both monolingual and bilingual students.

He is a California Speech-Language Hearing Association (CSHA) Fellow.

Jeannene Ward-Lonergan is the Co-Found of the Language-Literacy Center (LLC) at the University of the Pacific.

Dr. Ward-Lonergan has served as the Ambassador for the California Speech-Language-Hearing Association (CSHA) to the Decoding Dyslexia California (DDCA) group, and she was the CSHA Representative for the California Department of Education’s (CDE) Dyslexia Guidelines Work Group.

Dr. Ward-Lonergan has served as a member of CSHA’s Literacy Task Force.

She has published research articles, book chapters, and presented numerous seminars and workshops in the areas of expository discourse (informational language) and supporting literacy through written language intervention in school-age children and adolescents.

This course focused on the impact of substance use disorders (SUDs) and highlighted recovery resources with an emphasis on family care. Treatment options and ways to access care structures for SUDs were discussed, highlighting resources within the state of WV. The course also addressed stigma reduction as a social and systematic imperative to timely access of care, improved treatment outcomes, and enhance community well-being.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Describe the impact of substance use disorders on the individual, family, and community
2. Identify available treatment options and how to access SUD treatment
3. Demonstrate awareness of the impact of stigma on accessing treatment, treatment outcomes, and community well being

Speaker Qualifications

Dr. Lyn O’Connell is the associate director of the Division of Addiction Sciences in the Department of Family and Community Health and assistant faculty at the Joan C. Edward’s School of Medicine.

She oversees the implementation of Marshall Health’s community response to the drug epidemic.

She serves as the chair of the Public Education Subcommittee of the WV Governor’s Council on Substance Abuse, chair of the Prevention Empowerment Partnership, and the chair of the Healthy Connections coalition.

Dr. O’Connell’s research focuses on stigma reduction, reducing barriers to accessing treatment, and substance use disorders in families.

She received her doctorate in human development and family sciences from Virginia tech and is a licensed marriage and family therapist.

This course will highlight the various characteristics children ages birth to five often present following prenatal exposure to opioids. Feeding and language development will be the primary focus. The presentation will highlight feeding development and challenges of the infant as well as concerns for transitioning to solids, picky eating, food insecurity, and family dynamics specific to his unique and growing population. Strategies for improving language skills, specifically social emotional developmental for academic success will be discussed.

Learning Outcomes

At the conclusion of the program, participants will :

1. Compare and contrast the feeding and language development of neurotypical children and children with history of opioid exposure
2. Combine current knowledge base with expanding literature surrounding children with a history of opioid exposure
3. Create a plan for implementation of at least one strategy with at least one child on their caseload

Speaker Qualifications

Pamela Holland, MA-CCC-SLP/BCS-S, is an Associate Professor, Chair and Graduate Program Director for the Department of Communication Disorders at Marshall University. She is board certified in swallowing and swallowing disorders.

She founded the MU Interdisciplinary Feeding and Swallowing Clinic and specializes in pediatric feeding and swallowing disorders.

In addition to supervising graduate students in the Feeding and Swallowing Clinic she is a part of a multi-agency coalition called Healthy Connections and works with multiple professions to assist in the community’s opioid epidemic and improve outcomes for children diagnosed with neonatal abstinence syndrome.

She has been a leader in the development and growth of the University’s Interprofessional Education Initiative and is the faculty advisor for the Interprofessional Health Student Organization, (IPHSO).

She also has her own private practice, Family First Feeding, LLC and provides services to children in the WV BTT program.

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.

Learning Outcomes

At the conclusion of the program, 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 that have occurred in the last year in WV schools
4. List two WVDE professional development activities planned for 2021-2022 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 26 years, Lee Ann has pursued specialized and advanced training in the areas of augmentative communication, autism, and childhood apraxia.

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.

Students and Faculty from Marshall University and West Virginia University will present their research via poster submission.

Learning Outcomes

At the conclusion of the program, participants will be able:

1. List two things they recall from the the posters
2. List two ways to implement information learned in their practice

Psychologist Jean Piaget noted “play is the work of childhood.” Through this work children develop language skills, fine motor skills, problem solving abilities, and conflict resolution. However, it can be challenging at times for speech language pathologists to use the work of children to achieve very specific language targets. In this session participants will learn specific strategies to elicit language by using the best toys of 2022.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. List at least 3 toys to elicit language
2. List at least 3 strategies to evoke language with a specific toy
3. Describe why using toys can promote greater progress in therapy

Speaker Qualifications

Shae Dean, M.A., CCC-SLP, is a Clinical Assistant Professor in the Department of Communication Disorders. She received her B.A. and M.A. in Communication Disorders from Marshall University, and joined the department of Communication Disorders in August 2015.

Prior to that, she acquired 15 years of clinical experience in public schools, acute, skilled nursing, long term care, and home health settings.

Professor Dean’s clinical focus includes preschool and school age population, in particular expressive and receptive language disorders, speech sound disorders, and genetic and/or craniofacial abnormalities.

In addition, Professor Dean participates as a member of a multidisciplinary team housed in Marshall University Speech and Hearing Center that serves to evaluate children with suspected autism spectrum disorders.

She also provides supervision at off campus practicum sites, including River Park Hospital and school-based services in Cabell County, WV.

AAC & Me: The Lost Art of Switch Adaption reminds us of the benefits of modifying toys for switch activation. While bringing the importance of learning through play back to the front of our minds, this session will guide you through modifying your own toys. It can easily be turned into a “make n take” session by gathering your materials prior to the session or as a refresher before you train your own teams. Whether refreshing your skills or learning something new, this session has something for both professionals and parents working with switches.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Summarize research regarding the role of play in learning and development
2. Identify populations of clients that may benefit from switch-adapted toys
3. Summarize the benefits of modifying toys for switch activation
4. Describe the materials and processes needed for toy modification
5. Demonstrate modification of a toy for switch activation

Speaker Qualifications

Kelly Young, MA, CCC-SLP, is an Assistant Professor in the Marshall University Department of Communication Disorders. Professor Young received both her Bachelor of Arts Degree and Master of Arts Degree in the field of Communication Disorders from Marshall University.

She is licensed by the WV Board of Examiner’s for Speech-Language Pathologists and Audiologists and maintains her Certificate of Clinical Competence through the American Speech-Language and Hearing Association.

Prior to joining the MUCD staff in 2020, she acquired 19 years of experience in a clinical outpatient setting and public school system. She has extensive experience diagnosing and treating developmental speech and language disorders and collaborating with interdisciplinary teams.

Her area of specialty is providing Augmentative and Alternative Communication (AAC) Strategies to support children with Autism Spectrum Disorders, Childhood Apraxia of Speech and moderate-severe language disorders. Currently at Marshall University she provides undergraduate instruction in the area of Speech Sound Disorders and graduate instruction in Augmentative and Alternative Communication.

She provides both on and off-campus supervision and education to graduate clinicians. She also serves local public school systems by conducting AAC evaluations, as well as AAC training and support for IEP teams. When not working, Professor Young enjoys spending time with her family and being involved in her church community.

As speech pathologists, we are rarely on the receiving end of the therapeutic process. Have you ever wondered what it would be like to be in your patients’ shoes? In this session, patients from CaringMore Homes come to discuss the situations and emotions tied to experiencing speech services from a new perspective.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Describe at least 2 ways patients have perceived therapy
2. Identify at least 2 ways to improve your current practice from patient perspectives
3. Explore ways to take patient perspectives into therapy implementation

Speaker Qualifications

Nikki Dudley and Jennifer Chapman are seasoned speech language pathologists with a combined total of over 25 years of experience working with individuals with brain injury in facilities such as Radical Rehab, NeuroRestorative, and most recently Caring Moore Homes.

Developmental language disorders (DLDs) are difficult to detect for many reasons. They have an unknown origin with no associated physical characteristics, and many language errors or deficits are not noticeable to families or even educators. We as speech-language pathologists are missing these children as well, demonstrated by reports that DLD is significantly under-diagnosed, under-treated, and under-studied. Evidence also indicates that this invisibility has not improved in over two decades (McGregor, 2020). Given the negative academic, social, and vocational outcomes associated with DLD, there is a critical need for the field to shed light on these children to provide the advocacy and support that they need. The purpose of this presentation is to provide practical steps to advocate for, identify, and serve children with DLD.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Describe the clinical markers of developmental language disorder
2. Carry out practical ways to raise awareness for children with DLD
3. Administer evidence-based assessments to help identify children with DLD
4. Explain important factors in the treatment of DLD

Speaker Qualifications

Michelle W. Moore, Ph.D., CCC-SLP is an Associate Professor and the Vice Chair of Speech-Language Pathology at West Virginia University.

Her research focuses on phonological, orthographic, and memory processes in language and literacy for both typical and impaired learning.

This work is done with an eye toward finding theoretically-motivated ways to improve the diagnosis and treatment of language and reading impairments in children.

Her research program has been strengthened through her years of clinical work as a certified speech-language pathologist in hospital, outpatient, and school settings.

This course will provide practical strategies for organizing stuttering treatment goals and exercises. Speech subsystem mechanics offer a straightforward path toward strengthening modern fluency therapy practices with a strong, incremental and motor-based orientation. SLPs will gain added confidence and skills in helping children, teens, and adults manage stuttering. The discussion will emphasize sensory-motor input necessary to improve interoception, proprioception, and oral-motor control. Optimal scaling and individualization of techniques will also be addressed.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Explain the components of a motor driven, prolonged speech approach to stuttering treatment
2. Identify the key sensory-motor mechanics necessary to improve interoception, proprioception and oral-motor control
3. List, in correct order, the subsystems targeted for optimal scaling and individualization of intensive fluency therapy goals

Speaker Qualifications

Dr. Joseph Constantine (CCC-SLP) is a Professor of Infant and Child Development at Fielding Graduate University. He has 25+ years experience working with children, teens, and families in educational and healthcare settings.

He has a M.S. in Speech-Language Pathology and a Ph.D. in Curriculum & Instruction with a Cognate in Mental Health Counseling from the University of South Florida. He is a recipient of the KSHA-ASHA Foundation Clinical Achievement Award and the Annie Glenn National Leadership Award.

Dr. Constantine specializes in the treatment of stuttering, autism, and selective mutism.

He has presented extensively at national and international conferences and published articles on the topics of communication disorders, parenting, and mental health.

This course will outline the scope of NAS in this region, management of the epidemic, and future neurodevelopmental outcomes of these drug exposed infants.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Have a full understanding of the cause and symptoms, of NAS
2. Understand the unique management for NAS in this region
3. Be aware of the current thinking regarding the long term sequelae of this disorder

Speaker Qualifications

Joseph Werthammer, M.D. is a longtime neonatologist and physician leader at MU Joan C. Edwards SOM, a graduate of Marshall University and earned his medical degree at WVU SOM. He completed his specialty and subspecialty trainings at UCSD and Harvard Medical School/Boston Children’s Hospital.

After completing his fellowship training, Werthammer returned to MU and served as chair of pediatrics from 1988-2011.

He co-founded the NICU at Cabell Huntington Hospital where he served as medical director until 1995. Following his chairmanship, Werthammer served MU as Chief Medical Officer and vice dean for clinical affairs.

He now serves as professor of pediatrics and special advisor to the dean. He continues to care for high risk neonates in the NICU and his current research interests include childhood obesity and neonatal abstinence syndrome.

WV ranks among the highest in the nation for states with infants born exposed to opioids and other substances. Children with a history of exposure may present with lasting effects that impact their behavior, social engagement, and academic performance. As communication specialists, SLPs are at the forefront of professionals working to improve communication and social language skills to support academic success and overall enhanced quality of life for these children. This session explores SLP experiences working with children with a history or suspected history of opioid exposure and discusses evidence-based practices to enhance current service provision.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Identify characteristics often associated with children with a history of exposure to opioids
2. Describe current practice trends of speech-language pathologists working with children with a history of opioid exposure
3. Explore service provision challenges and potential solutions to implement when working with children with a history of opioid exposure

Speaker Qualifications

Kelly Rutherford, Ed.D., CCC-SLP, is an Associate Professor in the Department of Communication Disorders. Her areas of interest include acquired communication disorders, quality care, and counseling.

She is a member of a research team that strives to explore care structures provided to children with a history of opioid exposure toward enhancing service provision and quality of life for this vulnerable population.

The research team works under a grant provided by the West Virginia Department of Education. She has presented her academic work at state and national conferences including WVSHA, ASHA, ASHA Schools Connect, and NSSA.

Jamie Maxwell, Ph.D., CCC-SLP is an assistant professor in the Department of Communication Disorders. She received both her M.S. degree in Speech-Language Pathology and her Ph.D. in Applied Language and Speech Sciences at University of Louisiana at Lafayette.

Before joining the department, she worked as a clinician for several years, providing assessment and treatment services for children and their families in early intervention and private pediatric practice settings. At Marshall, Dr. Maxwell teaches undergraduate and graduate courses on the topics of professional issues, research in communication disorders, and fluency, as well as providing clinical supervision to graduate clinicians.

Her research interests include language and literacy, socialization, learning theory and pedagogy, fluency, and qualitative research methodologies. Her academic work has been accepted at several state and national conferences (e.g., ASHA, LRA), and her research has been published in peer-reviewed venues such as the Journal of Communication Disorders.

She has contributed book chapters and several encyclopedia entries on the topics of literacy and autism spectrum disorder. In her spare time, Dr. Maxwell enjoys reading, running, and chasing her three beautiful young children around with her husband!

As SLPs working with Autistic students, our role can go far beyond the basics of targeting speech and language. If we move from the traditional structured approach to therapy and instead focus on the whole child, we can help our students become more independent, confident, and fulfilled. In this presentation, Chris and Jessie will discuss how SLPs can use neurodiversity affirming, strengths-based approaches in sessions in order to promote development of social learning, sensory and emotional regulation, and self-advocacy skills.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Describe three effective strategies to meet the needs of social-emotional learning for autistic students
2. Discuss three neurodiversity affirming ways to support the needs of autistic students with social and emotional learning differences
3. Participants will be able to identify three resources to support neurodiveristy affirming practices

Speaker Qualifications

Chris Wenger is an enthusiastic school-based SLP and nationally-acclaimed presenter who loves to share the most current trends to help older autistic students.

A prominent thought leader in the field of speech pathology, and known on social media as “Speech Dude,” Chris motivates and entertains fellow educators and clinicians through his humorous and inspiring posts and videos.

Jessie Ginsburg is a Sensory Integration trained speech-language pathologist and CEO of Pediatric Therapy Playhouse, a top-rated clinic in Los Angeles.

Through her national publications and talks, and her internationally-acclaimed Inside Out Sensory Certificate Program, Jessie inspires a new way of thinking about the speech-language pathologist’s role in supporting autistic children.

This course focuses on the intersection of culture and speech and language therapy intervention. Learners will recognize how deep and surface culture should be considered a driving factor in planning and implementing therapy. Learners will reflect on their practice and create a plan of action for culturally responsive intervention moving forward.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Define and explain the differences between deep and surface culture
2. Reflect on the role culture plays in intervention and draft a plan of action for future intervention

Speaker Qualifications

Nia Thomas is a school-based bilingual speech-language pathologist, educator, and storyteller from NYC. She graduated from SUNY New Paltz in 2011 with a Bachelor of Arts in Communication Disorders and Black Studies.

She went on to obtain her Master’s in Science from Teacher’s College, Columbia University. A two-time Writing Our Lives alumni, Nia has written for Bustle, Remezcla, Fierce by Mitú, ASHA Leader Live, and other online publications. She is also the founder and editor of Bilingual Speech Resources.

Nia is passionate about education and has helped lead a series of workshops, including but not limited to: “Decolonizing Grit: How to Highlight and Grow Resistance in our Communities” (2019 Decolonizing Education conference) and "Education, Equity and Excellence During COVID-19" (2020 New Paltz Alumni Series) and Dynamic Assessment for Students Who Are Culturally and Linguistically Diverse (2021 BRIQT PD Equity Series.)

You can find her across social media platforms as @niaitathomas and @bilingualspeechresources

Switches, eye gaze, head mouse, oh my! Access methods in augmentative and alternative communication can be an overwhelming topic. In this session, experience a basic review for access methods, screening tools for potential access methods, and learn to create at least three do it yourself access tools.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Describe five different access methods for AAC
2. Formulate creative low-tech ideas for access methods in AAC
3. Review tools to screen for access potential

Speaker Qualifications

Katherine Dally, M.S., CCC-SLP, ATP, has served as the SLP on an ALS clinic focusing AAC evaluations, voice banking and no-tech/low tech communication.

She then worked as a solutions consultant for a communication device company, traveling the West side of Ohio.

Currently, Katrherine works as an assistive technology consultant through an educational service center and works in a preschool program as a speech-language pathologist.

Various laryngeal pathology will be discussed in this session. More common abnormalities such as laryngomalacia and vocal fold paralysis will be discussed with an emphasis on diagnosis, management with attention to voice and swallowing outcomes.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Develop a broad differential diagnosis for laryngeal abnormalities based on presenting signs and symptoms
2. Understand some of the more common laryngeal abnormalities in pediatric patients
3. Understand the implications on breathing, swallowing and voice from various laryngeal pathologies

Speaker Qualifications

Adam Van Horn, MD is an otolaryngologist who practices in Huntington, WV at Marshall University's Joan C. Edwards School of Medicine.

He grew up in Huntington and is excited to be back in the mountain state.

Adam completed his medical degree at Marshall University, a 5 year otolaryngology residency at the University of Kentucky, and a pediatric otolaryngology fellowship at the University of Michigan.

His areas of interest are complex pediatric airway management and surgery, obstructive sleep apnea, and pediatric hearing loss.

Velopharyngeal insufficiency will be discussed. Participants will come to understand the various causes of VPI and tools used to diagnose and follow the problem. Approaches to speech therapy will not be discussed in detail, but their importance will be recognized and highlighted. Surgical approaches to correction of VPI will be discussed in detail with a focus on voice outcomes and complications.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Define velopharyngeal insufficiency and understand the various causes
2. Understand the tools used to diagnose and monitor for change in VPI patients
3. Understand the surgical approaches to correcting VPI

Speaker Qualifications

Adam Van Horn, MD is an otolaryngologist who practices in Huntington, WV at Marshall University's Joan C. Edwards School of Medicine.

He grew up in Huntington and is excited to be back in the mountain state.

Adam completed his medical degree at Marshall University, a 5 year otolaryngology residency at the University of Kentucky, and a pediatric otolaryngology fellowship at the University of Michigan.

His areas of interest are complex pediatric airway management and surgery, obstructive sleep apnea, and pediatric hearing loss.

Medications can have a significant impact on the voice and swallowing. This session will provide introductory information to speech language pathologists about common medications they could encounter that may have a direct effect on the client’s diagnosis and prognosis for treatment. This session will also discuss the impact of crushing common medications as it relates to patients with dysphagia.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Recognize medications that may impact voice, cough and swallowing
2. Outline alternatives to medication that impact voice, cough and swallowing
3. Identify characteristics of medications that cannot be crushed
4. Evaluate case-based scenarios related to the material covered

Speaker Qualifications

Dustin is a clinical pharmacist practicing with the neurology department at Marshall Health.

He works as part of a multidisciplinary team treating complex conditions including: multiple sclerosis (MS), epilepsy, amyotrophic lateral sclerosis (ALS), and Parkinson’s Disease.

After obtaining his PharmD from Marshall in 2018, Dustin went on to complete a PGY-1 pharmacy residency at Cabell Huntington Hospital and subsequently became a board certified pharmacotherapy specialist.

SLP’s who want tangible, effective, and easy to implement social-emotional (SEL) tools in the school settings will want to join this practical training. The Kimochis Keys to Communication will be highlighted as these simple yet powerful tools provide children with positive communication tools to replace challenging behavior and promote resiliency. The connection between feelings and behavior and how temperament influences social habits will be outlined for clinical implications. Clinicians will leave with the formula to provide “doable doses” of SEL instruction by creating 5-minute “Communication Commercials” to push into classrooms. Together, teachers and SLP’s use the same language to create connected, confident, compassionate kids. Caution: Teachers will appreciate the SLP Communication Toolbox to survive and thrive in their classroom.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Illustrate how feelings fuel behavior and show how to create a communication commercial to teach social skills in the classroom as a prevention and intervention tool
2. Describe the 5 Kimochis Keys to Communication and articulate how these 5 communication tools clinically relate to social and academic behavior and speech therapy

Speaker Qualifications

Ellen Pritchard Dodge is a recognized leader and has published numerous books and articles in the area of social emotional learning.

The California Speech Language and Hearing Association bestowed Ellen "Honors of the Association", the highest honor as a significant contributor to the field of Speech and Language Pathology.

This course will focus on Cognitive behavioral therapy (CBT), a form of psychological treatment that has been demonstrated to be effective for a range of behavioral health and physiological problems. Significant research suggests that CBT leads to significant improvement in functioning and quality of life. In many studies, CBT has been demonstrated to be as effective as, or more effective than, other forms of psychological therapy or psychiatric medications. The principles underlying the CBT model, the characteristics of CBT treatment, and the use of CBT in healthcare settings will be presented.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Demonstrate an understanding of the theoretical principles underlying the Cognitive Behavioral model
2. Demonstrate an understanding of the unique characteristics of Cognitive Behavioral Therapy
3. Identify how CBT can be utilized with patients in healthcare settings with certain physiological disorders

Speaker Qualifications

Dr. Penny Koontz is a licensed clinical psychologist and associate professor of psychology at Marshall University, where she is director of the university Psychology Clinic.

Dr. Koontz’s clinical, teaching, and research interests include geropsychology and healthy aging, substance use disorders, and health psychology, particularly behavioral health and obesity.

She has expertise in conducting cognitive behavioral therapy and provides training and supervision in CBT for doctoral students at Marshall's Psy.D. program.