Convention 2025

This session will discuss the current state of interprofessional practice in the field of communication sciences and disorders, including common barriers to effective collaboration as well as potential benefits. The speaker will present practical solutions for establishing and maintaining collaborative partnerships with other professionals to provide high-quality family-centered care. Suggestions for advocating for interprofessional practice will also be shared.

Instructional Level: Introductory

Learning Outcomes

1. Summarize the main components of interprofessional practice
2. Generate solutions to common barriers to effective interprofessional practice
3. Advocate for interprofessional practice to administrators
4. Integrate components of interprofessional practice into clinical evaluations and/or intervention sessions

Author Biographical Sketch

Dr. Danika Pfeiffer is an Assistant Professor in Speech-Language Pathology at Old Dominion University and a certified speech-language pathologist. Her primary research interest is in enhancing young children's early language and literacy skills through collaborative school-based partnerships. Danika is the Editor of Perspectives, SIG 16: School-Based Issues and a member of CAPCSD’s Interprofessional Education/Interprofessional Practice Committee. She is also a collaborator with CSDisseminate which aims to enhance research accessibility and transparency in the field of communication sciences and disorders. She has written 30 peer-reviewed publications and presented on the topic of interprofessional practice at the state, national, and international levels.

This hands-on training session will guide participants through the process of narrative discourse analysis, with a focus on macrostructure analysis. Participants will begin with an overview of narrative language development, emphasizing how macrostructure elements evolve across ages and skill levels in school-age children. Through guided practice, attendees will learn to apply these concepts to real-world narrative samples, gaining practical skills for evaluating and tracking narrative proficiency. This session is ideal for clinicians and educators seeking effective tools to assess narrative language abilities and support language development in children with diverse language learning needs.

Instructional Level: Intermediate

Learning Outcomes

1. Identify key stages of narrative language development and their relevance to macrostructure analysis
2. Apply knowledge of narrative macrostructure to analyze and evaluate story samples from school-age children with varying language abilities
3. Demonstrate the ability to conduct a macrostructure analysis to assess narrative skills and track progress in language development

Author Biographical Sketches

Dr. Megan Israelsen-Augenstein, Ph.D., CCC-SLP, is an Assistant Professor in the Communication Sciences and Disorders Division at West Virginia University. She specializes in developmental language disorder and studies intervention effects on student outcomes, with a strong focus on narrative intervention. Dr. Israelsen-Augenstein, a licensed SLP with six years of experience in early intervention and school-based settings, earned her doctoral degree with an emphasis in implementation science. She has presented her research nationally and internationally, including a recent invitation to the Dyslexia Foundation's Extraordinary Brain Series in Malta, where she shared insights on supporting dual-language-learners who are at-risk children with language impairments.

Jayne Brandel 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.

Graduate curricular design has largely remained unchanged, yet the breadth and depth of speech-language pathology continues to expand. This session is designed to examine the effectiveness of the current speech-language pathology graduate education model and discuss the value of alternative curricular models. The discussion will focus on forward-thinking, transformational educational models that more explicitly bridge a student’s knowledge and skill development. The session will include a) a review of the literature regarding current trends and gaps in graduate education; b) factors to consider when designing or redesigning graduate level curricula; and c) examples of innovative curricular design strategies.

Instructional Level: Intermediate

Learning Outcomes

1. To list at least two examples of gaps in the current graduate education model in speech-language pathology
2. To describe at least one external source of evidence that can be used to support graduate curricular decision-making in speech-language pathology
3. To describe at least one curricular strategy that may be used to assist with bridging gaps between academic and clinical education in speech-language pathology

Author Biographical Sketches

Samantha J. Dalessio, CScD, CCC-SLP, is a Professor and Chair in the Department of Speech-Language Pathology 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 was a member of ASHA’s Ad Hoc Committee on Supervision Training and also a member of the Council for Academic Programs in Communication Sciences and Disorders’ (CAPCSD) Critical Thinking Task Force. Her prior research includes investigating the effects of supervision models on students’ critical thinking.

Amanda Smith, EdD, CCC-SLP, is an Assistant Professor and Director of Clinical Education in the Department of Speech-Language Pathology at Carlow University. She has presented at the regional, state, and national levels on topics such as, clinical education and school-based speech-language pathology.

Identifying curriculum vocabulary to teach students who use AAC can be challenging. Additionally, for these students to be involved in classroom interaction, they need to understand and use the vocabulary inherent in the learning process, such as “I think,” “because,” and “I agree.” This gives them a voice in the classroom and leads to active engagement, enabling them to share knowledge, ask questions and participate in classroom discussions. In this interactive session, participants will learn a framework for selecting and teaching robust vocabulary students using AAC need for classroom engagement and academic growth.

Instructional Level: Intermediate

Learning Outcomes

1. Identify at least three key words and phrases that learners need to understand and use to actively participate in classroom discussions, projects, and writing activities
2. Discuss how the selection Tier 1 and Tier 2 words for explicit instruction and strategies for teaching
3. Discuss how Tier 1 and Tier 2 words can support students in distinguishing shades of meaning between closely related words
4. Analyze current student vocabulary data to determine words to target across the academic environment

Author Biographical Sketch

Debbie Witkowski, MA, CCC-SLP is a speech-language pathologist specializing in AAC. She earned her Bachelor of Science degree in Speech Pathology and Audiology from West Virginia University in 1986 and a Master of Arts Degree in Communication Disorders from the University of Pittsburgh in 1988. Debbie has devoted her entire career to working with individuals with complex communication needs. She is the co-author of Unidad, a bilingual Spanish/English language system. She is a training and implementation specialist for PRC-Saltillo, providing educational opportunities to support families and professionals working with individuals who use AAC. Debbie maintains a small private practice.

An informative session on pediatric feeding, where you'll be introduced to the foundational concepts of pediatric feeding disorders (PFD). In this session, you will learn about the definition of PFD, its key characteristics, and the factors that contribute to its development. Additionally, the session will cover the essential elements of assessment and discuss evidence-based treatment approaches. Participants will also have the opportunity to engage in a hands-on demonstration of treatment techniques, providing practical insight into addressing these disorders in clinical settings.

Instructional Level: Introductory

Learning Outcomes

1. Participants will be able to describe pediatric feeding disorder and its characteristics
2. Participants will be able to explain and perform the assessment process
3. Participants will be able to deliver evidence-based treatment approaches for PFD

Author Biographical Sketch

Molly Abitbol is an ASHA-certified speech-language pathologist licensed in West Virginia with over 20 years of diverse experience in the field. Throughout her career, she has worked across a range of settings, including schools and medical daycare centers, gaining extensive hands-on expertise. Currently, Molly serves as an Assistant Professor at West Virginia University, where she is also an active supervisor and service provider. Her professional focus and research interests center on Augmentative and Alternative Communication (AAC) and pediatric feeding disorders, fields in which she is deeply committed to advancing both clinical practice and academic understanding.

Diversity, equity, and inclusion (DEI) are core to what we do as communication and swallowing professionals. The American Speech-Language Hearing Association (ASHA) recognizes that "representation matters, and culturally responsive care is a clinical imperative" (e.g., ASHA position letter on MO SB 410). This presentation will discuss important DEI concepts and provide resources to participants to ensure they are practicing culturally responsive care in every facet of their service.

Instructional Level: Introductory

Learning Outcomes

1. Participants will define cultural competence, cultural humility, and cultural responsiveness
2. Participants will identify ways a client’s culture may impact their child-rearing practices, life roles and expectations, and manner of communication
3. Participants will create a list of changes they can make in their practice to be more culturally responsive

Author Biographical Sketch

Kelly Rutherford, Ed.D., CCC-SLP, is an Associate Professor in the Department of Communication Disorders at Marshall University. Dr. Rutherford is licensed by the WV Board of Examiners for Speech-Language Pathologists and Audiologists and maintains her Certificate of Clinical Competence through the American Speech-Language and Hearing Association. Specific areas of interest include patient and family-centered care, inclusivity, and the scholarship of teaching and learning. Dr. Rutherford has presented her academic work at state and national conferences including Celebrating Connections Conference, WVSHA, KSHA, ASHA, and NSSA. She is also active in research and serves on many committees across the university.

As a profession, we emphasize the importance of evidence-based practice (EBP; ASHA, 2024). The research would indicate that there is limited research to validate that SLPs engage in the activities that would align with EBP (Dodd, 2007; Greenwell & Walsh, 2021; Hoffman et al., 2013; Zipoli, Jr. & Kennedy, 2005). To assist with the implementation of EBP practices, the presenters will provide specific behavioral activities that SLPs can implement in their daily clinical practice.

Instructional Level: Intermediate

Learning Outcomes

1. Discuss the behavioral activities that align with EBP for speech-language pathologists
2. Identify three aspects of EBP for their caseload
3. Develop a plan to adapt their current clinical practice to incorporate EBP

Author Biographical Sketch

Jayne Brandel 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.

Breathing is a foundation that impacts feeding success and is often overlooked unless obviously distressed. We rarely explore the interconnectedness between structure, function and regulatory aspects of working with the breath for our clients with pediatric feeding disorders and the dyad. This workshop examines the science of breathing and the body, risk factors for airway challenges and disordered breathing, and clinical modalities supporting healthy breathing for connectedness in meals and joyful eating.

Instructional Level: Intermediate

Learning Outcomes

1. Participants will understand the role of respiration’s impact on health, sleeping, attention, and eating
2. Participants will identify risk factors that would warrant further investigation of breathing and articulate best professional referrals to put into place increasing feeding outcomes
3. Participants will apply principles of breathing awareness and control to a treatment plan supporting goals of a joyful feeding experience for children with PFD and their families
4. Participants will develop therapeutic modeling techniques as well as learning opportunities for caregivers and children with feeding disorders to facilitate proper and supportive breathing to enhance meals and feeding

Author Biographical Sketch

Erin Browning is the founder and owner of Evolved Therapy, LLC a private practice for feeding, swallowing and communication therapy in the north shore of Boston, MA. She is educated as speech language pathologist and specializes in providing support for the systems underlying eating, speaking and regulation. Erin's focus on breathing, myofunctional therapy and whole-body practices to settle the nervous system are a perfect fit for those struggling to eat, breathe, sleep or communicate. Erin is a proud West Virginia native with 22 years practicing in this field. Her expertise has led her to travel the country and teach online courses for medical professionals and for families to better understand many aspects of swallowing and communication disorders.

This session will equip participants with the skills to confidently write evidence based AAC reports that effectively advocate for funding. Attendees will learn strategies for collaborating with key stakeholders and analyze case studies to identify best practices and common pitfalls in the funding process. Participants will be prepared to navigate and succeed in securing AAC funding for their clients with practical application practice and an interactive question and answer period.

Instructional Level: Intermediate

Learning Outcomes

1. Identify the key components of effective AAC report writing that promote clarity and persuasive advocacy for funding
2. Explore strategies for collaborating with stakeholders, including families, professionals, and insurance companies to strengthen AAC proposals and support systems
3. Analyze case studies of successful AAC funding applications to identify best practices and common pitfalls in the funding process

Author Biographical Sketch

Tori Gilbert is the Education Coordinator and Clinic Director of the Communication Access and Assistive Technology (CAAT) clinic at the West Virginia University Center for Excellence in Disabilities (WVU CED). She is also an assistant professor for Disability Studies within the School of Medicine Department of Human Performance. Before working for the WVU CED, Tori was the Coordinator of Clinical Education in Communication Sciences and Disorders for WVU, a previous assistant professor at West Liberty University and a school-based speech-language pathologist. Her clinical areas of interest are speech sound disorders and augmentative and alternative communication (AAC).

Conversation Training Therapy (CTT) was developed over a decade ago as a novel approach to voice therapy. It removes the therapeutic hierarchy common in most voice therapy programs and uses patient-driven conversational speech as the sole stimuli to increase sensory discrimination of voice & speech production while talking.

Instructional Level: Intermediate

Learning Outcomes

1. Identify and describe component parts of CTT
2. List how CTT reflects both flow phonation and resonant voice therapy
3. Experiential Learning via hands-on demonstration
4. Identify and describe the goals of each component part
5. Identify and describe labeling voices

Author Biographical Sketch

Jackie Gartner-Schmidt, Ph.D., CCC-SLP, ASHA-Fellow, is an Associate Professor at Carlow University in the Department of Speech-Language Pathology, College of Health and Wellness, in Pittsburgh, Pennsylvania. Before her position with Carlow University, she was the co-director of the University of Pittsburgh Voice Center and director of the Speech-Language Pathology-Voice Division at the University of Pittsburgh Medical Center for 20 years. Dr. Gartner-Schmidt’s 25-year clinical and research focus specializes in assessing and treating patients with voice and upper airway disorders. Dr. Gartner-Schmidt has over a decade of NIH-funded clinical research experience as a co-investigator focusing on the development and efficacy of different voice therapy programs and has developed and validated seven Patient Reported Outcome Measures. She has published over 60 peer-reviewed papers, multiple book chapters, and online courses (MedBridge ®) and presented over 500 lectures nationally and internationally. She is also a TEDx Speaker ®. In 2018, she gave a TEDx talk on "Your Voice Says a Lot About You."

This course will provide clinicians with a theoretical and clinical foundation for differentially diagnosing childhood apraxia of speech from other speech sound disorders. Participants will also be exposed to different treatment approaches for each type of disorder and are encouraged to participate during the training by trialing new apps and websites, including AI.

Instructional Level: Intermediate

Learning Outcomes

1. Describe the clinical markers that differentially diagnose apraxia of speech from articulation and phonological impairments
2. Describe the underlying theoretical approaches to treatments
3. Implement treatment applications demonstrated during the session

Author Biographical Sketch

Kimberly Meigh is an associate professor in the Division of Communication Disorders at West Virginia University (WVU). She teaches speech science and neurobiology at the undergraduate level, as well as neurobiology, acquired language disorders, acquired motor disorders, and voice disorders at the graduate level. Clinically, she is the coordinator of the WVU Speech Language Hearing Clinic at WVU. She also participates in several multidisciplinary teams at WVU Medicine, including the Cleft Palate Team. Her clinical expertise includes cleft palate, childhood apraxia of speech, acquired apraxia of speech, aphasia, cognitive-communication disorders (RHD, TBI, dementia), voice disorders, gender-affirming voice care, and dysarthria.

As proud West Virginians, we want to share our "winding" country road journey from a predominantly PEC's based classroom communication system to implementation of a specific language system in our special education classrooms. This presentation provides specific ideas for parent/staff trainings, establishing a lending library, procuring speech generating devices, and implementing a specific language system. By providing advanced AAC technology, we were able to empower staff and families to model language and connect with the students. We will also share ways to move AAC use out of the classroom and into the local community.
Instructional Level: Introductory

Learning Outcomes

1. The attendee will be able to name 2 advantages to high tech AAC as a specific language system for the special education classroom
2. The attendee will be able describe 3 ways to implement a specific language system for the special education classroom
3. The attendee will be able to state why parent involvement is crucial to a student's success in using AAC in a variety of environments

Author Biographical Sketches

Kristy, Leann, and Karly are all speech language pathologists with Hancock County Schools in the northern panhandle of West Virginia. Each brings their own unique career and life experiences to develop a team approach to developing a specific language system using high tech augmentative and alternative communication. Together these four friends represent a dynamic blend of expertise, creativity, and dedication united by their passion for improving communication and enriching lives. They are scheduled to present at ATIA in January 2025.

This session offers an in-depth exploration of microstructure analysis in narrative discourse, moving beyond traditional SALT measures to examine clause types and literate language features in children’s storytelling. Participants will receive hands-on training, applying these advanced.

Instructional Level: Intermediate

Learning Outcomes

1. Differentiate between microstructure elements in narratives, including various clause types and literate language features
2. Analyze narrative samples using advanced microstructure techniques that extend beyond SALT, focusing on the intricacies of language use and complexity
3. Apply microstructure analysis skills to assess and support the language development of children across diverse linguistic abilities

Author Biographical Sketch

Dr. Megan Israelsen-Augenstein, Ph.D., CCC-SLP, is an Assistant Professor in the Communication Sciences and Disorders Division at West Virginia University. She specializes in developmental language disorder and studies intervention effects on student outcomes, with a strong focus on narrative intervention. Dr. Israelsen-Augenstein, a licensed SLP with six years of experience in early intervention and school-based settings, earned her doctoral degree with an emphasis in implementation science. She has presented her research nationally and internationally, including a recent invitation to the Dyslexia Foundation’s Extraordinary Brain Series in Malta, where she shared insights on supporting dual-language-learners who are at-risk children with language impairments.

This course explores evidence-based strategies for supervising graduate students and clinical fellows in AAC specialty settings, including clinics and AAC camps. Participants will learn to apply ASHA’s guidelines, address barriers to effective supervision, and foster professional growth.

Instructional Level: Introductory

Learning Outcomes

1. Identify and describe strategies for providing effective supervision to graduate students and clinical fellows (CFs) in AAC service delivery
2. Apply ASHA’s supervision considerations to design supervision plans that support the development of clinical competencies in AAC settings
3. Recognize common barriers to clinical supervision in AAC settings and develop actionable strategies to address these challenges
4. Develop collaborative, hands-on supervision techniques that enhance clinical learning and professional growth for new clinicians

Author Biographical Sketch

Christine Lepore is the Clinical Director of the ICAN Talk Clinic of the AAC Institute, where she leads innovative programs, including an annual AAC Camp, for individuals with severe speech impairments across the lifespan. With extensive experience in AAC Christine specializes in addressing unique challenges faced by AAC users and providing high-quality AAC services. She is also actively involved in training and mentoring students and CFs in the field, incorporating strategies for effective supervision in AAC. Her passion for AAC and advocacy for improved services continues to impact the field and benefit her clients.

This presentation discusses strategies for supporting students who use AAC in classroom settings. It emphasizes the importance of collaboration between teachers and SLPs to enhance communication and educational outcomes for AAC users. Key topics include general AAC strategies in the classroom setting and the benefits of co-teaching and classroom-based (push-in) services to support AAC users. Co-teaching models are discussed, with specific examples for SLPs on how to provide classroom-based services to support students who use AAC. The presentation underscores the importance of collaboration to support AAC users in educational settings and how SLPs can make this happen.

Instructional Level: Intermediate

Learning Outcomes

1. Participants will be able to describe at least two benefits of using co-teaching or classroom-based models to support students using AAC
2. Participants will describe how to use three different co-teaching models to support an AAC user on their current caseload
3. Participants will identify three different strategies that they and teachers can use in the classroom to support a student using AAC

Author Biographical Sketch

Annelise Yost is a speech-language therapist and 2nd year PhD student at Ohio University studying under Dr. John McCarthy. Her areas of interest include Augmentative and Alternative Communication, with an emphasis on AAC in the school setting and AAC in Appalachia. She currently practices clinically in West Virginia as part of her local county’s AAC team, where she provides AAC evaluations and AAC support for SLPs and teachers alike. She also provides AAC support to SLPs throughout West Virginia, related to AAC evaluations and AAC implementation in classroom settings.

Panel discussion on the pros and cons of requiring ASHA certification across settings in speech-language pathology and audiology.

Instructional Level: Intermediate

Learning Outcomes

1. Evaluate the benefits of ASHA certification across work settings
2. Critically assess the challenges and limitations of requiring ASHA certification
3. Examine the impact of certification on education (academic/professional development), career advancement, and professional networking

Author Biographical Sketches

Jayne Brandel 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.

Pam Holland is a Professor, Chair, and Graduate Program Director for the Department of Communication Disorders at Marshall University. She is board certified in swallowing and swallowing disorders and teaches courses in Early Childhood Language Disorders and Dysphagia. She founded the MU Feeding and Swallowing Clinic in 2013 and is a part of a multi-agency coalition, Healthy Connections which assists families with a history of substance used disorder. Professor Holland has presented at WVSHA, ASHA and CAPCSD, KSHA, CNYSHA, Talk Tools, MedSLP Collective and Therapy Insights. She owns a private practice, Family First Feeding, LLC and provides family centered services for the West Virginia Birth to Three program. She is one of three founders of SuperFeeders, LLC, a pediatric feeding and swallowing consulting business.

Benjamin Boss is the director of audiology for WVU Medicine as well as an adjunct professor and clinical supervisor for the WVU Au.D. program. Ben currently teaches the cochlear implant course for the Au.D. program at WVU. Before coming to WVU, Ben worked at the UPMC Eye and Ear Institute in Pittsburgh for eight years. Ben's clinical practice focuses on cochlear implant patients, hearing aids, and tinnitus. Ben receives a salary from WVU Medicine.

My student is functioning at a low cognitive level. I don’t think high tech is an appropriate option.” How often have you heard this statement, or had the same thought? Non-speaking students identified as LC need access to robust language to support language development. The goals of this seminar are to help participants: reconsider possible biases regarding using high technology with this population; understand the challenges/failures of light tech systems; understand how robust language can be used appropriately with this population; explore appropriate language goals; provide justification for using high technology to families, administrators and all involved.

Instructional Level: Intermediate

Learning Outcomes

1. Explore how using a high-tech system with a robust language system can be an appropriate option for children with LC
2. Identify appropriate goals for children with (LC) using AAC
3. Understand the challenges of light tech systems and why they might fail children with LC and provide justification for using high technology to parents, administrators, funding sources and others

Author Biographical Sketch

Darlette Navrotski, M.A., CCC-SLP, has served in various roles with PRC-Saltillo since 1988 and is currently serving Western PA and West Virginia by providing education, training and support to all involved with individuals who are considering or currently using an AAC device. Darlette’s background includes her work as: a research assistant from the University of Pittsburgh on a grant entitled "Promoting Communication in Non-speakers"; adjunct professor at the University of Pittsburgh. She also has a minor in Linguistics and experience in teaching English as a second language.

This course will equip speech-language pathologists and audiologists with a deep understanding of Social Determinants of Health (SDOH) and practical strategies to address barriers to therapy outcomes in their caseload. The course will utilize the ASHA Code of Ethics as a foundation for applying SDOH.

Instructional Level: Intermediate

Learning Outcomes

1. Participants will recognize and describe key social determinants of health (SDOH) and understand their impacts on communication disorders and overall health outcomes in diverse populations
2. Participants will analyze how various social determinants such as socioeconomic status, education, and access to healthcare influence the assessment, diagnosis, and treatment of speech and language disorders
3. Participants will develop practical strategies and interventions to mitigate the negative effects of social determinants of health on patient care, ensuring more equitable and effective speech- language pathology services

Author Biographical Sketch

Pam Holland is a Professor, Chair, and Graduate Program Director for the Department of Communication Disorders at Marshall University. She is board certified in swallowing and swallowing disorders and teaches courses in Early Childhood Language Disorders and Dysphagia. She founded the MU Feeding and Swallowing Clinic in 2013 and is a part of a multi-agency coalition, Healthy Connections which assists families with a history of substance used disorder. Professor Holland has presented at WVSHA, ASHA and CAPCSD, KSHA, CNYSHA, Talk Tools, MedSLP Collective and Therapy Insights. She owns a private practice, Family First Feeding, LLC and provides family centered services for the West Virginia Birth to Three program. She is one of three founders of SuperFeeders, LLC, a pediatric feeding and swallowing consulting business.

Understanding cochlear implant candidacy is crucial for providing optimal hearing healthcare. These sophisticated devices represent a powerful intervention that can dramatically improve communication abilities and quality of life for individuals with hearing loss. While traditionally viewed as a last resort, current research demonstrates that earlier implementation often leads to better outcomes, making them a primary consideration in hearing loss treatment plans. Despite their proven effectiveness, research indicates that 98% of potential candidates remain without cochlear implants. This significant gap stems from persistent misconceptions among both healthcare providers and patients about implant timing and candidacy (Nassiri et al, 2022).

Instructional Level: Intermediate

Learning Outcomes

1. Properly identify a patient that should be referred for a cochlear implant evaluation
2. Understand the need for the patient to have appropriately fit amplification before their referral
3. Be aware of the limitations of amplification for patients with poor speech understanding

Author Biographical Sketch

Benjamin Boss is the director of audiology for WVU Medicine as well as an adjunct professor and clinical supervisor for the WVU Au.D. program. Ben currently teaches the cochlear implant course for the Au.D. program at WVU. Before coming to WVU, Ben worked at the UPMC Eye and Ear Institute in Pittsburgh for eight years. Ben's clinical practice focuses on cochlear implant patients, hearing aids, and tinnitus. Ben receives a salary from WVU Medicine.

This presentation explores the critical role of speech-language pathologists (SLPs) in assessing and treating patients with cognitive decline, focusing on communication and swallowing changes across the seven stages of Reisberg's Global Deterioration Scale. Attendees will gain insight into the cognitive domains affected by dementia, the types of dementia, and how SLPs contribute to a multidisciplinary team in supporting patients. The session will highlight caregiver perspectives based on recent qualitative research and provide strategies for fostering a balance between independence and interdependence in caregiving. Participants will also engage in case-based scenarios to practice applying these interventions in real-world settings.

Instructional Level: Intermediate

Learning Outcomes

1. To understand the SLP's role in assessing and treating patients experiencing cognitive decline
2. To explore communication and swallowing changes in Reisberg's 7-stage Global Deterioration Scale of Dementia
3. To highlight themes derived from recent qualitative research exploring caregiver perspectives of currently available educational information regarding dementia
4. To practice strategies that help care-partners find a balance between interdependence and independence when supporting their loved ones with cognitive decline

Author Biographical Sketch

Sara Alig, PhD, CCC-SLP, CDP is a practicing medical speech-language pathologist, assistant professor at West Liberty University, certified dementia practitioner, and volunteer educator for the WV chapter of the Alzheimer's Association. Dr. Alig specializes in interventions for adults with neurogenic communication and swallowing disorders. She recently defended her dissertation research seeking to understand caregiver perspectives of currently available educational information regarding dementia. Stemmed from her passion for providing resources for people with cognitive decline and their care partners, Dr. Alig facilitates a support group, involving clinical practicum students through the WLU Speech and Hearing Clinic.

Session attendees will learn about the use of narrative intervention in a case with an adolescent following severe traumatic brain injury. Attendees will be provided an overview of traumatic brain injury and its impact on adolescents, narrative intervention, and case-related outcomes.

Instructional Level: Intermediate

Learning Outcomes

1. Participants will describe the impact of traumatic brain injury on the language and cognitive function and development in adolescents
2. Participants will analyze the effect of narrative intervention in a case of an adolescent with severe traumatic brain injury

Author Biographical Sketch

Anna Coy is an Assistant Professor and speech-language pathologist at West Virginia University. She teaches courses related to acquired motor speech, language, cognitive and voice disorders at the undergraduate and graduate levels. She has special research and clinical interest in neurogenic populations.

How do we as SLPs navigate the topics of acceptance and neurodiversity while we help school-age children change the way they speak and stutter? Stuttering-affirming therapy encourages acceptance of the person, helps them reduce or prevent all forms of adverse impact, and reduces tension, struggle, and avoidance in speech. We will discuss how to incorporate stuttering-affirming therapy principles into your therapy and what therapy goals look like for hypothetical children.

Instructional Level: Intermediate

Learning Outcomes

1. List three components of stuttering affirming therapy
2. Define what acceptance means in stuttering therapy
3. Describe how to incorporate stuttering affirming therapy principles into therapy for school-age children who stutter

Author Biographical Sketch

Seth E. Tichenor is a person who stutters, a speech-language pathologist, and an assistant professor at Duquesne University. His research interests include better understanding and predicting individual differences in the experience of stuttering (stammering), understanding how adverse impact related to the condition develops, and determining how moments of stuttering occur in speech. He is funded by grants from the National Institutes of Health and is an assistant professor at Duquesne University in Pittsburgh, PA. He practices clinically and is actively involved in clinical education regarding stuttering assessment and treatment.

Parkinson’s disease is the fastest growing neurological condition in the world and West Virginia has the third highest incidence in the nation. Speech-language pathologists need to be prepared for increases in caseload. Multiple speech treatments exist, and this presentation will review the major therapies and techniques for treating hypokinetic dysarthria due to Parkinson disease. Matching the most appropriate treatment with the correct patient can also be challenging and clinical decision making will also be addressed.

Instructional Level: Intermediate

Learning Outcomes

1. List the common treatments for hypokinetic dysarthria
2. Describe evidence base for treatments for Parkinson Disease
3. Identify diagnostic considerations for choosing the most appropriate speech treatment

Author Biographical Sketch

Christina Dastolfo-Hromack, Ph.D., CCC-SLP, is an Assistant Professor at West Virginia University in the Division of Communication Sciences and Disorders. She worked clinically at Henry Ford Hospital and as a voice-specialized speech-language pathologist at the University of Pittsburgh Voice Center for 7 years before pursuing her PhD. Her doctoral work examined the neurological origins of speech production in patients with Parkinson Disease which was supported by an NIH F31 fellowship. She has co-authored 11 publications and presented at national and international conferences in the area of speech and voice. She has worked to develop Parkinson-specific speech programs at WVU.