SCSHA Annual Convention

Transcription

South Carolina Speech-Language-Hearing Association
Annual Convention On-Site Program
SCSHA Annual Convention
February 24-27, 2016
Columbia Metropolitan Convention Center
Columbia, South Carolina
SCSHA PO Box 1782 | Columbia, SC 29202
E-mail: [email protected] | www.scsha.net
Welcome................................................................ 3-4
Hotel Map.......................................................... 31-32
Ambassador............................................................. 5
Medical and School Based Tracks..................33-34
Session Schedules/Agenda............................... 7-23
Convention Program At A Glance.........Back Cover
Special Events....................................................... 25
AND LOTS MORE!
Convention Supporters and Exhibitors.......... 27-29
What’s New This Year at the Convention?
You can receive updates throughout the SCSHA Conference on your phone! Be sure to sign up at the SCSHA Registration
Desk for our E-Text Service! Also, do you want to show off your photos from the Conference on the “big screen”? On
Twitter, Facebook or Instagram, use the hashtag below and we will add your photos live! Also, you can visit the SCSHA
Social Kiosk on the lower level where we can answer your questions about how to use social media for your business!
#2016SCSHAConvention
Free WIFI!
Session Handouts
There will be free WIFI throughout
the convention center for all
attendees to use for the length of
the conference.
Session Handouts will be either passed
out during each speaker session, or will
be posted beforehand online at www.
scsha.net for attendees to print out.
Attendance Etiquette
Silent Auction Reminder
Cell Phone Courtesy: Cell Phone Courtesy:
SCSHA request that as a courtesy to
presenters and colleagues, all cell phones
and pagers be turned off or on “vibrate” while
in sessions. All sessions will be closed 15
minutes after the session begins.
The last chance to bid on your favorite
Silent Auction items will be on Friday,
February 26th from 3:30 pm - 4:00pm in Ballroom A. Don’t
miss out!
Registration
A Map is located on page 28 of the onsite program, showing where Registatrion is located. Registation is on the bottom
floor of the Convention Center behind the escalator. All Attendees and Exhbitors will Register at this station and recieve
thier respective packets with nametags, handouts, and information. We are also offering Onsite Registration!
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2016
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LETTER FROM THE PRESIDENT
SCSHA 2015-2016
Executive Board
President
Tawana L. Nash, MA, CCC-SLP, EdD
[email protected]
President Elect
Jacqueline Jones-Brown, EdD, CCC-SLP
[email protected]
President Elect-Elect
VACANT
Past President
Karen Senior, MS, CCC-SLP, EdD
[email protected]
VP for Clinical/Professional Affairs
Catherine H. Earnhardt, MCD, CCC-SLP
[email protected]
VP for Governmental Affairs
Michelle L.W. Dawson, MS, CCC-SLP
[email protected]
VP for Planning/Administration
Candice Greene , MA, CCC-SLP
[email protected]
VP for Education/Information
Tanya Wilson, EdD, CCC-SLP
[email protected]
Welcome to the 2016 SCSHA Convention where we will be
“Growing and Glowing” in the Capital City!
Special Thanks to the Convention Chair and Co-Chairs Dr.
Jackie Jones-Brown, Candice Greene, Catherine Earnhardt,
and Michelle Dawson, who have planned an outstanding
convention. The Convention Chairs have secured a diverse
and exciting program of speakers. This year you have a
variety of opportunities to earn CEUs through sessions, the lunch and learn, poster
presentations, and the annual luncheon. This year’s convention offers sessions for
the attendees regardless of the work setting or population served. In planning for
this year’s convention, the Convention Chairs selected speakers that focused on
“hot topics” as determined by membership feedback from last year’s conference
evaluation forms.
Please take time to bid on the Silent Auction items. All proceeds from the Silent
Auction go directly to the SCSHA Foundation. The Foundation grants scholarships
yearly to future speech language pathology and audiology students who are enrolled
in undergraduate or graduate programs in South Carolina.
The Convention Chair and Co-Chairs have planned several special events for this
convention. Our Annual Awards Luncheon speaker for the 2016 convention is Nancy
Telian, who promises to be dynamic and captivating. The Student Breakfast will allow
students from various speech pathology and audiology programs to come together in
a forum to learn more about the profession that they have chosen.
On behalf of everyone who has assisted with planning and arranging this Convention,
we hope that your time in the “Capital City” will be enjoyable, memorable, and filled
with experiences that will enable you to “grow and glow”. I extend a sincere and
heartfelt welcome to each of you and look forward to a great convention.
With respect and admiration,
Tawana Nash, MA, CCC-SLP, EdD
This course is offered for up to 1.95 ASHA CEUs.
(Various Levels, Professional Area)
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LETTER FROM THE CONVENTION CHAIR
G
reetings! Borrowing the lyrics from songwriter Gus Kahn...Nothing could be finer than to be in Carolina… Columbia, South Carolina that is,
for our 58th Annual Speech and Hearing Convention. On behalf of the 2016 Convention Committee, we welcome you. Our theme for this year’s
convention is “Growing and Glowing as We Impact Change!”
This year’s convention was uniquely organized to enable all attendees to be a part of SCSHA’s continued growth and excellence. We’re excited
to offer you, our members and friends an opportunity to earn up to 1.95 CEUs! You will have an opportunity to select from an array of 57 research
based sessions ranging from school based to medical based topics. Featured speakers include the following:
•Dr. Alejandro Brice, CCC-SLP: Espanol y Ingles: Assessments and
Intervention for monolingual SLPs
•Dr. Corine Myers-Jennings. CCC-SLP: Speech Sound Disorders: Changes in
how we provide services for Phonological/Articulation Disorders
•Dr.Jessica Berry, CCC-SLP & Dr.Regina Lemon, CCC-SLP: Cultural
Competency and Sensitivity – A Candid Conversation
•Andrea Lary CCC-SLP/A: Advocacy, Legislative and Reimbursement Update
2015
•Dr. Barbara Ehren, CCC-SLP: SLPs’ Roles with Literacy: More Important than
Ever! Part 1 & 2
•Dr. Lemmietta McNeilly, CCC-SLP, CAE: Enhancing Speech-Language
Pathology and Audiology Services Across the Continuum
•Cheris Frailey, MA CCC: SLP ASHA Training, Trends, Regulations, and
Supervision of Support Personnel
•Dr.Judy Rudebusch, CCC-SLP: Advocacy, Leadership, and Volunteerism:
Strategies for Member Success
•Dr. Ruth Renee Hannibal, CCC-SLP: Giving them something they can feel:
Using manipulatives in speech, language and swallowing therapy Part 1 & 2
•Dr, Andrew Shanock, NCSP: SLP’s and School Psychologist Joining Forces:
Collaborative Assessment, LD Identification, and Intervention Development Part
1 and Part 2
•Alicia Harper, MSP,CCC: SLP Understanding FEES: A Comprehensive Look
at the SLP’s Role in Identification and Intervention of Dysphagia Utilizing
Endoscopic Examination •Amber Heape, MCD, CCC-SLP: Dementia Therapy in Adult Settings –
Providing Skilled Services and Documenting Medical Necessity
•Nancy Telian, MS, CCC-SLP & Penny Castagnozzi: Reading with TLC:
Condensed Full Training in Lively Letter and Sight Words You Can See Part 1
and Part 2
As we continue to evolve, grow, and impact change, we’re also giving back. We invite you to visit our very first “Caring Square” which will be located in the exhibit
hall. The “Caring Square” is designed to promote and engage members in volunteerism and participation in service projects.
On behalf of the SCSHA 2016 Convention Committee, it is our desire that you enjoy the next few days of learning, growing, glowing and discovering what’s new as
many vendors and exhibitors will be on-site to share the details regarding their most recent products and services.
We invite you to help us honor the legacy of excellence from our past, celebrate
the current trail blazers within our profession and uplift our future SLPs by
making plans to attend the annual awards ceremony. It goes without saying;
Students are the future of our profession. With this in view, we’ve planned
exciting and engaging student activities which include the Annual Student
Breakfast and the Student Praxis Bowl.
SPECIAL THANK YOU TO....
As the 2016 Convention Chair, I would like to extend a well deserved thank
you to those who worked extremely hard to make this convention a success.
I appreciate your time, contributions and endless support.
After a fun day of learning, you’re encouraged to reunite and spend an evening
of laughter and fun at your Alumni Reception.
Dr. Tawana Nash 2015 SCSHA
President
Candice Greene- 2016 Convention
Co-Chair
Michelle Dawson 2016 Convention
Co-Chair
Catherine Earnhardt 2016 ASHA CE
Administrator
Dr. Tanya Wilson
Dr. Karen Senior
Crystal Murphree-Holden
Danielle R. Varnedoe
Ashley Hunter-MPA
With 28 years in this profession the one thing that I am confident of, is the fact
that we are a resilient, remarkable group of professionals who make a difference
by giving unselfishly of our time and resources. Please remember to support
our SCSHA foundation by visiting the 2016 Destination Carolina Silent Auction!
It is without question, we are truly “Growing and Glowing” as we impact change
With Much Appreciation,
Dr. Jacqueline Jones-Brown, CCC-SLP
2016 SCSHA Convention Chair
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Brooke Rowan-MPA
Heather Smith-Southern Strategies
Facilitators
Student Volunteers
Silent Auction Contributors
NSSHLA University Supervisors
University of South Carolina
South Carolina State University
Cheris Frailey-ASHA
Featured Speakers
Convention Presenters
Vendors
Exhibitors
2016
2015-2016 SCSHA AMBASSADOR
Motivating, interesting, compassionate, encouraging, cooperative,
respectful, focused...these are only a few characteristics of the
South Carolina Speech Language Hearing Association’s 2016
Ambassador. Patrick Jefferson is a 15 year old student with autism.
I’ve had the pleasure of knowing Patrick for the past five years.
Whether displaying his creative nature or colorful reenactments,
Patrick manages to warm everyone’s heart. His personality is
infectious. Sharing the highlights of his weekend, the specifics of a
new game, or a play-by-play run down of a movie- with animationgrabs your attention. After an encounter with Patrick you will be left
with sore cheeks, as you are surely to laugh until it hurts!
Patrick is one of the most determined, sociable young men I have
ever known. When I began working with Patrick he exhibited
difficulty with language skills, as with many children with autism.
Topic maintenance, proper turn-taking, auditory memory, and
expressive vocabulary were a few of the areas addressed in speechlanguage therapy. His tremendous progress can be seen through
daily interactions with peers and teachers, as well as when looking
at his grades and standardized test scores. On multiple occasions
Patrick earned a score of “Met” on state assessments! Not only did
he master speech and language goals set from year to year but he
gives the biggest, best bear hugs this side of the Prime Meridian!
SCSHA Convention
In the sixth grade Patrick represented his school at the International
Odyssey of the Mind Completion in Des Moines, Iowa in the leading
role which earned his team second place in the drama competition.
In terms of national recognition, Patrick participated in the 2014
Young Scientist Challenge sponsored by Discovery Education
and placed in the top 50 entries nationwide for his innovation the
“Cool Cap.” Further, he expanded the invention and presented at
a local exhibition titled, the Junior Shark Tank, and placed in the
top 15 students this past summer. He is never shy about his future
aspiration to be an engineer and gathers experience each summer
with the SC Governor’s School of Science, Engineering and
Technology Summer Experience. Not to mention, his three years of
participating in the SC Science Fair at the statewide level.
Our profession affords us the opportunity to meet and establish
relationships with wonderful children and their families. Patrick’s
mother has been true testament to the importance of parental
support. Patrick volunteers at a local shelter once monthly to
sponsor a board gaming night for families. He has been an avid
Chess player since age six. Further, he is member of his church’s
security/welcoming team. His hobbies keep him extra busy as a
lover of Anime and as a player of Vangard. Finally, he is especially
proud to be member of the W.J. Keenan High School Robotics
Team and Hope Christian Academy basketball team. During the
winter holiday season, he is a legendary bell ringer for the Salvation
Army’s red kettles.
I truly believe Patrick exemplifies the ideals and purpose of our
association and will represent us well as the 2016 Ambassador. No
challenge is too great for him. He has not allowed his disability limit
his success and for that I proud to say “I know Patrick Jefferson!”
Sincerely,
Tanya T. Wilson, EdD, CCC-SLP
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SCSHA CONVENTION PROGRAM
To access speaker disclosures, go to
www.scsha.net/convention
Wednesday, February 24
4:00 pm - 5:00 pm 5:00 pm - 6:00 pm
7:00 pm - 9:00 pm
5:00 pm - 9:00 pm
Executive Board Meeting
Executive Council Meeting
Convention Registration
Exhibitor Set-up
Thursday, February 25
7:15 am - 5:00 pm
7:00 am - 7:30 am
7:30 am - 5:00 pm
8:00 am - 5:30 pm
9:30 am - 10:00 am
11:30 am - 12:30 pm
11:30 am - 1:00 pm
2:30 pm - 4:00 pm
2:30 pm - 4:00 pm
3:30 pm - 4:00 pm
5:45 pm - 7:00 pm
Registration Open
Exhibitor Set-up
Exhibits Open
Speaker Sessions
Door Prizes/Auction/Coffee
Lunch & Learn
Past Presidents Luncheon
Poster Sessions
Ethics Panel
Door Prizes/Auction/Snacks
University Receptions
Friday, February 26
7:15 am - 5:30 pm 7:30 am - 4:30 pm
8:00 am - 5:30 pm
8:00 am - 9:30 am
9:30 am - 10:00 am
11:45 am - 1:45 pm
3:30 pm - 4:00 pm
2:00 pm - 3:30 pm
4:30 pm - until
5:45 pm - 6:45 pm
Registration Open
Exhibits Open
Speaker Sessions
Student Breakfast
Door Prizes/Auction/Coffee
Annual Awards Luncheon
Door Prizes/Auction/Snacks
Student Praxis Bowl
Exhibitor Breakdown
Annual Business Meeting
Saturday, February 27
8:00 am - 11:3o am
8:00 am - 12:30 pm
8:00 am - 12:15 pm
8:00 am - 12:15 pm
12:15 pm
SCSHA Convention
Speaker Sessions
Registration Open
Sessions Continued
Short Course Offerings*
Convention Closes
8:00 am - 9:30 am
1
Sign Language with Children Aged Birth-3 and Beyond
Jill Eversmann, MS, CCC-SLP
Carolina Room
This is an introduction to sign language course. It covers 40 ASL
single signs, the manual alphabet, and numbers 1-10. Participants
will learn and practice the signs and learn tips for teaching signs
to those children on their caseload who could benefit from it.. It
also covers how sign language can encourage speech and language
development, enhance overall communication and reduce frustration
for children who are not yet able to effectively communicate using
speech
Learning Objectives:
Participants with be able to:
1. Recognize and demonstrate 40 early signs
2. Demonstrate the letters of the manual alphabet and numbers 1-10
3. Recognize the benefits of using sign language with children with a
variety of speech and language delays and disorders
4. Explain how and when to begin signing with a patient as well as contraindications to introducing sign language in therapy.
2
Generational and Multicultural Issues
in Clinical Supervision
Amber Heape, MCD, CCC-SLP
Christine Lewis, MSP, CCC-SLP
Ebony Means, MA, CCC-SLP
Congaree Room
This session will discuss the 4 major generations present in today’s
workplace, as well as the challenges and opportunities with each.
Audience members will participate in identifying their generations,
as well as those of their supervisees. Participants will be educated
on cultural values and differences, and their implications within
a supervisory role. Ethical scenarios for both generational and
multicultural issues will be presented with audience participation for
solutions.
1. The learner will be able to identify generations by charac
teristics.
2. The learner will interpret cultural differences within asupervisory
role.
3. The learner will evaluate ethical scenarios of supervision for cultural and generational competence.
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Thursday, February 25 (continued)
3
SLPs and School Psychologists Joining Forces:
Collaborative Assessment, LD Identification, and Intervention Development Part 1 Part 1
Andrew Shanock, Ph.D., NCSP
Lexington B This entertaining and informative presentation will show how
school psychologists and speech pathologists can adopt the Cattell
Horn Carroll (CHC) assessment framework so they may produce a
single comprehensive evaluation. Through this structured collaboration more precise diagnoses and interventions can be developed.
Further, this approach can reduce evaluation time by one hour per
child. Common assessment batteries used by these professionals
(such as the CELF, WISC, WJ, TAPS, TOLD) will be reviewed to
identify the specific cognitive constructs they measure, the cultural
and linguistic demands of the various subtests, and how to reduce
over-testing. Specific researched based interventions that may
be connected to cognitive profiles will also be reviewed. Finally,
sample evaluations will be distributed and discussed.
1. Attendees will identify the names and define primary broad cognitive factors within the CHC model,which
includes reasoning, background knowledge, short term and long term retrieval, auditory processing, spatial reasoning, and processing speed.
2. Attendees will identify the various batteries regularly used by speech language pathologists, and identify those subtest that most resemble tests found within typical batteries used by school psychologists.
3. Attendees will identify the steps needed to take to complete a
collaborative cross battery assessment which is based on reason for
referral, age of child, as well as cultural and linguistic issues that
impact evaluation.
4
Enhancing Auditory Skills Through
Technology and Intentional Listening
Virgi Mills, MED. (Master in Deaf Education)
Richland A
Increased awareness of hearing loss among all ages has been
generated through the efforts of professionals involved with
programs and organizations such as the Newborn Infant Hearing
Screening, First Steps, Hearing Education and Awareness for
Rockers (H.E.A.R.) and the recent research linking hearing loss
with the increased risk for dementia. Participants will review the
criteria for hearing aids and cochlear implants and also review
connectivity through LOOPing and have the opportunity to
experience listening with one example of an assistive listening
device (ALD). Given the increased use of technology such as
hearing aids, cochlear implants and ALD’s in providing the brain
with improved signals of sounds and speech, the need for assessments and tools for aural rehabilitation resources for all ages has
SCSHA Convention
also greatly expanded. After reviewing sample auditory assessments
and aural rehabilitation tools for all ages, participants will have the
opportunity to have hands-on experiences with these resources.
1) Participants will be able to list at least three programs and organizations that promote awareness and treatment of hearing loss.
2) Participants will be able to describe the criteria of hearing aids and cochlear implants.
3) Participants will be able to outline one auditory skills as-
sessment and three aural rehabilitation tools.
5
The International Dysphagia Diet Standardization Initiative
John Heth
Richland C
Around the world, many associations have published dysphagia diet standards. Variable terminology presents a serious risk
of harm. The International Dysphagia Diet Standardization Initiative has gathered evidence to help the world speak one language
about dysphagia diets. The frameworks for liquids and solids have
been developed and published. Implementation across the world is
targeted for 2018. Come and ﬁnd out what the IDDSI framework is
and how to integrate it into your practice.
- Describe the new International Framework for Dysphagia Diets.
- Describe the objective methods used by the IDDSI to distinguish between thickness levels
- Identify the current state of implementation of the IDDSI framework
6
Training, Trends, Regulation, and Supervision of
Support Personnel
Cheris Frailey, MA, CCC-SLP, ASHA
Director, State Education and Legislative Advocacy
Government Relations and Public Policy
American Speech-Language-Hearing Association
Richland B
Examine trends in the states relating to the laws and regulations governing support personnel, their evolving role, and on-line resources
available on the roles and supervision of both audiology and speechlanguage pathology support personnel. Through scenarios, attendees
will explore the impact of support personnel in various practice settings.
1.Discuss and demonstrate understanding of support person
nel states.
2. Examine support personnel trends nationwide and ASHA resources on support personnel.
3.Identify ASHA supervision recommendations for support personnel.
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8:00 am – 11:00 am
7
Certification Course: Reading with TLC: Condensed Full Training in Lively Letter and Sight Words You Can See Part 1
Nancy Telian, MS, CCC-SLP
Penny Castagnozzi
Lexington A
Utilized globally as a child and teacher- friendly “go-to” program
for SLPs and their colleagues involved with literacy, Reading with
TLC’s Lively Letters, created by Nancy Telian, MS, CCC-SLP, is
widely implemented in numerous educational and clinical settings
throughout the US and globally. In the Reading with TLC Condensed
Full Training seminars, participants will learn how to utilize a combination of oral kinesthetic and hand cues, music, visuals, mnemonics, and comical stories to develop students’ letter sound associations while simultaneously addressing speech production, phonemic
awareness, and word reading/spelling skills. Application within all
tiers of the RtI model and alignment with state curriculum standards
will be addressed. Sight Words You Can See, created by Penny Castagnozzi, trains phonetically irregular and semantically abstract sight
words using visuals and mnemonics. Spend a fun day with the authors as you learn clinically proven, explicit techniques to quickly
close achievement gaps in the areas of phonemic awareness, phonics, speech production, and irregular sight words. Participants may
choose to attend just the Part One session. Those who complete both
sessions (Part One and Two) will walk away with the complete TLC
strategies that can be used immediately, and they will be given a certificate stating that they are officially, fully trained in the Reading with
TLC program. Full certificate provides a stronger level of confidence
for program use and qualifies attendees to later apply to be listed in
the TLC Tutor Directory and/or to become trained as a TLC Trainer.
1. Demonstrate the ability to train upper level letter sounds (vowel
combinations, r-controlled vowels, soft c and g) using mnemonics,
oral kinesthetic cueing, music, and imagery
2. Demonstrate the use of explicit strategies to train the ability
to read words with consonant blends, with a focus on preventing
sequencing errors
3. Demonstrate the ability to prevent rapid naming errors during
decoding tasks by utilizing specific strategies that eliminate impulsive guessing
4. Utilize mnemonic strategies for training the syllable division
rules for improved ability to read and spell multisyllable words
5. Utilize mnemonics, imagery, and comical stories to explicitly
train the acquisition of phonetically irregular and semantically
abstract sight words
SCSHA Convention
9:30-10:00
Coffee Break/Visit the Exhibit Hall
Ballroom B & C
10:00 am - 11:30 am
8
Keep the FIRE Burning to Avoid BURNOUT
Cecilia Jefferies, CCC-SLP, Ph.D.
Richland A
School-based speech-language pathologist (SLP) have always had
BIG shoestofillinatimewhentheyareheldaccountablebymajorstakeholders, (parents, teachers, administrators, and students) to provide
services that ensure access and progress in the general education
curriculum. However, in the midst of Response to Intervention, IEP
meetings, Medicaid billing and duties, when is a SLP supposed to
get down to the business of doing what they love ..... speech/language therapy. This presentation seeks to in- form the SLP of ways
to maximize therapeutic time to avoid BURNOUT.
1. Utilization of effective and efficient intervention strategies.
2. Utilize collaboration for success across the curriculum content.
3. Utilization of on-going assessment measures to promote successful outcomes.
9
12 Things Every SLP Should Know
from People Who Stutter
Maryann Nelson MA, CCC-SLP
Congaree Room
The purpose of this presentation is to give speech pathologists, speech
pathologist students, and other professionals inside knowledge
into the mind of a person who stutters during speech therapy. The
presentation will begin with an introduction of myself and will be
followed by a discussion of 12 points that speech pathologists should
know during the treatment process for fluency. There will be a
designated time at the end of the session to answer any questions.
• The importance and improvement of the client/therapist
interpersonal relationship from the perspective of the person who
stutters.
• The importance of the emotional effects of stuttering and the
impact the emotional effects of stuttering has in a person who
stutters life.
• The importance of the negative effects of stuttering and the impact
of the disorder on the family of a person who stutters.
• The importance of a family and/or self-help support system for
people who stutter.
• A set of fluency treatment techniques to include in your “fluency
treatment grab bag.”
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2016
10
SLP’S and School Psychologists Joining Forces: Collaborative Assessment, LD Identification, and Intervention Development Part 2
Richland C
This entertaining and informative presentation will show how
school psychologists and speech pathologists can adopt the Cattell
Horn Carroll (CHC) assessment framework so they may produce
a single comprehensive evaluation. Through this structured
collaboration more precise diagnoses and interventions can be
developed. Further, this approach can reduce evaluation time by
one hour per child. Common assessment batteries used by these
professionals (such as the CELF, WISC, WJ, TAPS, TOLD) will be
reviewed to identify the specific cognitive constructs they measure,
the cultural and linguistic demands of the various subtests, and how
to reduce over-testing. Specific researched based interventions
that may be connected to cognitive profiles will also be reviewed.
Finally, sample evaluations will be distributed and discussed.
1. Attendees will identify the names and define primary broad cognitive factors within the CHC model,which
includes reasoning, background knowledge, short term and long term retrieval, auditory processing, spatial reasoning, and processing speed.
2. Attendees will identify the various batteries regularly used by speech language pathologists, and identify those subtest that most resemble tests found within typical batteries used by school psychologists.
3. Attendees will identify the steps needed to take to complete a
collaborative cross battery assessment which is based on reason for
referral, age of child, as well as cultural and linguistic issues that
impact evaluation.
11
Practicing the 3Cs: Cross (or Critical)-Cultural
Competence in Speech Language Pathology and Audiology
Gina Crosby Quinatoa, M.S.P., CCC-SLP, LSLS Cert. AVT
Monica Mason, MS, CCC-SLP
Clarissa Bennett, EdS, MA, CCC-SLP
Lexington B
This session is designed by SCSHA’s Multicultural Affairs Committee to provide members with knowledge and guidelines for increasing
cultural competency and diversity awareness in speech-language pathology and audiology practices in South Carolina. The course will begin with a review of evidenced-based recommendations aligned with
ASHA’s Multicultural Issues Board (MIB) and ASHA’s Code of Ethics and Position Statements on principals and clinical practices necessary when working with culturally and linguistically diverse individuals. ASHA’s MIB resources and tools related to diversity awareness
and cultural responsiveness will be demonstrated and applied through
SCSHA Convention
several case study scenarios. In addition, the course will outline cultural competency practice in individual and institutional levels and
diversity awareness guidelines within current trends in South Carolina’s demographics. Finally, we will present an overview of SCSHA’s
Multicultural Affairs Committee mission and goals, membership opportunities, and current projects and resources available to members.
Learning Objective:
Upon completion of this session, participants will be able to:
1) Define the mission and objectives of SCSHA ‘s Multicultural Affairs Committee (MAC)
2) Identify South Carolina’s current demographics and its impact on
clinical practice across all clinical settings.
3) Define knowledge and skills needed by SLP’s and Audiologist as
outlined by ASHA’s Multicultural Issues Board.
4) Demonstrate awareness of cultural competency as related to
diversity responsiveness through the use of resources provided
12
Impact of the Speaking Valve In The Treatment of Dysphagia
Fleurette K. Davis, SLP.D., CCC-SLP
Richland B
This seminar will identify dysphagia issues associated with the tracheostomized and ventilator-dependent population, and describe the
functions and role of the Passy-Muir Speaking valves in assessment
and treatment of dysphagia in the patient population. Anatomic
and physiologic changes to the upper airway affecting communication and swallowing will be reviewed. Treatment options related to
voice, respiration and swallowing will be presented.
Learning Objective:
• The participant will be able to identify up to 5 clinical complications of a tracheostomy tube.
• The participant will be able to identify up to 5 techniques to
increase vocalization or improve voicing in the tracheostomized
patient.
• The participant will be able to identify up to 5 techniques to improve swallow safety in the tracheostomized patient.
13
Exploring the Doctorate
Jessica Berry, Ph.D., CCC-SLP
Regina Lemmon, Ph.D., CCC-SLP
Carolina Room
With a well-documented shortage of qualified teacher-scholars
with research Ph.D. degrees in communication disorders, it necessary to educate potential doctoral students and professionals on
the options for higher education (ASHA CAPSD, 2008). As a result of this shortage there are predicted to be numerous jobs in
academia available for qualified individuals with a Ph.D. Multiple
options exist for obtaining a doctorate degree with each leading
to employment in various areas of specialization. Therefore, the
purpose of this presentation is to introduce speakers to the various types of doctoral degrees, major components of the degree,
and job opportunities following the completion of the degree.
Participants will be able to:
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CONVENTION PROGRAM
2. The learner will analyze concepts of evidence-based practice
specific to levels of global deterioration scale.
3. The learner will apply definitions of skilled service to daily and
weekly documentation for medical necessity of services for patients
with dysphagia.
1) List at least 3 different types of doctoral degrees
2) List the three major components of a research doctorate
3) Identify programs that fit their terminal academic interests
4) Identify the different types of research institutions
15
Ling 6: Not just for the Audiologist--Interprofessional Use of Ling 6 in School
Jamy Claire Archer, M.S., CCC-SLP, LSLS Cert. AVT
Gina Crosby Quinatoa, M.S.P.CCC-SLP, LSLS Cert. AVT
Carolina Room
Hearing impairment is multifaceted impacting speech,
communication, academic progress, and quality of life. With proper
amplification, deficits and implications may be alleviated; however,
as professionals, we assume that amplification is appropriate, well—
fit and working. But what if it isn’t? We see anger, frustration,
behavior, and more. What we DON’T see is success. Not hearing
/s/ means not understanding plurals; not hearing /sh/ means not
quieting to a teacher’s instruction. The 6 sounds of the Ling 6
Sound Test represent the frequencies across the speech spectrum;
they occur in a large variety of work contexts and, most importantly,
can indicate changes in hearing to any individual working with these
children. A five minute test can change the impact of your lesson
and possibly the child’s life.
- Identify and list October 1st changes related to ICD-10 and the
need for accurate and improved differential diagnosis/impairment
even if the therapist is not required to report the specific ICD-10/
CPT codes on their documentation.
- Identify available tools for identifying the correct ICD-10 codes to
support procedures performed
- Identify billing guidelines and reasonable treatment within different settings.
11:30-12:30 Lunch and Learn: Advocacy Legislative and
Reimbursement Update 2015
Andrea Lary, CCC-SLP/A
Ballroom A
This workshop was developed as a follow-up to last year’s Lunch
and Learn. The topic to be covered will be the latest information on
reimbursement issues covered at the annual ASHA Network Advocacy meeting. The session is designed to increase the participants’
awareness of actions occurring in DC and in the individual states,
that have an impact on the delivery of Speech and Audiology services to our varied populations. Advocacy on a personal, state and
national level will also be discussed.
The participants will Identify:
1. Who their key contact people are at ASHA for their specific issues.
2. Current legislation that is being targeted or watched.
3. The state of telepractice.
4. The essential health benefit in ACA: “hab” or “rehab”.
5. Updates to Medicare, Medicaid, Private insurance and School
issues in both South Carolina and nationally.
11:30-1:00
Hall of Fame Room
1:00 pm - 2:30 pm
14
Dementia Therapy in Adult Settings – Providing Skilled Services and Documenting Medical Necessity
Richland C
Documentation of skilled services within evidence-based practice for patients with dementia is more crucial than ever before. Attendees at this session will learn about types and levels
of dementia, with specific characteristics of each. Appropriate
therapeutic intervention strategies within each stage of dementia will be identified. Audience members will participate in
goal writing activity for documentation of skilled services.
1. The learner will delineate types and levels of dementia.
SCSHA Convention
16
Documentation from Diagnosis to Discharge - Part 1
Richland B
This is a two session course that will discuss how to improve
accuracy with differential diagnosis and documentation to show
medical necessity and progress in treatment from the initial
evaluation through discharge. We will be discussing documentation
and differential diagnosis within all settings. The first session will
focus on differential diagnosis and how to identify the appropriate
ICD-10 code. We will discuss tools available to help identify
appropriate ICD-10 and CPT codes to support procedures performed.
We will also discuss the October 1st changes related to ICD-10
and how these changes affect therapists even if they do not have to
supply the correct ICD-10 code in their documentation. The first
session will also review billing guidelines as well as reasonable
and necessary treatment within different settings. The second
session of this course will discuss documentation for justification
to support procedures performed and show medical necessity. This
session will discuss changes in medical guidelines as it relates to
the affordable care act and the use of best practice guidelines. We
- 11 -2016
will discuss how therapists can improve documentation to meet
these guidelines. The second session will discuss documentation
to include the initial evaluation, writing goals, daily treatment
notes, documenting progress, and the discharge summary.
Upon completion of session one of this course, participants should
be able to:
- Identify and list October 1st changes related to ICD-10 and the
need for accurate and improved differential diagnosis/impairment
even if the therapist is not required to report the specific ICD-10/
CPT codes on their documentation.
- Identify available tools for identifying the correct ICD-10 codes to
support procedures performed
- Identify billing guidelines and reasonable treatment within different settings.
17
Stretch Your Knowledge of Telepractice: Service
Delivery, Regulation, Reimbursement
Cheris Frailey, MA, CCC-SLP
Richland A
In this session, participants will learn about the basic practice considerations, licensure and reimbursement issues in providing services
using telepractice. The benefits of telepractice service delivery, barriers to practice, licensing considerations, HIPAA and FERPA, telesupervision, reimbursement and coverage issues including Medicaid
will be highlighted. The key focus of the presentation is to provide
participants information in regards to laws and regulations to practice
that often is overlooked or not considered when working in telepractice but is imperative for the safety of yourself as a professional as
well as the consumer.
1. Demonstrate an understanding of Medicaid reimbursement currently with telepractice in at least two states.
2. Identify two licensure requirements and two barriers to practice.
3. List two resources available to assist with telepractice implementation, licensure and regulation.
18 Enhancing Speech-Language Pathology and Audiology Services Across the Continuum
Lemmietta McNeilly, PhD, CCC-SLP, CAE
Congaree Room
Changes in health care, schools and communities are creating opportunities for audiologists and speech-language pathologists to
use different service delivery options. These options will enhance
service delivery across the continuum demonstrating value and
functional outcomes for individuals. Options include “top of the
license” practice, using support personnel, and telepractice. The
presentation will include content regarding how to practice at the
SCSHA Convention
“top of the license”, the appropriate use of support personnel, and
telepractice as viable service delivery options and considerations
for making the decisions around the varied areas of practice. SLPs
practicing across the continuum of care settings (e.g. acute care, inpatient rehabilitation, skilled nursing, home health, outpatient, early
intervention, schools and private practice) will need to determine
which services are most beneficial and valuable to the individual’s
functioning. Variations in payment methodologies in different settings will impact service delivery options.
As a result of this presentation, the participant will be able to…
1. Define practicing at the “top of the license”
2. Identify service delivery options including working with SLPAs,
using telepractice
3. Describe how to SLP services are impact patient outcomes
1:00 pm – 4:00 pm
19
Nancy Telian, MS, CCC-SLP
Penny Castagnozzi
Lexington A
Utilized globally as a child and teacher- friendly “go-to” program
for SLPs and their colleagues involved with literacy, Reading with
TLC’s Lively Letters, created by Nancy Telian, MS, CCC-SLP, is
widely implemented in numerous educational and clinical settings
throughout the US and globally. In the Reading with TLC Condensed
Full Training seminars, participants will learn how to utilize a combination of oral kinesthetic and hand cues, music, visuals, mnemonics, and comical stories to develop students’ letter sound associations while simultaneously addressing speech production, phonemic
awareness, and word reading/spelling skills. Application within all
tiers of the RtI model and alignment with state curriculum standards
will be addressed. Sight Words You Can See, created by Penny Castagnozzi, trains phonetically irregular and semantically abstract sight
words using visuals and mnemonics. Spend a fun day with the authors as you learn clinically proven, explicit techniques to quickly
close achievement gaps in the areas of phonemic awareness, phonics, speech production, and irregular sight words. Participants may
choose to attend just the Part One session. Those who complete both
sessions (Part One and Two) will walk away with the complete TLC
strategies that can be used immediately, and they will be given a certificate stating that they are officially, fully trained in the Reading with
TLC program. Full certificate provides a stronger level of confidence
for program use and qualifies attendees to later apply to be listed in
the TLC Tutor Directory and/or to become trained as a TLC Trainer.
1. Demonstrate the ability to train upper level letter sounds (vowel
combinations, r-controlled vowels, soft c and g) using mnemonics,
oral kinesthetic cueing, music, and imagery
- 12 -2016
Snack Break/Visit the Exhibit Hall
Ballroom B & C
2. Demonstrate the use of explicit strategies to train the ability
to read words with consonant blends, with a focus on preventing
sequencing errors
3. Demonstrate the ability to prevent rapid naming errors during
decoding tasks by utilizing specific strategies that eliminate impulsive guessing
4. Utilize mnemonic strategies for training the syllable division
rules for improved ability to read and spell multisyllable words
5. Utilize mnemonics, imagery, and comical stories to explicitly
train the acquisition of phonetically irregular and semantically
abstract sight words
4:00 pm - 5:30 pm
2:30 pm - 4:00 pm
POSTER SESSIONS
Ballroom B & C
2:30 pm - 4:00 pm
20
Ethics Panel:
Cheris Frailey, MA, CCC-SLP
Crystal Murphree-Holden,
Chair, SCSHA Professional Standards/Ethical Practices
Dr. Gwendolyn D. Wilson,
Chair, SC Board of Examiners in Speech Language Pathology and Audiology, SC LLR
Catherine H. Earnhardt, MCD, CCC-SLP - Moderator
Richland C Room
A distinguished and dynamic panel of speakers has been assembled
to discuss current top ethical issues and trends that affect speech language pathologist and audiologist. The panel will include Dr. Gwendolyn Wilson, Chair of the Board with LLR, Charis Frailey, Director,
State Education and Legislative Advocacy, Government Relations
and Public Policy with ASHA, and Crystal Murphree-Holden, Chair
of SCSHA’s Professional Standards and Ethics Committee. The panel
will discuss ethical issues related to school supervision, the scope of
practice of SLPAs and SLPs that don’t have their C’s, supervision, as
well as ethical issues related to licensure. The discussion will be structured to allow for questions from the audience to our panel of experts.
Participates will be able to:
1) Identify ethical issues with regards to potential HIPPA violations
related to the use of personal cell phones and personal emails.
2) Identify ethical issues related to Telepractice.
3) Identify ethical issues related to supervision of SLPAs and SLPs
without their CCCs.
3:30-4:00
SCSHA Convention
21
Using the International Classification of Functional Disbaility and Health (ICF) to Write Functional Goals Lemmietta McNeilly, PhD, CCC-SLP, CAE
Congaree Room
The American Speech-Language-Hearing Association (ASHA) has
prioritized educating and empowering members to increase value
and access to audiology and speech-language pathology services.
This presentation will include content regarding the changes in
the healthcare landscape and educational settings, the usage of the
International Classification of Functional Disability and Health
(ICF) as a viable clinical service delivery tool. The presenter will
use plain language to clearly convey the value of speech-language
and audiology services on the functional patient outcomes in
speech, language, feeding & swallowing, hearing and overall
communication functioning as well as factors to facilitate develop
of functional outcomes. Using knowledge and skills to maximize
the individual’s functional outcomes demonstrates the value of
the services. Using the ICF framework improves the value of SLP
services as well as the functional outcomes of the individuals we
serve.
As a result of this presentation, the participant will be able to…
1. Describe components of the ICF framework
2. Describe how to use the ICF framework to develop functional
goals for individuals
3. Identify the value and benefits of the ICF Framework
22
Keeping Dynamic Stimuli FUN: How to Balance Technology and Behavior
Jamy Claire Archer, MS, CCC-SLP, LSLS Cert. AVT
Carolina Room
In this ever-changing technological age, devices rule our worlds! As
professionals, we are responsible to prepare our clients to navigate
digital challenges while maintaining the therapeutic integrity of
our goal-based sessions. This can be difficult when the childs
attention is drawn to the alluring glow of the device rather than
the professional presenting it. Redirection from the device is hard
and often results in frustration and behavioral outbursts. Add in
pragmatic deficits, sensory integration challenges or hyperactivity/
attention difficulties and it feels like our task is impossible! So how
do we balance the tightrope of what they want, what is therapeutic
and what they need This session will provide strategies, tips,
and tricks to keep every child invested in their goal, FUN, while
addressing the professionals goal of communicative competence.
1) Participants will select appropriate dynamic therapeutic tools for
specific disorders.
2) Participants will be able to identify therapeutic objectives
through us of iPad applications.
- 13 -2016
4. Participants will identify how to communicate to educators within
their buildings, the specific data and information needed prior to
meeting.
5. Participants will readily identify how to help educators better
understand data to establish baselines and how to set appropriate
goals.
6. Participants will identify how to best communicate the difference
between an intervention, modification, and accommodation to their
respective educational staff.
3) Participants will be able to implement iPad applications and
SMART technologies in therapeutic planning.
23
Beyond Requesting: I Definitely Have More to Say
Patrick Brune M.S.CCC/SLP
Richland B
In this session participants will be provided strategies for
successfully moving their AAC communication beyond requesting,
and incorporating communicative functions such as asking
questions, making comments, protesting, and expressing opinions.
Participants will be provided with practical ideas and tools to be
implemented during evaluations and therapy with individuals of
various ages, abilities, and communication levels.
1. Name two communicative functions beyond requesting and
describe why
they are important.
2. Describe two strategies that move AAC communicators beyond
requesting.
3. List 3 partner communication strategies that move AAC
communicators
beyond requesting.
24
Enhancing the Efficiency, Effectiveness and Perceptions of Pre-Referral Team
Lexington B
One of the key components of implementing and supporting a
Response to Intervention model within a district is the effectiveness of
the pre-referral team. However, these hard working, often voluntary
teams find that educators in their buildings may be reluctant to refer
students or unwilling to carry out the agreed to intervention plans.
This engaging and audience participatory presentation will focus
primarily on the School Based Intervention Team (SBIT) model as
a way to provide a consistent meeting structure to enhance team
members’ ability to become effective, efficient, and collaborative
problem solvers who address both behavioral and academic issues.
The goal of the presentation is to provide a framework in which
pre-referral teams will be known as a well-regarded, invaluable
resource for the entire school community. All discussion throughout
the presentation will be based on the realities of school systems.
1. Participants will identify issues that impact the perception of prereferral teams amongst educators within their individual systems.
Participants will learn several options that are immediately
implementable to overcome negative perception of the pre-referral
team.
2. Participants will identify multiple textbook and web-based
intervention resources to elevate expertise and team knowledge base
of specific academic and behavioral interventions.
3. Participants who are part of long standing pre-referral teams will
identify how to apply the SBIT model to reflect on and address the
strengths and needs of their team.
SCSHA Convention
25
Cultural Competency and Sensitivity
Jessica Berry, Ph.D., CCC-SLP
Regina Lemon, Ph.D., CCC-SLP
Richland A
The face of America is rapidly evolving into an increasingly culturally
and linguistically diverse nation (Dickson & Jepsen, 2007; Bush
& Windmill; Bush, Scott, Lemmon & Cluster). As a result of this
metamorphosis, audiologists and speech-language pathologists must
become well versed in interacting with individuals from different
cultures to provide quality diagnostic and therapeutic services.
Furthermore, the American Speech-Language-Hearing Association’s
(ASHA) Position Statement on Cultural Competence states that, It
is imperative that ASHA members continually and critically assess
their own level of cultural competence. This process is known as
cultural humility (ASHA, 2011). Therefore, this session seeks to
provide participants with techniques to self-assess their cultural
competency, unconscious bias, strategies to interact with individuals
from varying cultures and a platform for open dialog to facilitate
positive conversations about cultural differences and similarities.
26
Trach Team Development
Fleurette K. Davis, SLP.D., CCC-SLP
Richland C
This presentation will discuss team building strategies and
suggestions for the implementation of an interdisciplinary airway
management team. Resources and models will be provided to
speech-language pathologists to assist them in improving positive
patient outcomes for the tracheostomized and/or ventilatordependent patient, including early use of the speaking valve for
communication and swallowing.
• The participant will be able to identify 3 key roles of an SLP as a
member of an interdisciplinary tracheostomy management team
• The participant will be able to list up to 3 goals of an
interdisciplinary tracheostomy management team
• The participant will be able to identify how the use of the PassyMuir Valve may be integrated into an interdisciplinary weaning
protocol .
- 14 -2016
Friday, February 26
5:45-7:00 pm
University of South Carolina- Upstairs Glass Entry-Way
South Carolina State- Outside of Ballroom C
8:00 am – 9:30 am
27
Giving Them Something They Can Feel: Using
Manipulatives in Speech, Language, and Swallowing Therapy Part 1
Ruth Rene Hannibal, Ph.D., CCC-SLP
Lexington B
In today’s society, consumers want to know, see, and feel, that
they are receiving quality services provided by speech–language
pathologists (SLPs). SLPs should have available at their fingertips a
cornucopia of manipulatives that they can easily access that can be
used to address multiple cognitive-communicative and swallowing
problems presented by the individuals that they serve. Using
manipulatives allows clients to see and feel materials that address
their particular deficit (s), thereby providing a more concrete
understanding of speech-language services. Using manipulatives
helps stimulate motor centers in the brain thereby causing learning
to occur. This session is intended to get participants “thinking
outside of the speech box” when providing speech services to adults
and the elderly.
1. Discuss evidence-based treatment for cognitive-communicative
and swallowing deficits
2. List and discuss various ways that manipulatives can be used in
cognitive-communicative therapy
swallowing therapy
28
Learning Styles: The Survival Guide for the Early
Intervention Therapist
Ensley Graves, MA, CCC-SLP
Carolina Room
As a speech-language pathologist (SLP), did you know you
are capable of assessing preschool children’s learning styles to
facilitate speech, language and educational development using
novel techniques? It’s true!! This presentation will provide an
overview of learning style suppositions, its¿ contributing factors,
and its importance when planning your next therapy session.
These approaches facilitate a variety of approaches, including,
Developmentally Appropriate Practices (DAP) model (2009),
which focuses on deciding which experiences are best for child’s
learning and developmental needs. You will learn to determine
preschool children¿s learning styles as well as create and implement
intervention strategies designed to enhance their learning. SLPs will
benefit from discovering the techniques and approaches designed
SCSHA Convention
for children across the spectrum of learning styles.
1) Participants will be able to provide methods to identify, assess,
and approach children with various learning styles.
2) Participants will be able to identify the benefits of considering
multicultural variations, economical backgrounds, geographical
backgrounds, socio-emotional development, and overall child
language development when approaching learning styles.
3) Participants will demonstrate knowledge of therapy techniques
that they can be implemented in working with the early intervention
population.
29
Dysphagia Therapy in Adult Settings- Providing Skilled Services and Documenting Medical Necessity
Richland A
Documentation of skilled services has never been more crucial
for appropriate reimbursement. Attendees at this session will
identify and analyze the provision of skilled services to patients
with dysphagia. Participants will be educated on Medicare
and insurance guidelines. Audience members will participate
in goal writing activity for documentation of skilled services.
Course Objectives:
1. The learner will identify skilled vs. non-skilled services in the
provision of services for patients with dysphagia.
2. The learner will apply definitions of skilled service to daily and
weekly documentation for medical necessity of services for patients
with dysphagia.
3. The learner will improve goal writing for skilled dysphagia
services through synthesis of information.
30
Advocacy, Leadership, and Volunteerism: Strategies for Member Success
Judy Rudebusch, Ed.D., M.A., CCC-SLP
Richland B
This session will focus on skill development in advocacy,
leadership, and volunteerism related to the professions of
speech-language pathology and audiology. Participants will
receive information regarding strategies for successful advocacy,
opportunities to lead, and ways to get involved. Issues described in
ASHA’s Public Policy Agenda (PPA) will be highlighted as well as
strategies for how speech-language pathologists and audiologists
can get involved in advocacy efforts to ensure favorable outcomes
for members and consumers in their state related to:
1. Advocating for maintaining current IDEA funding levels and the
use of terminology that is consistent in both IDEA and ESEA
regulatory language
2. Promoting comprehensive coverage of audiology services and
ensuring that private and public insurance includes coverage of
habilitation services.
3. Increasing recruitment and retention of the full continuum of
speech-language pathology and audiology personnel available to
meet the needs of individuals with communication disorders.
- 15 -2016
Friday, February 26
31
Building Auditory Skills: Where Do We Go From Here?
Virgi Mills, M.E.D (Master in Education of the Deaf)
Richland C
Writing specific auditory goals for children has not been common
practice and thus has left professionals and parents seeking
resources that support the development of auditory skills for their
students and children. This presentation will provide an overview
of two inexpensive, readily available tools, the littleEARS Auditory
Questionnaire and the Auditory Skills Checklist, which may also be
used as resources. Using these tools, participants will be able to 1)
monitor acquisition of auditory skills 2)develop goals and strategies
for targeting the growth of auditory skills and 3) develop IEP goals
as well as short and long term goals and objectives for use in the
classroom, during therapy and in the home. Participants will have
hands-on experiences with toys and examples from curriculum
and discussions about assessing auditory skills, writing goals and
implementing strategies for the promotion of auditory skills
1) Participants will be able to list at least three auditory skills
assessed on the LittleEARS Auditory Questionnaire.
2) Participants will be able to list at least three auditory skills
assessed on the Checklist of Auditory Communication Skills.
3) Participants will be able to write IEP/Therapy goals that address
auditory development.
8:00 am – 9:00 am
32
Medicare 101
Regina Lemmon, Ph.D., CCC-SLP
Congaree Room
Medicare is the primary driver of health insurance policy, and federal
laws influence all clinicians who provide services to the aged or disabled
population. This session is an introduction to all clinicians who need to
understand enrollment, supervision, documentation, reimbursement,
physician orders, quality reporting, and other basic instructions.
The learner will be able to:
- List 2 characteristics of Medicare A
- List 2 characteristics of Medicare B
- List 2 characteristics of Medicare C
- Locate the online Medicare enrollment tool
10:00 am - 11:30 am
33
Speech Sound Disorders: Changes in how we provide services for Phonological/Articulation Disorders
Corrine Myers-Jennings, Ph.D., CCC-SLP
Carolina Room
The American Speech Language and Hearing Association defines
Speech sound disorders as an umbrella term referring to any
combination of difficulties with perception, motor production, and/
SCSHA Convention
or the phonological representation of speech sounds and speech
segments (including phonotactic rules that govern syllable shape,
structure, and stress, as well as prosody) that impact speech
intelligibility. Intervention in speech sound disorders addresses
articulatory and phonological impairments, associated activity
and participation limitations, and context barriers and facilitators
by optimizing speech discrimination, speech sound production,
and intelligibility in multiple communication contexts. These are
considered the fundamental components and guiding principles for
decisions to be made on. Many SLPs have treated Phonological and
Articulation disorders either traditionally or a modified approach
with a linguistic base. We are now expected to consider many
factors and use a variety of treatment strategies. As we explore
how to retool our knowledge and skills as it relates to screening,
assessment, diagnosis, and treatment of persons with speech sound
disorders we find ourselves consulting and collaborating with
professionals, family members, caregivers, and others to facilitate
program development and to provide supervision, evaluation, and/or
expert testimony. Before making a decision about the management
of speech sound disorders you have to insure that you have
collaborated with other professionals to rule out other conditions,
determine etiology, and facilitate access to comprehensive services.
To add to this we are expected to remain informed of research in the
area of speech sound disorders that helps advance the knowledge
base related to the nature and treatment of these disorders and use
evidence-based research to guide intervention.
1. Identify, Analyze and compare present knowledge base used for
assessment and treatment of Speech Sound Disorders with suggested
strategies.
2. Create a design to promote more evidence based procedures to
examine the success of your present strategies.
3. Add recent information to current knowledge base on Speech
Sound Disorders.
34
Focus on the Functional: Utilizing Compass Communication Software Stroke and Brain
Injury Persona
Patrick Brune, M.S.CCC-SLP
Richland B
Persons with aphasia (PWA) have unique perspective, skills and needs
that require unique features and tools in AAC. The Compass Stroke
& Brain Injury Persona and supporting resources were designed
with these in mind. Learn how to use these communication tools
and resources to maximize your client’s participation in their life.
1. State three challenges to implementation of AAC with PWA.
2. Match four PWA/caregiver skills/needs to features in the
Compass Software Stroke & Brain Injury Persona page set.
3. Identify one resource to assist the SLP in each of the following
areas of AAC intervention for PWA: evaluation, goal-setting,
therapy, caregiver training.
- 16 -2016
Friday, February 26 (continued)
35
Unleash Your Stuttering Superstar:
A Guide to a Positive Motivation
Steven Kaufman
Congaree Room
Being a person who stutters can present the most trying of changes
- from succeeding in school to holding down a job, trying to find a
relationship to giving a key presentation to a client. Stuttering does
not have to be the end of all your efforts when it comes to achieving
goals but rather, it can be a very special force to help you become
the very best person you were meant to be. Motivational speaking
will not be asking the impossible. With humor, inspiration, and
confidence, you’re going to learn that you can be the best version of
yourself and unleash your stuttering superstar!
1) Participants will learn how to cultivate and maintain a
relationship with clients who are struggling with stuttering and selfesteem issues
2) Participants will learn how to inspire and encourage a person
who stutters to continue and persevere through difficult times
3) Participants will develop the critical need to show empathy yet be
a motivator to encourage positive feelings about a child’s speech.
36
SLPs’ Roles with Literacy: More Important than Ever! Part 1
Barbara Ehren, EdD, CCC-SLP
Richland C
Since 2001 when ASHA adopted a position on the roles of SLPs in all
settings with reading and writing in children and adolescents, many
SLPs have been rethinking their focus on oral language. Clearly the
evidence for integration of listening, speaking, reading and writing
in assessment and intervention warrants an inclusion of all literacy
processes in the work of SLPs with children and adolescents. Further,
the need for SLPs in schools to highlight literacy was affirmed in the
ASHA 2010 documents on the Roles and Responsibilities of SpeechLanguage Pathologists in Schools. Now with implementation of
the Common Core State Standards or other similarly complex state
standards the need for SLPs in schools to address literacy is more urgent.
In this session SLPs will learn key areas of literacy with which students
struggle as well as approaches to use in collaboration with teachers.
• Define SLPs’ roles with literacy across listening, speaking, reading
and writing.
• Analyze CCSS for troublespots with students who have literacy
difficulties
• Explore techniques for addressing literacy needs in collaboration
with teachers.
37
How to Create Naturalistic Communication Intervention for Toddlers
Karen D. Owen-Blanding, M.A., CCC-SLP
Richland A
This session will provide a step-by-step process to practical,
evidence-based practices designed to promote a foundation for
SCSHA Convention
intentional verbal or nonverbal communication. This will be an
interactive session that examines the impact of parent and caregiver
involvement.
Learning Objective:
The participants will learn how to:
1) create an environment for communication;
2) Establish responsive communication partners and
3) Increase the frequency and duration of social interactions.
Specific examples of naturalistic communication intervention
strategies will be provided from the presenter’s personal and
professional experience and the participants will be encouraged
to share challenges that they are currently facing in hopes of
developing a practical and effective intervention strategy that can
be immediately integrated into a client’s plan of care.
38
Legislative Updates
Heather Smith MCD
Lexington B
As the South Carolina General Assembly heads into the second
session of the 121st Legislative session, SCSHA will be monitoring
and lobbying against several issues. SCSHA’s lobbyist will be
monitoring the Read to Succeed Program as well as budgetary items
attached to the program as this could have an impact on school
speech language and hearing pathologists. We will also be watching
for any movement of House Bill 3390 which would enact the Sign
Language Interpreters Act. SCSHA will also be working to defeat
any movement in the Senate Bill 589, the Music Therapy Practice
Act which would regulate the practice of music therapy and would
create the South Carolina music therapy advisory group to assist the
director of the department in regulation of the profession of music
therapy.
Learning Objective:
1) Participants will be able to identify the basic levels of how the
legislative and budget process works in South Carolina. This is
essential to SCSHA as our members either practice in the school
setting where many of the legislative initiatives will have an impact.
Other members of SCSHA work in a private or hospital setting
which is impacted by insurance and Medicaid reimbursement rates.
2) Attendees will be able to explain the legislative process and
identify and discuss current legislation that SCSHA is currently
working on within the legislative system as well as legislative
initiative’s the department of education and the general assembly
are pushing forward.
3) Participants will be able to explain how the budget is developed
as well as the working factors that have to go into place for the
budget to be adopted.
11:45-1:45
Awards Luncheon
Growing and Glowing as we Impact Change
Keynote Speaker Nancy Telian, MS, CCC-SLP
Penny Castegnozzi
Ballroom A
- 17 -2016
39
Student Praxis Bowl
Joseph Barimo, EdD, MBA, CCC-SLP
Jackie Jones-Brown, EdD, CCC-SLP
Nia Johnson, EdD, CCC-SLP
Carolina Room
Speech Language Pathology Students across this nation have
taken advantage of the fun, competitive strategies of game style
competitions. In an effort to assist our students in preparation for
the praxis examination in speech-language pathology, we will host
a fun, exciting and engaging PRAXIS BOWL. The winners of this
bowl will be featured in SCSHA’s In-Touch Magazine, receive a
memorable prize and will reign as the 2016 SCSHA Praxis Bowl.
group therapy and support, and describes the experiences with a
new group therapy program being offered. This presentation will
describe the benefits of groups, especially with adolescents and
adults, for stuttering therapy and support. New opportunities for
connection, education, therapy and support through technology will
be discussed. Participants who stutter will share their experiences
with therapy and support groups.
At the conclusion of this workshop, participants will be able to:
1) Discuss the advantages and limitations of the differential service
delivery models of individual and group therapy for stuttering.
2) Describe how a stuttering support group works, and how support
groups complement stuttering therapy.
3) Design deliverable treatment plans that maximize multiple
options for therapy and support.
40
Documentation from Diagnosis to Discharge Part 2
Lexington B
This is a two session course that will discuss how to improve
accuracy with differential diagnosis and documentation to show
medical necessity and progress in treatment from the initial
evaluation through discharge. We will be discussing documentation
and differential diagnosis within all settings. The second session
will discuss documentation to include the initial evaluation,
writing goals, daily treatment notes, documenting progress, and
the discharge summary. Upon completion of session two of this
course, participants should be able to: Exhibit understanding
and knowledge of documentation that does and does not support
medical necessity; documentation that shows skilled vs. unskilled
care; changes in medical guidelines, as it relates to the affordable
care act and the need for increased use and documentation of best
practices; and how to show skilled care and medical necessity with
regards to the initial evaluation, writing goals, daily treatment
notes, documenting progress and the discharge summary.
Learning Objectives
- Identify documentation that does and does not support medical
necessity.
- Identify documentation that shows skilled vs. unskilled care
- Identify skilled care documentation and medical necessity with regards to the initial evaluation, writing goals, daily treatment
notes, documenting progress and the discharge summary.
42
Quality Assessment and Intervention with
Infants and Toddlers
Michelle Dawson, MS, CCC-SLP
Dawn Kearney, M.A., CCC-SLP
Danielle Varnedoe, M.A., CCC-SLP
Richland A
Speech-language pathologists working in early intervention are often
challenged with identifying toddlers with expressive communication
delays in need of direct intervention from those who may develop
expressive language without direct intervention services on a weekly
basis. In this session, the presenters will provide speech-language
pathologists with evidenced-based information on risks factors to
consider as well as early communication behaviors that are predictive
of later language-learning development. The information presented is
intended to assist SLPs in making efficacious decisions regarding the
need for treatment under Part C services. Providing quality, evidencebased intervention in the natural environment will also be discussed,
including issues SLPs face when working in early intervention.
1. identify signs & symptoms of potential spasms & how to make
appropriate referrals
2. describe 2 treatments for infantile spasms & the impact on
swallowing
3. describe 3 appropriate treatment techniques for oropharyngeal
dysphagia
41
Bringing It Together: Fluency Groups Work for
Therapy and Support
Charley Adams, PhD, CCC-SLP
Susanne Cook PhD, SLP
Congaree Room
Stuttering affects 1% of the population, so bringing together
patients who stutter can be often difficult. In schools, kids who
stutter are sometimes grouped with articulation or language kids,
or if there is another child who stutters in the group, it will often
be someone not so close in age. Adults in therapy for stuttering
rarely receive group therapy, and may not have easy access to a
support group. This presentation explores a variety of options for
43
SLPs’ Roles with Literacy: More Important than Ever!
Part 2
Barbara Ehren, EdD, CCC-SLP
Richland C
Since 2001 when ASHA adopted a position on the roles of SLPs in
all settings with reading and writing in children and adolescents,
many SLPs have been rethinking their focus on oral language.
Clearly the evidence for integration of listening, speaking, reading
and writing in assessment and intervention warrants an inclusion
of all literacy processes in the work of SLPs with children and
2:00 pm - 3:30 pm
SCSHA Convention
- 18 -2016
Friday February 26 (continued)
adolescents. Further, the need for SLPs in schools to highlight
literacy was affirmed in the ASHA 2010 documents on the Roles
and Responsibilities of Speech-Language Pathologists in Schools.
Now with implementation of the Common Core State Standards
or other similarly complex state standards the need for SLPs in
schools to address literacy is more urgent. In this session SLPs
will learn key areas of literacy with which students struggle
as well as approaches to use in collaboration with teachers.
Learning Objective:
• Define SLPs’ roles with literacy across listening, speaking,
reading and writing.
• Analyze CCSS for troublespots with students who have literacy
difficulties
• Explore techniques for addressing literacy needs in
collaboration with teachers.
44
“Show Me the Money” - Delivering Ethical and
Reimbursable Services within Healthcare Payer Sources
Richland B
Navigating the specific requirements of payer types within
the healthcare system has become a complex and tedious
process. Attendees at this session will learn about the major
payer types and requirements for rehabilitation services within
each.
Ethical dilemmas related to reimbursement will be
discussed and audience member participation will be elicited.
1. The learner will classify major payer sources and requirements
for skilled rehabilitation services within each source.
2. The learner will compare and contrast documentation
requirements for each payer source.
3. The learner will apply ethical principles to reimbursement
scenarios in order to synthesize information gained in this session.
3:30-4:00 pm
Snack Break/Visit the Exhibit Hall; Silent
Auction Closes
Ballroom B & C
4:00 pm - 5:30 pm
45
So, Considering a Private Practice?
Andrea Lary CCC-SLP/A
Richland A
The focus of this session is to provide a toolkit and a mindset for
the clinician who is thinking about venturing off into the land of
“Private Practice.” Topics covered will include transitioning from
an employee mentality to one of an entrepreneur. Issues ranging
from target population, cash flow and billing, set up, marketing, and
legal/ethical considerations will be discussed. A variety of checklists
and resources will be provided. Upon completion of this course, the
SCSHA Convention
attendee should begin to know the right questions to ask and have some
of the tools necessary to begin the process of developing their business.
1. List the differences between employees and contractors
according to IRS guidelines.
2. List basic set up considerations, such as obtaining NPI, EIN and
developing a business model/plan.
3. Using decision strategies to determine caseload type/focus, size
of business, type of business, marketing and billing.
4. Develop resources to create a strong infrastructure: lawyer,
accountant, mentor, SCORE, small business association, BBB,
Private practice associations.
46
Increasing Student Engagement by
Making your Own Apps
Ellen Weber, EdS, CCC-SLP
Lexington B
This presentation is a modern “make-n-take”, where participants will
learn how to create their own interactive therapy activities for mobile
devices using a combination of free apps. Participants are encouraged
to BYOD with the following apps downloaded prior to the session:
TinyTap Make & Play, Cut My Pic, and Dropbox, as well as setting
up their TinyTap profile in advance. We are probably all aware of
the research showing the effectiveness of using mobile devices in the
classroom or therapy room. However, most speech apps are expensive
and budgets are tight. This presentation attempts to broaden participants’
awareness of the incredible potential of creating their own free
interactive therapy activities for mobile devices, and teach them how to
do it. Comprised of three parts, the first part (10-15 min) introduces the
participants to the apps we will be using, primarily TinyTap and their
free marketplace of thousands of apps that are available to download.
Applications will be explored, and case histories will be shared
regarding the impact of using TinyTap-created activities. The second
section (45 min), allows the participants to become familiar with the
features of TinyTap and other apps for image retrieval and editing.
Discussion time will be included to explore how to apply these
interactive features to non-tech or low-tech activities they are currently
using in therapy. The remaining time will be spent with participants
actually selecting a project to do and creating it there on the spot. The
participants of this session will have an opportunity to explore those,
as well as those made by other SLPs and teachers around the world
Participants will be able to:
1) Explain results of case studies presented impact on students.
2) Identify and discuss apps they could create for their particular
caseload.
3) Create an interactive activity they can take with them to use with
their clients.
- 19 -2016
47
Infantile Spasms and Treatment of Oropharyngeal
Dysphasia
Michelle Dawson, MS, CCC-SLP
Richland B
At the conclusion of this lecture, participants will be able to recognize
s/s of infantile spasms and how to make appropriate referrals.
Participants will also be able to describe two common medical
treatments for infantile spasms and their impact on a patient’s
ability to swallow. Finally, participants will be able to describe
three appropriate treatment techniques for oropharyngeal dysphagia.
1. identify signs & symptoms of potential spasms & how to make
appropriate referrals
2. describe 2 treatments for infantile spasms & the impact on
swallowing
3. describe 3 appropriate treatment techniques for oropharyngeal
dysphagia
48
Encouraging Professionalism Through Word and Deed:
Guide for Supervisors and Mentors
Juliana O. Miller, MS, CCC-SLP
Carolina Room
Evidence-based practice requires SLPs and audiologists to consider
patient preferences when determining and implementing clinical
interventions. SLPs in all settings are increasingly required
to collaborate with professionals in related fields. For these
reasons, professionalism, in word and in deed, has never been
more important. This presentation will explore how professional
actions and etiquette affects patient care, unwanted behaviors
which appear to be the most prevalent amongst students and new
graduates, theories regarding why undesirable behaviors occur,
and how clinical supervisors and mentors might effectively address
concerns in this area. Effective communication with patients and
other team members, whether in a medical or educational setting, is
vitally important to providing quality care in all settings. SLPs and
audiologists who train graduate students, supervise clinical fellows,
or mentor new graduates must help the next generation of clinicians
learn to display effective communication and professional behavior
when interacting with patients, caregivers, and other professionals.
Professional behaviors follow rules for etiquette and ethics, govern
behavior and conduct, and display an individual’s judgement,
respect for others, and commitment to excellence. A review of
evidence based practice (EBP) will be conducted, with special
emphasis upon the requirement for clinicians to consider patient
preferences when creating goals and implementing interventions.
Professional communication skills must be utilized when discussing
patient preferences; multicultural aspects, linguistic diversity,
and health literacy must be considered in such interactions.
Examples of professional behaviors, communication, ethics, and
etiquette with regard to effective clinician/patient interactions will
be discussed. A review of the changing landscape of healthcare
and educational settings will be conducted. In both settings, SLPs
and audiologists are increasingly required to work as a team.
Interprofessional Education (IPE) as well as Interprofessional
SCSHA Convention
Practice (IPP) is increasingly encouraged to improve service
delivery and the functional outcomes of patients served. Definitions
of IPP and IPE, and why they are important, will be reviewed.
Examples of professional behaviors and communication, as well
as ways to increase effective collaboration will be explored.
Every generation of clinicians has benefitted from the wisdom
and knowledge of those who came before them. Each generation
has strengths and weaknesses, as do individuals. As Generation Y
(the Millennials) enter training programs and the work force, it is
critical that they understand the importance of professionalism, as
well as display professional behaviors. Participants will discuss
unwanted behaviors which are often associated with Generation Y.
Consideration to how some characteristics might be
better attributed to learning styles and approaches to supervision,
rather than to generational differences will be explored.
Theories regarding why undesirable behaviors occur, and how clinical
supervisors and mentors might effectively address concerns with regard
to professionalism will be addressed, and will include discussions about:
Effects of supervisor/supervisee perceptions and expectations, active
and experiential learning , effective techniques for feedback, modeling
appropriate and effective professional behaviors and communication
and inter/intraprofessional communication and collaboration.
1) Identify how professional behaviors relate to EBP and positively
impact patient care.
2) Identify how professional behavior contributes to inter/
intraprofessional collaboration and communication.
3) Identify unprofessional behaviors commonly attributed to
Millennials, and how supervisors and mentors might address them.
49
Introduction to Childhood Apraxia of Speech
Richland C
This course will provide a basic overview of terminology,
differential diagnosis, signs and symptoms, etiology, incidence,
evaluation, evaluation challenges, treatment options related to
evidence based practices, clinical training options, and other
resources. The course will also include a case study component.
1. Identify and explain current terminology and incidence of CAS
as well as describe and discuss misconceptions as they relate to
current research and ASHA documentation.
2. Identify evaluation components, evaluation challenges and
differential diagnosis of CAS.
3. Identify of evidence based practices, clinical training options,
and other appropriate resources related to CAS.
- 20 -2016
Short Courses
8:00 am - 10:00 am
50
Short Course A. Part 1
Response to Intervention: The Nuts and Bolts
that Make us Nuts and Want to Bolt
Lexington A
Response to Intervention (RtI) and Multi-Tiered System of Support
(MTSS) are approaches to address the needs of all learners and
has the potential to prevent learners from experiencing long term
difficulties and from being inappropriately identified as learning
disabled. Speech language pathologists (SLP) are an integral partof
effectively implementing policies and procedures of RtI/MTSS at
the systems level, as well as have a solid understanding of constructs
that comprise academic skills at the primary and secondary levels.
The primary area of focus for this workshop is on the assessment of
academic problems with special emphasis on the collection of data
that allow the planning of interventions at all levels of learning. SLPs,
who are well versed in statistics and data management, can lead their
districts in understanding direct methods of academic assessment
for both performance and skill deficits. Emphasis will be on the
integration of these assessment techniques, collaborative problem
solving, systematic observation, and the principles of the learning for
the purpose of intervention development. A full and comprehensive
review regarding the issues surrounding the implementation of RtI/
MTSS policies and procedures will provide the realistic context in
the provision of effective instruction for all children at all levels.
1. Participants are expected to leave this workshop with the ability
to identify the problem-solving process and the development and
monitoring of effective interventions, and basic competence in
applying this process.
2. Participants will identify intervention and monitoring skills in
the context of a problem-solving process and will use their skills
to improve the implementation of the RtI model in their respective
professional settings.
3. Participants will explain how to discuss data as a means of
collaborating and consulting with educators and parents in
designing and monitoring academic interventions.
4. Audience will be able to describe how diversity issues (e.g.
culture, race, ethnicity, socioeconomic status, religion, and
gender) influence learning problems in school-aged children
and adolescents. Assessment and intervention plans will be
developmentally sensitive and culturally responsive.
51
Short Course B: Espanol y Ingles: Assessments and Intervention for Monolingual SLPs
Alejandro Brice, Ph.D., CCC-SLP
Lexington B
Speech-Language Pathologists must provide assessment and
therapy services for bilingual, Spanish-English speaking students.
SCSHA Convention
The majority of SLP clinicians are monolingual, English speakers.
Consequently, it is imperative that all clinicians become aware of
Spanish-English speech-language development, how it differs from
English development, and the appropriate assessment and therapy
techniques for the bilingual child. The intent of this presentation
is to facilitate the acquisition of knowledge, skills, and attitudes in
SPLs serving Spanish-English speaking children and adolescents
1. Participants will define (verbally or by writing) principles of
second language acquisition, such as interference, transference,
non-balanced bilinguals, simultaneous vs. sequential acquisition,
language maintenance, deceleration, ultimate attainment, language
loss, language fossilization.
2. Participants will define (verbally or by writing) the different
levels of language proficiency.
3. Participants will define (verbally or by writing) code switching
and code mixing.
4. Participants will name (verbally or by writing) the 4 stages of
Spanish syntactic acquisition (Ellis, 1987).
5. Participants will name (verbally or by writing) 5 classroom
educational strategies for use with English leaners.
52
Short Course C. Part 1
Understanding FEES: A Comprehensive Look at the SLP’s Role in Identification and Intervention of Dysphagia Utilizing Endoscopic Examination
Part I: Introduction to FEES
Alicia Harper, MSP, CCC-SLP
Richland A
According to ASHA (2001), “…the practice of speech-language
pathology includes conducting instrumental swallowing evaluations,
including fiberoptic endoscopic evaluation of swallowing (FEES).”
For speech-language pathologists, FEES is used to observe
pharyngeal anatomy, physiology, and sensation as well as assess
swallowing function for both food and liquid consistencies.
In addition, FEES allows SLPs to examine the response to
therapeutic maneuvers and interventions to improve overall
swallow function. This course aims to provide an introduction to
FEES and its use for evaluating oropharyngeal dysphagia. The
short course following will discuss the implementation of FEES,
utilizing FEES to identify dysphagia, and provide appropriate
treatment
recommendations
for
dysphagia
management.
Introduction to FEES: Procedure for evaluating oropharyngeal
dysphagia
1) What is FEES?
a) History
b) Purpose
c) Intended Outcome of FEES
d) ASHA’s scope of practice/position statement/current practice and competency
2) How is FEES utilized by SLP?
a) Advanced knowledge and skills
b) Discuss normal swallow physiology/anatomy review
- 21 -2016
c) 3 stages of swallowing assessment and identifying important physiological events
d) FEES administration: Test materials, demonstration, protocols, and use rationale
e) Passing scope: skills, pre-swallow position, post-
swallow position, “white-out”
8:00am - 9:30am
53
Giving Them Something They Can Feel: Using Manipulatives in Speech, Language and Swallowing Therapy Part 2
Ruth Rene Hannibal, Ph.D., CCC-SLP
*There will be a link on the SCSHA website for discolure statements at www.scsha.net
Richland B
In today’s society, consumers want to know, see, and feel, that
they are receiving quality services provided by speech–language
pathologists (SLPs). SLPs should have available at their fingertips
a cornucopia of manipulatives that they can easily access that
can be used to address multiple cognitive-communicative and
swallowing problems presented by the individuals that they serve.
Using manipulatives allows clients to see and feel materials
that address their particular deficit (s), thereby providing a
more concrete understanding of speech-language services.
Using manipulatives helps stimulate motor centers in the brain
thereby causing learning to occur. This session is intended to get
participants “thinking outside of the speech box” when providing
speech services to adults and the elderly.
1. Discuss evidence-based treatment for cognitive-communicative
and swallowing deficits
cognitive-communicative therapy
swallowing therapy
10:15 am - 12:15 pm
54
Short Course A. Part 2
Response to Intervention: The Nuts and Bolts
Lexington A
Response to Intervention (RtI) and Multi-Tiered System of Support
(MTSS) are approaches to address the needs of all learners and
has the potential to prevent learners from experiencing long term
difficulties and from being inappropriately identified as learning
disabled. Speech language pathologists (SLP) are an integral
part of effectively implementing policies and procedures of RtI/
MTSS at the systems level, as well as have a solid understanding
of constructs that comprise academic skills at the primary and
secondary levels.
SCSHA Convention
The primary area of focus for this workshop is on the assessment
of academic problems with special emphasis on the collection of
data that allow the planning of interventions at all levels of learning.
SLPs, who are well versed in statistics and data management, can
lead their districts in understanding direct methods of academic
assessment for both performance and skill deficits. Emphasis will
be on the integration of these assessment techniques, collaborative
problem solving, systematic observation, and the principles of
the learning for the purpose of intervention development. A full
and comprehensive review regarding the issues surrounding the
implementation of RtI/MTSS policies and procedures will provide
the realistic context in the provision of effective instruction for all
children at all levels.
1. Participants are expected to leave this workshop with the ability
to identify the problem-solving process and the development and
monitoring of effective interventions, and basic competence in
applying this process.
2. Participants will identify intervention and monitoring skills in
the context of a problem-solving process and will use their skills
to improve the implementation of the RtI model in their respective
professional settings.
3. Participants will explain how to discuss data as a means of
collaborating and consulting with educators and parents in
designing and monitoring academic interventions.
4. Audience will be able to describe how diversity issues (e.g.
culture, race, ethnicity, socioeconomic status, religion, and
gender) influence learning problems in school-aged children
and adolescents. Assessment and intervention plans will be
developmentally sensitive and culturally responsive.
55
Short Course B. Part 2
Espanol y Ingles: Assessments and Intervention
for Monolingual SLPs
Alejandro Brice, Ph.D., CCC-SLP
Lexington B
Speech-Language Pathologists must provide assessment and
therapy services for bilingual, Spanish-English speaking students.
The majority of SLP clinicians are monolingual, English speakers.
Consequently, it is imperative that all clinicians become aware of
Spanish-English speech-language development, how it differs from
English development, and the appropriate assessment and therapy
techniques for the bilingual child. The intent of this presentation
is to facilitate the acquisition of knowledge, skills, and attitudes in
SPLs serving Spanish-English speaking children and adolescents.
1. Participants will define (verbally or by writing) principles of
second language acquisition, such as interference, transference,
non-balanced bilinguals, simultaneous vs. sequential acquisition,
language maintenance, deceleration, ultimate attainment, language
loss, language fossilization.
2. Participants will define (verbally or by writing) the different
levels of language proficiency.
3. Participants will define (verbally or by writing) code switching
and code mixing.
- 22 -2016
Saturday, February 26 (continued)
4. Participants will name (verbally or by writing) the 4 stages of
Spanish syntactic acquisition (Ellis, 1987).
5. Participants will name (verbally or by writing) 5 classroom
educational strategies for use with English leaners.
56
Short Course C. Part 2
Alicia Harper, MSP, CCC-SLP
Richland A
According to ASHA (2001), “…the practice of speech-language
pathology includes conducting instrumental swallowing evaluations,
including fiberoptic endoscopic evaluation of swallowing (FEES).”
For speech-language pathologists, FEES is used to observe
pharyngeal anatomy, physiology, and sensation as well as assess
swallowing function for both food and liquid consistencies.
In addition, FEES allows SLPs to examine the response to
therapeutic maneuvers and interventions to improve overall
swallow function. This course aims to provide an introduction to
FEES and its use for evaluating oropharyngeal dysphagia. The
short course following will discuss the implementation of FEES,
utilizing FEES to identify dysphagia, and provide appropriate
treatment recommendations for dysphagia management.
Learning Objectives: Part II
1) FEES Implementation: Understanding policies and procedures
in facility
a) Facility policy requirements/considerations/
procedural considerations
b) Settings/patient circumstances
c) Basic equipment components/vendors
2) FEES: Identifying Dysphagia
a) Salient findings on FEES
b) Potential reasons and problems for observed deficits
c) Penetration/aspiration before, during, and after swallow-(provide video examples)
d) Esophageal regurgitation (video example); reflux and identifiers for esophageal dysphagia
3) FEES or MBSS: Which is best exam for my patient?
a) Compare/contrast, discuss brief history of exam/
founders
b) Indications/contraindications
c) Clinical indicators
d) Advantages/disadvantages
e) Simultaneous FEES/MBSS (video clip)
f) Reliability and validity of FEES
g) Referral for other studies/professionals (i.e. ENT/GI)
4) Case studies (mock patients; number will depend on time)
a) Patient profiles: chart review/provide history such as current diet/meds ect.
b) Pt FEES (provide video clips of each pt for interpretation)
c) Assess anatomy (movement/ROM), sensation, and secretions
SCSHA Convention
d) Identify deficits and determine rehabilitative/
compensatory/therapy interventions and/or diet modifications (LRD vs safest consistencies)
*Will provide blank check lists/report forms for assessment and
interpretation of studies
10:00 am – 11:30 am
57
What Do We Do with Speech Sound Disorders as we Merge More Toward Early Literacy Problems
Corine Myers-Jennings Ph.D. CCC-SLP
Speech-language pathologists (SLPs) have the specialized
knowledge and experience needed to identify communication
problems and to provide the help that children need to build
critical language and literacy skills. Difficulties with the speech
processing system (e.g., listening, discriminating speech sounds,
remembering speech sounds, producing speech sounds) can lead
to both speech production and phonological awareness difficulties
that can hamper the development of literacy (Anthony et al., 2011;
Leitão & Fletcher, 2004; Lewis et al., 2011). SLPs are often the
first professionals to identify the root cause of reading and writing
problems through a child’s difficulty with language and phonology.
SLPs help children to build the skills they need to succeed in
school and in life. There are key elements of a Speech Language
Pathologist’s academic training that relates to early language and
literacy development. We build and reinforce relationships between
early spoken language and early pre-literacy abilities and consider
influences of parent-child interactions in early shared storybook
interactions; We address difficulties involving phonological
awareness, memory, and retrieval. Children are taught to use tactilekinesthetic and auditory cues in reading and writing and these are
the same skills that are used to train children with speech sound
disorders. When examining the demands of communication they are
similar to the demands of textbooks, academic talk, and curriculum.
These demands may stress a student’s capabilities at different age
and grade levels. Our knowledge of children who perform well
on sound awareness tasks aids us in making clinical decisions on
children who will become successful readers and writers, while
children who struggle with such tasks often do not. In their “critical
age” hypothesis, Bishop and Adams (1990) state that children who
are not intelligible by 5½ years of age will likely have difficulties
with decoding and spelling.
1. Identify additional information to current knowledge base
on Speech Sound Disorders and the participants knowledge of
reciprocal relationships among listening, speaking, reading, writing,
and thinking
2. Identify and compare present knowledge base used for
assessment and treatment of Speech Sound Disorders with suggested
strategies as it relates to early literacy.
3. Identify signs that may indicate later reading and writing and
learning problems.
- 23 -2016
SCSHA CONVENTION SPECIAL EVENTS
THURSDAY, FEBRUARY 25
FRIDAY, FEBRUARY 26
Lunch n’ Learn:
Student Breakfast
8:00 am - 9:30 am – Ballroom A
Sponsored by EBS Healthcare
Andrea Lary CCC-SLP/A
Advocacy, Legislative, and Reimbursement Update 2016
11:30am-12:30pm - Ballroom A
11:45 am - 1:45 pm – Ballroom A
Past President’s Luncheon
11:30 am - 1:00 pm – Hall of Fame
Last Break for Door Prizes
3:30 pm - 4:00 pm
Silent Auction Closes, Winners Posted by 4:30 pm.
5:45 pm - 7:00 pm
USC- Upstairs Glass Entry-Way
SC State- Area Outside or Ballroom C
SCSHA Annual Business Meeting
5:45 pm – Hall of Fame
Join the SCSHA Executive Board for the Annual Business Meeting. This
will be your opportunity to share in the success and accomplishments of
SCSHA for the past year, and learn what is in store for SCSHA during
the year 2016.
SCSHA Convention
Special Thanks to SuperDuper !
- 24 -2016
2016 CONVENTION SUPPORTERS AND EXHIBITORS
Thank You!
Exhibitors
-Cobb Pediatric Physical Therapy
-Tri County Therapy
-Therapist Unlimited
-SC Assistive Technology Program
-eSeLPi
-Super Duper*
-McMillan Therapies, LLC
-Sprout Pediatrics
-Simply Thick
-Dynovox
-Virtual Speech Center
-Appreciate U
-Imagine This Boutique
-Marbella’s Crowning Glory -Pearson Clinical Assessment
-McCulloh Therapeutic Solutions
-Parkway Therapy Works
-Easter Seals South Carolina -Elevation Healthcare
-All That Glitters
-Reading with TLC
-National MS Society
-Read it Once Again
-MultiCultural Affairs
-Speech Corner
-EBS Healthcare*
-DaBagz
-SpeechPath
-Usborne Books & More
-EasterSeals
Donors
-Passy-Muir
-David Hunter State Farm
-Big Grips
-Margaret Hunter
-GainesGlassware
-Procourse
-Ruth’s Chris Steakhouse
-Hilton Garden Inn
-Speech Life
-Janelle Publications
-Sweet Bee Cups
-Speech Life
-Lakeshore
-Glowout
-Carolinas Rehabilitation Hospital
-Tazikis
School Recruiters
-Aiken County School District
-Spartanburg County School District 2
-Horry County Schools
-Anderson School District Two
-Greenville County School District
Hospital Recruiters
HealthSouth Rehabilitation Hospital
*Also a Sponsor
Browse and place your bids on your favorite
auction items. All funds generated from the Silent
Auction will benefit the SCSHA Foundation.
Exhibit Hall Hours
Thursday, February 25
7:30 am – 5:00 pm
Friday, February 26
7:30 am – 4:00 pm
Door Prizes
Everyone registered for the Convention is automatically entered to win a Door Prize. Door Prizes will be awarded during each break in the Exhibit
Hall. Prizes that are not claimed during the Convention will be raffled off during the last break on Friday.
Door Prize drawings will take place at the following times:
Thursday, during the Refreshment Breaks in the Exhibit Hall
9:30 am – 10:00 am
3:30 pm – 4:00 pm
Friday, during the Refreshment Breaks in the Exhibit Hall,
9:30 am – 10:00 am
3:30 pm – 4:00 pm
Door prize winners will be posted each day on the white board by the Registration Desk. Stop by the Registration Desk often to see if you have
won a Door Prize.
Any unclaimed door prizes will be raffled off at the last Door Prize drawing, during the last break on Friday,
3:30 pm to 4:00 pm.
You must be present to win a Door Prize during the Friday afternoon break.
SCSHA Convention
- 25 -2016
Thank You!
SCSHA Convention
- 26 -2016
Thank You!
SCSHA Convention
- 27 -2016
REGISTRATION
SCSHA Convention
- 28 -2016
USC
RECEPTION
SC STATE
RECEPTION
EXHIBITOR HALL
SCSHA Convention
- 29 -2016
SCHOOL & MEDICAL BASED TRACKS
SCHOOL BASED TRACK
1
2
Generational & Multicultural Issues in
Clinical Supervision
3
SLP’s & School Psychologist Joining Forces Part 1
4
Enhancing Auditory Skills Through Technology and Intentional Listening
6
Training, Trends, Regulations, and Supervision of
Support Personnel
7
8
Keep the FIRE Burning to Avoid BURNOUT
9
12 Things SLPs Should Know from People Who Stutter
10
SLP’s & School Psychologist Joining Forces Part 2
11
Practicing the 3Cs: Cross (or Critical)-Cultural Competence in Speech Language Pathology
and Audiology
13
15
Ling 6: Not Just for Audiologist
18 Enhancing Speech-Language Pathology and Audiology Services Across the Continuum
19 Certification Course: Reading with TLC: Condensed Full Training in Lively Letter and Sight Words You Can See Part 2
20
Ethics Panel
21
Using International Classification of Functional Disability and Health (ICF) to write functional goals.
23
24
Enhancing the Efficiency, Effectiveness and Perceptions of Pre-Referral Teams
25
Cultural Competency and Sensitivity
28
Learning Styles: The Survival Guide for the Early
Intervention Therapist
30
MEDICAL BASED TRACK
1
Sign Language with Children Aged Birth-3 & Beyond
2
Generational & Multicultural Issues in
Clinical Supervision
4
Enhancing Auditory Skills Through Technology and Intentional Listening
5
6
Training, Trends, Regulations, and Supervision of
Support Personnel
7
9
12 Things SLPs Should Know from People Who Stutter
11
Practicing the 3Cs: Cross (or Critical)-Cultural Competence in Speech Language Pathology and Audiology
12
13
Exploring the Doctoral
14
Dementia Therapy in Adult Settings- Providing Skilled Services and Documenting Medical Necessity
15
Ling 6: Not Just for Audiologist
16
17
Stretch Your Knowledge of Telepractice: Service Delivery, Regulation, Reimbursement
18
Enhancing Speech-Language Pathology and Audiology Services Across the Continuum
19
Reading with TLC: Condensed Full Training in Lively Letter and Sight Words You Can See Part 2 Certification Course (3 Hour Session)
20
Ethics Panel
21
22
Using the International Classification of Functional Disbaility and Health (ICF) to Write Functional Goals
23
Keeping Dynamic Stimuli FUN: How to Balance
Technology and Behavior
31
25
Cultural Competency and Sensitivity: A Candid Conversation
33
Speech and Sound Disorders: Changes in How We Provide Services for Phonological/Articulation Disorders
26
27 Giving them something they can feel: Using manipulatives in speech, language and swallowing therapy Part 1
SCSHA Convention
- 30 -2016
SCHOOL & MEDICAL BASED TRACKS
SCHOOL BASED TRACK CONTINUED
35
Unleash Your Stuttering Superstar: A guide to Positive Motivation
36
37
38
Legislative Update
41
Bringing it Together: Fluency Groups Work for Therapy and Support
43
46
Increasing Student Engagement by Making your own App
48
Encouraging Professionalism Through Word and Deed: A Guide for Supervisors and Mentors
49
50
Response to Intervention: The Nuts & Bolts that
Make us Nuts & Want to Bolt - Short Course Part 1
51
Expanol y Ingles: Assessments and Intervention for Monolingual SLPs Part 1
54
Response to Intervention: The Nuts and Bolts that
Make us Nuts and Want to Bolt - Short Course Part 2
55
57
MEDICAL BASED TRACK CONTINUED
29 Dysphagia Therapy in Adult Settings- Providing Skilled Services and Documenting Medical Necessity
30
31
32
Medicare 101
34
Focus on the Functional: Utilizing the Compass
Communication Software Stroke and Brain Injury
Persona
35
Unleash Your Stuttering Superstar: A guide to Positive Motivation
37
38
Legislative Updates
40
Documentation from Diagnosis to Discharge
Part 2
41
Bringing it Together: Fluency Groups Work for
Therapy and Support
42
Quality Assessment and Intervention with Infants and Toddlers
Espanol y Ingles: Assessments and Intervention for
Monolingual SLPs Part 2
44
Show Me the Money: Delivering Ethical and
Reimbursable Services within
Healthcare Payer Sources
What do we do with Speech Sound Disorders as we merge more toward early Literacy problems
45
47
Infantile Spasms and Treatment of Oropharyngeal
Dysphagia
48
Encouraging Professionalism Through Word and
Deed: A Guide for Supervisors and Mentors
51
Expanol y Ingles: Assessments and Intervention for Monolingual SLPs Part 1
52
Part I: Introduction to FEES
53 Giving them something they can feel: Using manipulatives in speech, language and swallowing therapy Part 2
55
Espanol y Ingles: Assessments and Intervention for Monolingual SLPs Part 2
56
Part II: Implementation, Consideration, and Intervention
57
SCSHA Convention
All About Phonology Part 2
- 31 -2016
Spires Board Room
Thursday, February 25 Events
Richland A
Session 10
Richland C
SLP’S and School Psychologists Joining Forces: Part 2
Session 9
Congaree
12 Things Every SLP Should Know from People Who Stutter
Session 8 Keep the FIRE Burning to Avoid BURNOUT
10:00am – 11:30 am
Session 7 Lexington A
Certification Course: Reading with TLC: Condensed Full Training in
Lively Letter and Sight Words You Can See Part 1
8:00am – 11:00 am
Session 6 Richland B
Training, Trends, Regulation, and Supervision of Support Personnel
Session 5
Richland C
Session 4 Richland A
Enhancing Auditory Skills Through Technology and Intentional
Listening
Session 3
Lexington B
SLP’s and School Psychologist Joining Forces: Collaborative
Assessment, LD Identification, and Intervention Development Part 1
Session 2
Congaree
Generational and Multicultural Issues in Clinical Supervision
Session 1
8:00 am – 9:30 am
Thursday’s Sessions
Carolina
Ballroom B & C
3:30 pm – 4:30 pm
Refreshment Break/Door Prizes/Silent Auction`
5:45 pm
Ballroom B & C
Hall of Fame
Ballroom A
Session 16
Documentation from Diagnosis to Discharge - Part 1
Ballroom B & C
10:00 am – 11:30 am
Congaree
Richland B
7:30 am – 4:30 pm
Exhibits Open
8:30 am – 9:30 am
Student Breakfast
Sponsored by EBS Healthcare
7:15 am – 5:30 pm
Ballroom A
Ballroom B & C
Registration Area
Lexington B
Carolina
Lexington B
Session 42
Richland A
Quality Assessment and Intervention with Infants and Toddlers
Session 43
Richland C
Session 41
Congaree
Bringing it Together: Fluency Groups Work for Therapt and Support
Session 40
Session 39 Student Praxis Bowl
Friday, February 26 Events
2:00 pm – 3:30 pm
Richland C
Session 26
Session 38
Legislative Updates
Session 37
Richland A
Session 36
Richland C
Session 25
Richland A
Cultural Competency and Sensitivity- A Candid Conversation
Session 24
Lexington B
Enhancing the Efficiency, Effectiveness and Perceptions of PreReferral Team
Session 23
Session 35 Congaree
Unleash Your Stuttering Superstar: A Guide to a Positive Motivation
Session 33 Carolina
Speech and Sound Disorders: Changes in how we provide services
for Phonological/Articulation Disorders
Session 32 Medicare 101
Session 22 Carolina
Keeping Dynamic Stimuli FUN: How to Balance Technology and
Behavior
Richland C
Ballroom B & C
Richland C
Session 34
Richland B
Focus on the Functional: Utilizing Compass Communication Software
Stroke and Brain Injury Persona
4:00-5:30 pm
2:30-4:00 pm
8:00am-9:00am
Session 31
Registration Area
Registration Area
Richland C
Session 57
Richland B
What do we do with Speech Sound Disorders as we merge more
toward early Literacy problems
10:00 am – 11:30 am
Session 56
Richland A
Understanding FEES: A Comprehensive Look at the SLP’s Role in
Identification and Intervention of Dysphagia Utilizing Endoscopic
Examination
Part 2: Introduction to FEES
Session 55
Lexington B
Short Course B. Part 2: Espanol y Ingles: Assessments and
Intervention for Monolingual SLPs
Session 54
Lexington A
Short Course A. Part 2: Response to Intervention: The Nuts and Bolts
10:15am –12:15pm
Session 53
Richland B
Giving them something they can feel: Using manipulatives in speech,
language and swallowing therapy Part 2
8:00 am – 9:30 am
Session 52
Richland A
Understanding FEES: A Comprehensive Look at the SLP’s Role in
Identification and Intervention of Dysphagia Utilizing Endoscopic
Examination
Part 1: Introduction to FEES
Session 51
Lexington B
Short Course B: Espanol y Ingles: Assessments and Intervention for
Monolingual SLPs
Session 50
Lexington A
Short Course A: Response to Intervention: The Nuts and Bolts that
Make us Nuts and Want to Bolt
8:00 am – 10:00 am
Saturday’s Sessions
12:15pm
Convention Closes- CEU Forms
8:00 am – 12:15 pm
Short Course Offerings
Dysphagia Therapy in Adult Settings- Providing Skilled Services and
Documenting Medical Necessity
Saturday, February 18 Events
Session 49
Session 48 Carolina
Encouraging Professionalism Through Word and Deed: Guide for
Supervisors and Mentors
Session 47
Richland B
Infantile Spasms and Treatment of Oropharyngeal Dysphasia
8:00 am – 12:30 pm
Session 30
Richland B
Advocacy, Leadership, and Volunteerism: Strategies for Member
Success
Richland A
Session 46
Lexington B
Increasing Student Engagement by Making your Own Apps
Session 45
4:00 pm – 5:30 pm
Session 44
Richland B
“Show Me the Money” - Delivering Ethical and Reimbursable Services
within Healthcare Payer Sources
Session 28 Carolina
Learning Styles: The Survival Guide for the Early Intervention Therapist
Session 27
Lexington B
Giving them something they can feel: Using manipulatives in speech,
language and swallowing therapy Part 1
8:00 am – 9:30 am
Friday’s Sessions
Hall of Fame
Ballroom B & C
Ballroom B & C
Ballroom A
Ballroom B & C
Session 21
Congaree
Using the International Classification of Functional Disbaility and
Health (ICF) to Write Functional Goals
Session 20 Ethics Panel
POSTER SESSIONS
Session 19 Lexington A
Certification Course: Reading with TLC: Condensed Full Training in
Lively Letter and Sight Words You Can See Part 2
1:00-4:00 pm
Session 18
Congaree
Enhancing Speech-Language Pathology and Audiology Services
Across the Continuum
Stretch Your Knowledge of Telepractice: Service Delivery, Regulation,
Reimbursement
Richland B
Session 15
Carolina
Ling 6: Not just for the Audiologist--Interprofessional Use of Ling 6 in
School
Session 14
Richland C
Dementia Therapy in Adult Settings – Providing Skilled Services and
Documenting Medical Necessity
5:45 pm-6:45pm
SCSHA Annual Business Meeting
4:30pm
Exhibitor Breakdown
Session 13 Carolina
1:00 pm – 2:30 pm
3:30 pm – 4:00 pm
Refreshment Break/Door Prizes/Silent Auction
11:45 am – 1:45 pm
9:30 am – 10:00 am
Session 12 Richland B
1:30 pm – 3:00 pm
Session 11
Lexington B
Practicing the 3Cs: Cross (or Critical)-Cultural Competence in Speech
Language Pathology and Audiology
Ballroom B & C
Registration Area
Ballroom B & C
2:00 pm – 4:00 pm
Poster Sessions
11:30am-12:30pm
11:30 am – 1:30 pm
Lunch ‘n Learn: Private Practice 9:30 am – 10:00 am
8:00 am – 5:00 pm
Exhibits Open
7:15 am – 5:30 pm
5:00pm-9:00pm
Exhibitor Set-Up
5:00 pm – 6:00 pm
Executive Council Meeting Lexington B
7:00 pm – 9:00 pm
Registration Area
4:00 pm – 5:00 pm
Executive Board Meeting Wednesday, February 24 Events
2016 SCSHA CONVENTION PROGRAM AT A GLANCE

SCSHA Annual Convention

Transcription

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