Friday, March 30 - SESSION DETAIL

Short Course 6                                Multi-Interest
8:30 am - 11:30 am
Hemispherectomy and the Right Hemisphere, Hunter Manasco, PhD, Misericordia University; Christina Santhouse, MS, Bucks Country IU
(Instructional Level: Introductory)

This short course will present information regarding hemispherectomy: language and cognitive outcomes, prognostic factors, pathologies involved, neuroplasticity. This seminar will also feature a speaker who experienced a childhood right hemispherectomy. She will discuss her surgery, her recovery, as well as strategies she has used to overcome her deficits and strategies she uses on a daily basis to accomplish her work as a Master’s level school-based speech-language pathologist. Finally discussed will be right hemisphere disorders and strategies used in testing and intervention.

Learner Outcomes: At the end of this presentation, participants will be able to understand why hemispherectomy is undertaken, outcomes, and rehabilitation potential following the procedure, be able to explain neuroplasticity of the brain and the brain's ability to adapt, describe the experience of a hemispherectomy as a child and will learn never to
underestimate the potential positive outcomes of their actions as clinicians.
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Short Course 7
8:30 am - 11:30 am
Medicaid in Schools, What SLPs Need to Know, Marie Ireland, Med, CCC-SLP, Virginia Department of Education
(Instructional Level: Intermediate)

School-based providers will explore the federal and state requirements for Medicaid billing in schools, audit findings, documentation requirements, and options for use of funds. Participants will review resources and discuss strategies to address concerns in many areas including documentation, billing, use of funds, and changes in state and local requirements.

Learner Outcomes: At the end of this presentation, participants will be able to identify requirements of federal and state Medicaid programs and strategies to ensure compliance, discuss OIG audit findings and develop strategies to address compliance, identify informational resources with federal and state information on Medicaid programs and discuss strategies to advocate for change in state or local requirements.
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Short Course 8                                Pediatric SLP
8:30 am - 11:30 am
Oral Placement Therapy to Improve Speech Clarity and Feeding Skills - Part 1, Sara Rosenfeld-Johnson, MS, CCC-SLP
(Instructional Level:     Intermediate)

Sara Rosenfeld-Johnson’s innovative tactile-sensory approach to speech therapy uses therapy tools to train muscle movements for improved feeding safety and speech clarity. Learn how these highly motivating motor activities can be used to improve phonation, resonation, and speech clarity. Muscles of the abdomen, velum, jaw, lips, and tongue will be discussed within the parameters of movements necessary for speech production. Developmentally appropriate motor movements for speech are therapeutically targeted using highly motivating techniques appropriate for children and adults. Each activity can be implemented easily within the school and/or home environment.

Learner Outcomes: At the end of this presentation, participants will be able to understand the need for dissociation and grading for feeding and speech, appropriately apply at least five new therapy techniques, explain the use of Oral Placement Therapy (OPT) techniques as a tactile cueing system in conjunction with traditional speech therapy techniques to improve speech clarity, describe how therapeutic straw drinking can be use to improve speech clarity for /s/ and /z/.
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Short Course 9                                Pediatric SLP
1:45 pm - 4:45 pm
Oral Placement Therapy to Improve Speech Clarity and Feeding Skills - Part 2, Sara Rosenfeld-Johnson, MS, CCC-SLP,
(Instructional Level: Intermediate)

Sara Rosenfeld-Johnson’s innovative tactile-sensory approach to speech therapy uses therapy tools to train muscle movements for improved feeding safety and speech clarity. Learn how these highly motivating motor activities can be used to improve phonation, resonation, and speech clarity. Muscles of the abdomen, velum, jaw, lips, and tongue will be discussed within the parameters of movements necessary for speech production. Developmentally appropriate motor movements for speech are therapeutically targeted using highly motivating techniques appropriate for children and adults. Each activity can be implemented easily within the school and/or home environment.

Learner Outcomes: At the end of this presentation, participants will be able to understand the need for dissociation and grading for feeding and speech, appropriately apply at least five new therapy techniques, explain the use of Oral Placement Therapy (OPT) techniques as a tactile cueing system in conjunction with traditional speech therapy techniques to improve speech clarity, describe how therapeutic straw drinking can be use to improve speech clarity for /s/ and /z/.
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Short Course 10                              Multi-Interest
1:45 pm - 4:45 pm
Evidence-Based Management of Mild Traumatic Brain Injury: What are we Learning?, Micky Collins, PhD, UPMC
(Instructional Level: Intermediate)

Many evidence-based improvements have occurred in the diagnosis, assessment, clinical management, and rehabilitation/treatment of individuals who sustain mild traumatic brain injury. The purpose of this lecture is the present the following information; discuss the pathophysiology and clinical signs/symptoms of mild traumatic brain injury, present recently published data pertaining to recovery rates from mTBI and acute/subacute symptom patterns that predict more protracted recovery, discuss the utilization of computerized neurocognitive testing in the assessment and clinical management of mTBI and discuss rehabilitation and treatment of individuals with post-concussion syndrome.

Learner Outcomes: At the end of this presentation, participants will be able to list five clinical signs for Mild TBI, discuss current research related to recovery rates and patterns that may predict recovery, discuss how the utilization of computerized cognitive testing relates to management of TBI.
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Short Course 11                              Pediatric SLP
1:45 pm - 4:45 pm
New Methods to Test and Treat Children with Selective Mutism, Evelyn Klein, PhD, La Salle University & Selective Mutism Research Institute; Robin Kushner, MA, Selective Mutism Research Institute; Sharon Armstrong, PhD, La Salle University & Selective Mutism Research Institute; Janice Gordon, BA, La Salle University & Selective Mutism Research Institute; Donna Spillman-Kennedy, MA, Selective Mutism Anxiety Research & Treatment Center and Kane; Elisa Shipon-Blum, DO, Selective Mutism Anxiety Research & Treatment Center and Selective Mutism Research Institute; Carolyn Gerber, BS, La Salle University & Selective Mutism Research Institute
(Instructional Level: Introductory)

This seminar presents an interactive process for assessing speech and receptive as well as expressive language in children with selective mutism and continues with a social communication treatment approach that has demonstrated success. Instruction includes therapeutic strategies for increasing communication from nonverbal through verbal stages. Transitions that help the child move from non-communicative to communicative in both responding and initiating tasks are presented along with results from a grant-funded project with more than 60 children with selective mutism.

Learner Outcomes: At the end of this presentation, participants will be able to identify the process for assessing speech and receptive and expressive language in children with selective mutism, interpret assessment results for treatment planning, identify stages of social comfort for application to treatment, plan treatment using the Social-Communication Anxiety Treatment approach.
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Seminar 17                                      Pediatric SLP
8:30 am - 9:30 am
Prader-Willi Syndrome: It’s About More Than Just Food, Jennifer Pusins, MA, CF-SLP, University of Pittsburgh and The Children's Institute of Pittsburgh; Paula Leslie, PhD, CCC-SLP, FRCSLT, University of Pittsburgh
(Instructional Level: Intermediate)

Prader-Willi Syndrome is a multisystem disorder which is reported to affect approximately 10,000-20,000 individuals. There is significant variation in the presentation of clinical characteristics and extent of dysfunction. Without a genetic profile this variation may result in under diagnosis. Individuals may present with difficulties in speech, language, cognition and feeding and swallowing. The deficits in these areas result in the speech-language pathologist being a likely professional to be involved in the diagnosis and management of this syndrome. The speech-language pathologist must understand the complexity of this syndrome in order to provide effective clinical management.

Learner Outcomes: At the end of this presentation, participants will be able to explain the genetic inheritance pattern of Prader-Willi Syndrome, describe the clinical characteristics of Prader-Willi Syndrome, integrate clinical implications in the management and expected outcomes for a child with Prader-Willi Syndrome across different genetic inheritance patterns.
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Seminar 18                                      Pediatric SLP
8:30 am - 10:00 am
An Individualized Approach to Teaching Sequencing Skills, Beth Holland, MA, CCC-SLP, Super Duper® Publications
(Instructional Level: Intermediate)

Cognitive and linguistic deficits impact students’ abilities to sequence events in chronological or causal order. Specific disorders for this include auditory processing disorders, autism spectrum disorders, hearing impairment, learning disabilities, and specific language impairment. A software-based approach for sequencing pictures, text, and audio, from two- to six-step sequences, is demonstrated.

Learner Outcomes: At the end of this presentation, participants will be able to discuss cognitive and linguistic deficits that impact sequencing, name the sequencing deficits seen in five disorders (i.e., auditory processing disorders, autism spectrum disorders, hearing impairment, learning disabilities, and specific language impairment), explain an individualized software-based approach for addressing weaknesses in sequencing skills.
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Seminar 19                                      Multi-Interest
8:30 am - 10:00 am
Guide for Speech and Hearing Personnel: Resumes, Cover Letters, Interviews, Ross Stonefield, CCC-SLP, EBS Healthcare
(Instructional Level: Introductory)

Those in the speech and hearing field have unique experiences and requirements that must be indicated when seeking a new position. Participants will learn the difference between a resume and a curriculum vitae, and the basics of resume writing. They will learn how to structure their clinical experiences to highlight their skills and will be able to identify items that need to be included and omitted from their resumes. Participants will learn how to create an appropriate cover letter that will capture the attention of the reader. They will learn about different styles of interviewers and the best way to respond to difficult questions. On-line applications will also be discussed. Participants will leave the session with a "Resume Checklist" and will be armed with the necessary information to fulfill all of the requirements of the

Learner Outcomes: At the end of this presentation, participants will be able to discuss the basics of writing cover letters and resumes, and identify items to be included and omitted, list the steps to reformatting their resumes to make them e-friendly, evaluate interview styles, how to respond in uncomfortable situations, and use appropriate kinesics and proxemics during an interview, identify legal and illegal questions during an interview.
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Seminar 20                                      Pediatric SLP
9:45 am - 11:15 am
Bridging the Gap through Standards Based IEP Goals, Jill Parmenter, MHS, EBS Healthcare
(Instructional Level: Intermediate)

This session is designed to explore how speech-language pathologists can support students in regular education programs, the identification of the key components of measurable IEP goals and objectives, and how to successfully implement Common Core State Standards based goals within the classroom setting in order to maximize student progress.

Learner Outcomes: At the end of this presentation, participants will be able to explain the role of the speech-language pathologist in monitoring progress on performance-based assessments and classroom performance, list the components of IEP goals that address the Common Core State Standards, which were adopted by Pennsylvania in July 2010, describe the ways the IEP goals can be implemented and monitored in the classroom setting.
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Seminar 21                                      Multi-Interest
9:45 am - 11:45 am
Asking the Right Questions: The Importance of Thorough Swallowing Assessments, Alison Wissinger, MS, CCC-SLP, The Reading Hospital and Medical Center; Elizabeth Thrush, MS, CCC-SLP, The Reading Hospital and Medical Center
(Instructional Level: Intermediate)

Thorough assessment of patients with suspected swallowing disorders sometimes yields surprising results. Social, environmental, and comorbidity characteristics may all influence feeding/swallowing status. Accurate identification of these components is essential to forming a successful treatment plan. Through a series of case studies (a number of adults, as well as some pediatric cases), explore the importance of considering all the possible factors that may be contributing to a patient's clinical presentation.

Learner Outcomes: At the end of this presentation, participants will be able to name three factors that may influence feeding and/or swallowing problems, describe a situation in which an inadequate patient history could lead to inappropriate management, identify two clinical observations which should prompt further questions for patients/caregivers, integrate clinical, historical, and instrumental swallowing assessment information to formulate management recommendations.
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Seminar 22                                      Pediatric SLP
10:15 am - 11:45 am
Strategic Interventions for Auditory Memory Training, Julie Daymut, MA, CCC-SLP, Super Duper® Publications
(Instructional Level: Intermediate)

Memory impacts a person’s ability to perform almost any function. This session reviews current memory models, the development of auditory memory, and the relationship between working memory and learning. The speaker reviews several learning strategies for successful memory training. A direct, systematic software program for auditory memory training is demonstrated. Note: This presentation includes a description of educational software for memory training. Direct sale will not occur in conjunction with the presentation.

Learner Outcomes: At the end of this presentation, participants will be able to discuss current memory models, the development of auditory memory, and the relationship between working memory and learning, identify learning strategies that ensure successful memory training, explain a direct, systematic approach using software for auditory memory training.
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Seminar 23                                      Multi-Interest
10:30 am - 11:30 am
Human Participants Research: Obtaining IRB Approval for Your Study, Robert Skwarecki, PhD, CCC-SLP, California University of Pennsylvania
(Instructional Level: Introductory)

This seminar targets graduate student and clinician researchers who are planning studies using human participants and who need to obtain Institutional Review Board (IRB) approval. An overview of human participant protection standards will be presented including historical and ethical background and current Federal (Office for Human Research Participant) regulations. Typical procedures for submitting proposals to the researcher’s local IRB will be detailed. Emphasis will be placed on self-evaluation of proposals prior to submission along with practical solutions to common problems and pitfalls.

Learner Outcomes: At the end of this presentation, participants will be able to describe the ethical principles and Federal
regulations governing human participant protection in research studies, evaluate human participants protection components of research protocols for compliance with Federal regulations, describe methods to avoid and solve common problems and pitfalls encountered by researchers in obtaining IRB approval.
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Seminar 24                                      Pediatric SLP
1:45 pm - 2:45 pm
Apps and the SLP: Assessment and Intervention, Beth Holland, MA, CCC-SLP, Super Duper® Publications
(Instructional Level: Introductory)

This seminar reviews the effective use of Apps in the assessment and treatment of communication deficits. The instructor discusses how to use smartphones, tablets, and e-readers. Apps that are currently available on the market are demonstrated and ways to adapt commercially available apps will be discussed.

Learner Outcomes: At the end of this presentation, participants will be able to state five ways to use apps effectively to assess and treat communication deficits, discuss how to use smartphones, tablets, and e-readers for assessment and intervention, list apps that are currently available on the market, explain how to adapt commercially available apps.
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Seminar 25                                      Multi-Interest
1:45 pm - 3:15 pm
I Spy with My Little Eye....Competency!, Judy Sexton, MS, CED, LSLS Cert. AVEd , Clarke Schools for Hearing and Speech; Sherri Fickenscher, MS, CED, LSLS Cert. AVEd , Clarke Schools for Hearing and Speech
(Instructional Level: Introductory)

With the continued crisis of capacity in the field of educating deaf and hard of hearing children, professionals certified in listening and spoken language outcomes are being called upon to mentor and coach in a manner that has previously been unprecedented. Gaining the necessary skills to become competent observers should be a goal of professionals and parents alike. This presentation will discuss the qualities of an effective coach and two programs developed at Clarke Pennsylvania (Peer Learning and Guided Observations) that work to increase the ability of parents and professionals to engage in constructive observations and to grow their own skills through these observations.
 
Learner Outcomes: At the end of this presentation, participants will be able to identify specific qualities of a coach/mentor that positively influence interactions with colleagues and parents, list ways that Guided Observations can be beneficial as a parent coaching tool, explain the benefits of a Peer Learning Program.
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Seminar 26                                      Student
1:45 pm - 3:15 pm
The NESPA and the Praxis Exams: Success Through Preparation, Janis Jarecki-Liu, PhD, CCC-SLP, Clarion University of Pennsylvania; Colleen McAleer, PhD, CCC-AUD/SLP, Clarion University of Pennsylvania
(Instructional Level: Introductory)

Learn what you need to know for successful preparation of the Praxis exam in speech pathology and audiology and the NESPA. Become a confident test taker! Content of both exams will be addressed. Study tips, test preparation as well as strategies for reducing test anxiety will be covered in this presentation.

Learner Outcomes: At the end of this presentation, participants will be able to list the three types of question formats found in the NESPA, list the criteria for taking and passing the NESPA and Praxis exams, list test-taking strategies to enhance his/her ability to complete the NESPA successfully, recognize common causes of test anxiety and strategies to reduce them.
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Seminar 27                                      Pediatric SLP
3:15 pm - 4:15 pm
Supervision in Early Intervention: An Inside-Out Perspective, Kimberly McGinley, MA CCC-SLP, EBS Healthcare; Darlene Robke, MS, CCC-SLP, EBS Healthcare
(Instructional Level: Intermediate)

This presentation discusses the roles and perspectives of the clinician and supervisor within an Early Intervention (EI) model and how it differs from a center-based model. The varied guidelines and challenges that impact Early Intervention practice are reviewed. A unique “inside out" supervisory perspective/approach is emphasized. The influence of relationships upon services and supervision, as well as the importance of reflective practice are addressed.

Learner Outcomes: At the end of this presentation, participants will be able to identify three challenges for supervising in the early intervention environment, understand the impact of relationships in EI supervision, identify three strategies for teaching reflective practice during EI supervision.
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Seminar 28                                      Multi-Interest
3:15 pm - 4:15 pm
Don’t Be Scared -- Learning (and Teaching) About High-Tech Communication Supports, Carrie Leonhart, MS, Institute on Disabilities, Temple University; Stephanie Craven, MA
(Instructional Level: Introductory)

This seminar will cover how a 10-day program for young adults using speech-generating devices (SGDs) also provided professional development. Training focused on how to facilitate communication using multiple methods, including high-tech communication devices. Student and professional volunteers were new to SGDs; however training built upon their existing knowledge and experience about communication. They also learned new strategies to meet the unique technical challenges related to high-tech AAC devices. This session will provide information and clinical application for students, clinicians (new to AAC), and university faculty and staff.

Learner Outcomes: At the end of this presentation, participants will be able to explain techniques for facilitating communication across multiple modalities, including SGDs, describe three strategies for learning to support communication using SGDs, identify at least two resources for additional information about AAC.
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Seminar 29                                      Student
3:45 pm - 4:45 pm
NSSLHA Collaboration: Chapter Roundtable to Share Ideas and Success Stories, Mary Beth Mason-Baughman, PhD, CCC-SLP, Clarion University of Pennsylvania; Janis Jarecki-Liu, PhD, CCC-SLP, Clarion University of Pennsylvania; Regina Finelli, Clarion University of Pennsylvania; Sara Lapczynski, Clarion University of Pennsylvania
(Instructional Level: Introductory)

This seminar will provide an opportunity for Pennsylvania NSSLHA chapters to engage in a dynamic roundtable discussion to share the mission of their local chapters. Guided discussions will includes topics such as student involvement in speech-language pathology and audiology programs; community service ideas at local, state, and national levels; fundraising ideas; programming to increase awareness of the professions and communication disorders; and increasing interaction between local chapters at both the regional and state levels. The NSSLHA Collaboration as a yearly forum at the PSHA Convention will be addressed as well. Students and NSSLHA chapter advisors are encouraged to attend!

Learner Outcomes: At the end of this presentation, participants will be able to describe a variety of ideas for chapter fundraising, describe a variety of ways to promote awareness of the professions of speech-language pathology and audiology and communication disorders, describe a variety of community service activities for NSSLHA chapters at the local, state, and national levels.
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