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2012 CONVENTION
Thursday Sessions
March 29, 2012

Click on the session title to view the authors, abstract, learner outcomes and level of learning.

Seminar 6                                       Pediatric SLP
Interactive Visuo-Motor Therapy: A Treatment Model for Children With Autism - This session has been withdrawn.

Thursday, March 29 - SESSION DETAIL

Short Course 1                                Multi-Interest
8:30 am - 11:30 am
(Central) Auditory Processing Disorders: From Identification to Management, Cynthia Richburg, PhD, Indiana University of Pennsylvania
(Instructional Level: Intermediate)

This three hour presentation will be broken into three sections:  introductory information, screening instruments and test batteries, and management and remediation options. The introductory section will contain information pertaining to the characteristics, causes, co-morbid conditions, influences on, and prevalence of (C)APD. The various models and profiles of auditory processing disorders will be briefly presented. The personnel responsible for a multidisciplinary approach to assessing and treating (C)APD will be discussed. Vocabulary and terminology will be discussed, as well as some anatomical and physiological aspects of (C)APD. The second section on screening and testing methods will provide auditory samples of the recorded test materials used by audiologists and speech-language pathologists during the assessment phase. Participants will get to hear a sampling of test materials commonly used in clinics, and will be exposed to the protocol used in some clinics. The third section of the presentation will focus on environmental modifications, remediation activities, and compensatory strategies used by members of the multidisciplinary team. Throughout the presentation, the pros and cons of classifying children with the models/profiles will be highlighted. Focus will be placed of obtaining an accurate diagnosis, focusing on auditory deficits and functional behaviors, and arriving at conclusions resulting from multidisciplinary agreement.

Learner Outcomes: At the end of this presentation, participants will be able to identify the characteristics, causes, and sub-profiles of (C)APD, describe screening and testing materials commonly used in audiology clinics, describe some management techniques (e.g., auditory closure activities, interhemispheric exercises, phoneme awareness, etc.) used in a multidisciplinary setting.
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Short Course 2                                AAC
8:30 am - 11:30 am
Assistive Technology for Young Children With Communication and Language Needs, M. Jeanne Wilcox, PhD, Arizona State University
(Instructional Level: Intermediate)

This course focuses on using adaptations, including assistive technology, to promote young children’s (infants and toddlers) communication, language, and social interaction skills. The emphasis will be on using adaptations and assistive technology to improve skills to enable or enhance participation in a variety of activities/routines (e.g., mealtimes, getting up/going to bed, family chores, etc.). Methods include lecture, review of video tapes, and case presentations so that participants will be able to apply information directly in their work with families and their young children with communication and language needs.

Learner Outcomes: At the end of this presentation, participants will be able to interview or interpret an interview with a caregiver of a child with language and communication needs in order to identify activities and routines that are going well or not going well, explain the role of communication in participation in activities and routines and be able to identify how communication can enable or enhance participation in activities and routines, describe the role of adaptations, including assistive technology and augmentative/alternative communication modes, in promoting children’s communication, language, and social interaction outcomes within the context of activities and routines, plan interventions to enhance children’s communication and social interaction using adaptations, including assistive technology to enable or enhance participation in desired activities/routines.
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Short Course 3                                Multi-Interest
8:30 am - 11:30 am
A Sensory Motor Approach to Feeding Through the Ages, Lori Overland, MS, CCC-SLP, ASHA
(Instructional Level: Intermediate)

Speech language pathologists are playing an increasingly significant role in the treatment of children with feeding disorders. Physicians often refer clients for feeding therapy secondary to what is “seemingly” a behavioral issue. In assessment it may be revealed that there are actually medical and/or oral sensory motor deficits that are influencing an individual’s ability to engage in safe, nutritive feeding. This three hour presentation introduced a sensory motor approach to feeding therapy. This approach is applicable to clients from birth through geriatrics with a wide variety of diagnoses. An overview of assessment and treatment techniques were provided. The connection between feeding and speech were discussed.

Learner Outcomes: At the end of this presentation, participants will be able to identify at least three factors which influence the oral phase of feeding, identify at least two pre-feeding techniques, identify at least two therapeutic feeding techniques.
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Short Course 4                                Pediatric SLP
1:00 pm - 4:00 pm
Developing Executive Functions in Atypical Students, Megan Cunningham, MS, CCC-SLP, ASHA, PSHA; Karen Duncan MA, PSHA; Jan Sega, MA CCC-SLP, ASHA, PSHA
(Instructional Level: Intermediate)

The brain is our primary learning organ, which is misunderstood in our schools. The more we know about the brain, the better we are able to teach our students who present as atypical with different learning profiles. These students frequently demonstrate executive function disorders or (EFD's). EFD's may be manifested in poor time management, disorganization, poor task initiation, weak impulse control, and decreased social thinking, etc. Neuro-science has provided us with current research that we can incorporate into our interventions. By supporting EF skills, we provide a framework for lifelong success in our students. This presentation is a pragmatic approach to incorporate brain based learning principles to support atypical students who are at risk.

Learner Outcomes: At the end of this presentation, participants will be able to define and identify what Executive Function Disorders are, develop Executive Function Plans for your students, interactively participate to learn brain based learning strategies to enhance executive function skill development, take home functional strategies and techniques to address Executive Function Disorders with their caseload.
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Short Course 5                                Multi-Interest
1:00 pm - 4:00 pm
Treating and Evaluating Children and Adolescents With Cochlear Implants, Carrie Van Soest, MS, CCC-SLP, Children's Hospital of Pittsburgh of UPMC; Emily Smith AuD, Children's Hospital of Pittsburgh of UPMC
(Instructional Level: Intermediate)

Participants will learn how a cochlear implant works and become familiar with the technology with hands-on equipment. Components of a map and a description of a mapping session will be provided. Assessment and candidacy requirements will be discussed. An outline of the speech, language, and auditory goals that should be addressed in habilitation will be provided. Strategies for targeting speech, language, and auditory skills in treatment will be demonstrated.  There will be discussion regarding collaboration efforts as well as communication barriers between speech and audiological professionals.

Learner Outcomes: At the end of this presentation, participants will be able to identify parts and functions of a cochlear implant and components of a map, identify assessment measures and criteria for cochlear implant candidacy, list goals for treatment and design effective treatment activities based on an auditory hierarchy that outlines developing listening skills, design treatment activities for varying case studies presented: infant/toddler, pre-school, school-age, and adolescent, state barriers to effective collaboration and list strategies to promote communication across professions, list goals for treatment and design effective treatment activities based on an auditory hierarchy that outlines developing listening skills.
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Seminar 1
7:15 am - 8:15 am                      Track
SLP and Audiology Services Under the Health Care Reform Law, Mark Kander, MA
(Instructional Level:     )

The Patient Protection and Affordable Care Act (ACA) affects private insurers as well as Medicare and Medicaid . Health insurance exchanges will receive subsidies if established by 2014. Among other benefits, exchanges will allow individuals and small businesses to more easily compare health plans. A boost is given to recognition of telehealth services; Medicare and Medicaid pilot projects, demonstration projects and stroke-specific projects. Habilitation will be defined for insurance purposes. Accountable Care Organizations will be first established in 2012, allowing physician groups and hospitals to enroll Medicare beneficiaries and benefit from shared savings due to the efficient delivery of high quality care. A post-acute care bundling pilot program (by 2013) will determine a single payment to cover a Medicare inpatient hospital stay as well as a 30 or 60-day post-discharge period; the main goal of the program is to reduce hospital re-admissions. For the Physician Quality Reporting System (includes Medicare private practice audiologists & SLPs), the program will shift from monetary rewards for compliance, to penalties for failure to comply. Patient-centered outcomes research is given more clout by the establishment of an institute for managing research projects.

Learner Outcomes: At the end of this presentation, participants will be able to summarize financial motivators in Accountable Care Organizations, categorize types of post-acute care bundling models, explain how PQRS can penalize Medicare independent practitioners.
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Seminar 2                                       Multi-Interest
8:30 am - 10:00 am
Stuttering Myth-Busters: Current Update on Underlying Causes of Stuttering, Craig Coleman, MA, BRS-FD, Children's Hospital of Pittsburgh
(Instructional Level: Advanced)

This seminar will focus on a review of genetic and neurological factors associated with stuttering. Implications for both adults and children who stutter will be discussed. Participants will be able to discuss stuttering as a multifactorial disorder.

Learner Outcomes: At the end of this presentation, participants will be able to identify current genetic theories of the nature of stuttering, identify current neurological theories of the nature of stuttering, identify motoric, linguistic, temperamental, and environmental factors associated with stuttering.
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Seminar 3                                       Pediatric SLP
8:30 am - 10:30 am
Interacting with Children: Clinical Skills for New SLPs, Lisa Price, PhD, Indiana University of Pennsylvania
(Instructional Level: Introductory)

Effective clinical interaction skills provide the foundation for play-based therapy with young children. This presentation is geared toward students and early-career SLPs. In this session, video clips will provide a forum for identifying effective clinical behaviors. We will discuss specific strategies for building rapport with a young child, interacting in ways that get kids talking, and providing high- and low-level scaffolds. We will discuss how to use play and book reading in ways that are both fun and therapeutic (e.g., how to choose toys, control your materials, use themes/routines, provide visual supports).

Learner Outcomes: At the end of this presentation, participants will be able to identify clinical interaction strategies that will foster a good rapport, promote talking, and increase speech and language skills in young children, describe various methods of scaffolding and when to apply them, design a thematic unit that includes play and book reading activities that can increase targeted speech or language skills.
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Seminar 4                                       Adult SLP
8:30 am - 10:30 am
Program for Intensive Residential Aphasia Treatment & Education (PIRATE): Phonological and Semantic Treatment Approaches, Patrick Doyle PhD, VA Pittsburgh Healthcare System; Brooke Swoyer, MA, VA Pittsburgh Healthcare System; Ronda Winans, MA, VA Pittsburgh Healthcare System; James Schumacher, MS, VA Pittsburgh Healthcare System; Will Hula, PhD, VA Pittsburgh Healthcare System
(Instructional Level: Intermediate)

Varied treatment approaches are utilized during each PIRATE (Program for Intensive, Residential, Aphasia Treatment and Education) session.  A phonological and a semantic treatment approach will be discussed including their theoretical background and practical applications.  The authors will present case studies that illustrate the rationale and implementation of both of these treatment approaches.

Learner Outcomes: At the end of this presentation, participants will be able to discuss the PIRATE aphasia rehabilitation program, including the model of treatment, recent program modifications, patient candidacy criteria, and outcome measures, identify and discuss current treatment approaches for aphasia as they support theoretical models of language processing and social engagement, apply theoretical models and treatment approaches to individual case studies.
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Seminar 5
9:00 am - 10:00 am      Student
First Jobs, Myths & Facts!, Ralph Belsterling, AuD CCC-A/SLP
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Seminar 6                                       Pediatric SLP
10:45 am - 11:45 am
Interactive Visuo-Motor Therapy: A Treatment Model for Children With Autism, Shelly Matta, MSEd, Edinboro University of Pennsylvania; Patricia Leigh, PhD, CCC-SLP, Faculty Advisor, Edinboro University of Pennsylvania
(Instructional Level: Introductory)

Interactive visuo-motor therapy has the potential for creating fun opportunities for therapists and parents to improve social communicative functioning in children with Autistic Spectrum Disorders (ASD) by improving brain functioning. The presenter will describe the mirror neuron system and current research studies that demonstrate the usefulness of visuo-motor therapy. Participants will engage in MeMoves video and learn how to incorporate it into therapy with children with ASD and other communicative difficulties.

Learner Outcomes: At the end of this presentation, participants will be able to use MeMoves Visio-Motor imitation learning video protocol as a supplementary treatment for children with Autism Spectrum Disorders, create their own interactive Visio-Motor therapy, educate parents of those with Autism Spectrum Disorders to use interactive Visio-Motor therapies at home with their children.
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Seminar 7                                       Adult SLP
10:45 am - 11:45 am
Medicare Basics for Speech-Language Pathologists, Mark Kander, MA
(Instructional Level: )

Medicare payment methodologies will be explained for services in facilities versus by private practitioners. Guidance regarding the enrollment process for private practitioners is thoroughly addressed on ASHA’s Website. The Medicare fee schedule for Part B services is readily available on the ASHA and CMS websites; the components will be discussed. Coding rules specific to Medicare will be discussed, many of which are adopted by private insurers and Medicaid programs. The rules for completing the standard claim form will be discussed with reference to detailed guidance available online. The national Medicare scope of coverage is compared with local coverage policies (LCDs) developed by Medicare Administrative Contractors. Medicare Advantage plans are HMO-type programs that require separate contracts between providers and the plan; tips for negotiating contracts will be provided. There are special concerns regarding Clinical Fellows who render services to Medicare patients; a unique factor involves Pennsylvania and nine other states. The annual therapy cap will be discussed in light of the most recent action taken by Congress.

Learner Outcomes: At the end of this presentation, participants will be able to differentiate facility payments from practitioner payments, identify sources of coding information, complete a standard claim form.
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Seminar 8                                       Multi-Interest
11:00 am - 12:00 pm
Dispelling Prominent Myths in Feeding and Swallowing Disorders, Lauren Mehalik, BS, Edinboro University of Pennsylvania; Kimberly Buettner, BS, Edinboro University of Pennsylvania; Charlotte Molrine, PhD, CCC-SLP, Faculty Advisor, Edinboro University of Pennsylvania
(Instructional Level: Introductory)

Current research has called into question the efficacy of many treatment techniques related to feeding and swallowing disorders. Several widely utilized techniques are not supported by evidence-based research. The presenters will outline four prominent myths related to oral care, aspiration, and hydration. These myths include the notion that lemon glycerin swabs are an effective method of oral care; all aspiration is harmful; enteral feeding prevents aspiration pneumonia; and thickened liquids provide adequate hydration. To dispel each myth, the presenters will analyze and integrate current peer-reviewed research, providing alternative and efficacious treatment techniques for clinical practice.

Learner Outcomes: At the end of this presentation, participants will be able to identify four common myths in clinical practice related to feeding and swallowing disorders, utilize current research to dispel each of the four myths, provide an alternative, evidence-based technique to implement in treatment protocols.
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Seminar 9                                       Adult SLP
11:00 am - 12:00 pm
Training and Reliability of the s/z Ratio in Student Clinicians, Robert Skwarecki, PhD, CCC-SLP, California University of Pennsylvania
(Instructional Level: Introductory

The s/z ratio (Eckel & Boone, 1981) has been recommended as a valid tool for indicating laryngeal dysfunction and pathology (e.g. VanderMeer et al, 2010). However, the evidence base is not unanimous regarding variability of results obtained from the measure (e.g. Gelfer & Pazera, 2006; Soman, 1997). Client data obtained from the s/z ratio are potentially sensitive to client instruction and to clinician expertise. Consequently, quality of clinician training is an issue in the reliability of the s/z ratio. The theory and practice of the s/z ratio will be presented along with a review of the evidence base for use of the measure in clinical practice. Data will be presented on reliability of the s/z ratio when administered by student clinicians being trained in the procedure. Methodology will be discussed for maximizing reliability when used by students and practicing clinicians.

Learner Outcomes: At the end of this presentation, participants will be able to describe the theory and practice of administering the s/z ratio as an indicator of laryngeal dysfunction and pathology, summarize the evidence base regarding clinical implementation of the s/z ratio as an assessment tool, discuss methodology for maximizing reliability of the s/z ratio when administered by students or practicing clinicians learning the procedure.
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Seminar 10                                      Student
1:00 pm - 2:00 pm
Graduate School & Graduate School Options, Ralph Belsterling, AuD CCC-A/SLP
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Seminar 11                                      Multi-Interest
1:00 pm - 2:30 pm
Stuttering Treatment: Targeting Goals That Make a Difference, Craig Coleman, MA, BRS-FD, Children's Hospital of Pittsburgh; Sara MacIntyre, BA, University of Pittsburgh
(Instructional Level: Intermediate)

This seminar will focus on identification of treatment goals for children and adults who stutter. Treatment goals will be discussed from the perspective of a speech-language pathologist and a person who stutters.

Learner Outcomes: At the end of this presentation, participants will be able to dentify therapy goals that target affective, behavioral, and cognitive components, describe counseling concepts that are needed in stuttering therapy, describe the variations in objectives for children and adults who stutter.
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Seminar 12                                      Adult SLP
1:00 pm - 3:00 pm
Cultural Awareness in End-Stage Dysphagia Treatment, Joseph LeJeune, MA, Prostep Rehab; Nancy Carlino, MA, California University of Pennsylvania
(Instructional Level: Advanced)

Numerous studies have indicated that as a whole, we are a society that has a significant increase in the older population.  Not only is the population aging but it is becoming more culturally diverse, especially with an increase in the Latino population.  As a result, healthcare workers need to understand cultural variations and how they may impact end of life issues; how conditions and treatment are viewed; and how culture can impact the perception of the disability. Speech-language pathologists working with this population need to understand how culture may impact how individuals with end-stage dysphagia and how their families may perceive evaluation results and recommendations for treatment, and the need to have a culturally sensitive program when addressing the ending of oral intake.Case studies will be provided so that participants can understand the need for implementing a cultural sensitive program.

Learner Outcomes: At the end of this presentation, participants will be able to list three characteristics of the Latino culture as it relates to end-of-life care, list three treatment strategies for end-stage dysphagia in culturally diverse populations, describe how culture can impact the perception of disability.
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Seminar 13                                      Adult SLP
1:00 pm - 3:00 pm
Evaluating and Treating Patients With Dementia Revisited, Mary Beth Mason-Baughman, PhD, CCC-SLP, Clarion University of Pennsylvania
(Instructional Level: Introductory)

A variety of techniques to evaluate, stage, and treat patients with a variety of dementias including Alzheimer’s disease, frontotemporal dementia, and primary progressive aphasia will be discussed. Important concepts of normal versus disordered aging will be presented. Numerous screening and assessment tools as well as clinical observations will be discussed. The correlation between test results and clinical observations and stage of dementia will be addressed. Treatment suggestions for various stages and types of dementia will be presented. Special attention will be paid to the development and implementation of Functional Maintenance Programs for communication and ADL function as well as

Learner Outcomes: At the end of this presentation, participants will be able to compare and contrast symptoms of Alzheimer’s disease, frontotemporal dementia, and primary progressive aphasia, differentiate normal versus disordered aging using clinical observations of function, identify at least three appropriate assessment tools to use with patients with dementia, develop an appropriate functional maintenance program for patients with early, middle, and late stage dementias.
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Seminar 14                                      Multi-Interest
3:00 pm - 4:00 pm
Don't Let History Repeat: Anonymous Tales From the License Board, David Stein, PhD, CCC-SLP, Board of Examiners in Speech, Language, and Hearing; Amy Goldman, MS, CCC-SLP, Board of Examiners in Speech, Language, and Hearing; Nanette Wood, MS, Board of Examiners in Speech, Language, and Hearing; Roberta Silver, JD, Board of Examiners in Speech, Language, and Hearing; Sandra Matter, MS, Board of Examiners in Speech, Language, and Hearing
(Instructional Level: Introductory)

Past complaints that have come before the licensure board for disciplinary action will be confidentially reviewed, to educate licensees with respect to the legal and ethical aspects of practice under the Speech-Language and Hearing Licensure Act.

Learner Outcomes: At the end of this presentation, participants will be able to, describe past licensure complaints that have come before the Board of Examiners for review, describe the outcomes of the Board's deliberations on potential past violations, describe responses of licensure board members and staff to their individual questions.
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Seminar 15                                      Adult SLP
3:15 pm - 4:15 pm
Does History Repeat Itself? Fifty+ Years of Dysphagia Experience, James Lemma, MA, East Coast Dysphagia Management; Pamela Smith PhD, Bloomsburg University
(Instructional Level: Advanced)

Is ice cream a thin liquid? Does the chin tuck work? Can the patient have water? How do I explain this to the nursing staff? Over the last 25 years, speech-language pathologists have witnessed many changes in clinical practice patterns as more is learned about the swallow mechanism, human physiology, evidence-based practice, and individual patients’ unique clinical pictures. This session will discuss several issues in the clinical management of dysphagia and how these issues have evolved over the past 20 years. Case descriptions and video examples will augment the discussion. Participant input will be requested as we collectively use our years of experience to discuss issues that first arose “way back then,” but still arise today among new clinicians.

Learner Outcomes: At the end of this presentation, participants will be able to discuss three issues in dysphagia management that have changed/evolved as a result of the field’s increased knowledge base, describe two ways to modify professional communication to effectively encourage patient-centered practice patterns that are evidence based, describe the influence of the multiple components of evidence-based practice on current practice in dysphagia care.
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Seminar 16                                      Multi-Interest
3:15 pm - 4:15 pm
Using Parents in College Classrooms to Engage Knowledge and Understanding, Diane Klein, PhD, Indiana University of Pennsylvania
(Instructional Level: Intermediate)

For program accreditation, COLLABORATION is among the standards that are addressed. It is especially important for pre-service professionals to learn and experience as much as they can of the various types of collaboration that will be expected of them as professionals. Students don’t have the opportunity to interact face-to-face with parents, even during their student teaching or other practicum experiences. Yet, the communication specialist is the ONE PROFESSIONAL that parents turn to in the instructional environment. Pre-service professionals must have the opportunity to work with parents before they are expected to perform their duties as a certified professional and this can and should happen in their college classroom.

Learner Outcomes: At the end of this presentation, participants will be able to identify at least two ways to incorporate parent collaboration into their course content, design a learning activity for their course that utilizes parents, advocate for the use of parent collaboration activities in higher education settings.
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