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    <title>WYOMING Speech-Language-Hearing Association upcoming events</title>
    <link>https://wyosha.org/</link>
    <description>WYOMING Speech-Language-Hearing Association upcoming events</description>
    <dc:creator>WYOMING Speech-Language-Hearing Association</dc:creator>
    <generator>Wild Apricot - membership management software and more</generator>
    <language>en</language>
    <pubDate>Tue, 28 Apr 2026 12:33:15 GMT</pubDate>
    <lastBuildDate>Tue, 28 Apr 2026 12:33:15 GMT</lastBuildDate>
    <item>
      <pubDate>Wed, 20 May 2026 00:00:00 GMT</pubDate>
      <title>Leveraging Technology for Adult Neuro Treatment and Carryover: The Virtual Rehab Center (May 19, 2026)</title>
      <description>&lt;p style=""&gt;&lt;font face="Ubuntu, Arial, sans-serif, WaWebKitSavedSpanIndex_0, WaWebKitSavedSpanIndex_0"&gt;Attendees who are present for the entirety of the webinar and complete a quiz at the end of the session will earn 0.15 ASHA CEUs.&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px;"&gt;&lt;font style="font-size: 15px;"&gt;&lt;strong&gt;Presented by Tactus Therapy&lt;/strong&gt;&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px;"&gt;&lt;font style="font-size: 15px;"&gt;In adult neurorehabilitation, clinicians must balance evidence-based treatment, functional relevance, treatment intensity, and carryover beyond the therapy session, all within real-world constraints of time, documentation, and patient access.&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px;"&gt;&lt;font style="font-size: 15px;"&gt;This 90-minute presentation will explore a comprehensive, clinically grounded approach to adult neuro treatment using the Tactus Virtual Rehab Center. Through live demonstration and case-based discussion, participants will see how a centralized digital platform can support planning, treatment, home practice, and patient education across multiple neurogenic disorders.&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px;"&gt;&lt;font style="font-size: 15px;"&gt;The session will include clinical case studies, representing aphasia, cognitive-communication disorders, and dysphagia, to illustrate how treatment selection, cueing, and progression can be individualized while maintaining an evidence-based framework. Participants will learn how the Virtual Rehab Center integrates research-driven treatment design, intensity principles, and health-literacy-informed handouts to support both clinician efficiency and patient engagement. Current evidence related to treatment intensity, home practice, and digital therapy delivery will be reviewed.&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px;"&gt;&lt;font style="font-size: 15px;"&gt;Attendees will leave with concrete strategies to improve treatment carryover, support patient independence, and leverage digital tools to deliver comprehensive, evidence-based adult neurorehabilitation.&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px;"&gt;&lt;strong&gt;&lt;font style="font-size: 15px;"&gt;*NOTE:&lt;/font&gt;&lt;/strong&gt; &lt;font style="font-size: 15px;"&gt;This presentation focuses on one specific product or service with limited mention of other options&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px;"&gt;&lt;strong&gt;&lt;font style="font-size: 15px;"&gt;Topic Areas:&lt;/font&gt;&lt;/strong&gt; &lt;font style="font-size: 15px;"&gt;Adults, Aphasia, Cognition, Dysphagia, Neurology, Technology&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px; margin-bottom: 0px !important;"&gt;&lt;strong&gt;&lt;font style="font-size: 15px;"&gt;Learner Level:&lt;/font&gt;&lt;/strong&gt; &lt;font style="font-size: 15px;"&gt;Intermediate&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px; margin-top: 0px !important; margin-bottom: 0px !important; line-height: 25px;"&gt;&lt;strong&gt;&lt;font style="font-size: 15px;"&gt;Learning Objectives&lt;/font&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p style="font-size: 18px; margin-top: 0px !important; margin-bottom: 0px !important; line-height: 25px;"&gt;&lt;font style="font-size: 15px;"&gt;1. List 3 common barriers adult medical SLPs face in today's healthcare environment.&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px; margin-top: 0px !important; margin-bottom: 0px !important; line-height: 25px;"&gt;&lt;font style="font-size: 15px;"&gt;2. Explain how technology can be used to increase treatment intensity in patients with acquired brain injuries.&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px; margin-top: 0px !important; margin-bottom: 0px !important; line-height: 25px;"&gt;&lt;font style="font-size: 15px;"&gt;3. Identify 4 evidence-based treatment approaches for cognitive-communication.&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px; margin-top: 0px !important; margin-bottom: 0px !important; line-height: 25px;"&gt;&lt;strong&gt;&lt;font style="font-size: 15px;"&gt;Time-Ordered Agenda&lt;/font&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p style="font-size: 18px; margin-top: 0px !important; margin-bottom: 0px !important; line-height: 25px;"&gt;&lt;font style="font-size: 15px;"&gt;0-10 min: Challenges SLPs face in the workplace&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px; margin-top: 0px !important; margin-bottom: 0px !important; line-height: 25px;"&gt;&lt;font style="font-size: 15px;"&gt;10-20 min: History of and evidence for computer-based treatment in adult neurorehabilitation&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px; margin-top: 0px !important; margin-bottom: 0px !important; line-height: 25px;"&gt;&lt;font style="font-size: 15px;"&gt;20-45 min: Case Study 1: Aphasia &amp;amp; Apraxia&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px; margin-top: 0px !important; margin-bottom: 0px !important; line-height: 25px;"&gt;&lt;font style="font-size: 15px;"&gt;40-60 min: Case Study 2: Cognitive-Communication&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px; margin-top: 0px !important; margin-bottom: 0px !important; line-height: 25px;"&gt;&lt;font style="font-size: 15px;"&gt;60-70 min: Case Study 3: Dysphagia&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px; margin-top: 0px !important; margin-bottom: 0px !important; line-height: 25px;"&gt;&lt;font style="font-size: 15px;"&gt;70-80 min: Workload Tools: writing goals, documentation, home exercise programs&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px; margin-top: 0px !important; line-height: 25px;"&gt;&lt;font style="font-size: 15px;"&gt;80-90 min: Live Q&amp;amp;A with presenters&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px;"&gt;&lt;strong&gt;&lt;font style="font-size: 15px;"&gt;Presenter Bios:&lt;/font&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p style="font-size: 18px;"&gt;&lt;strong&gt;&lt;font style="font-size: 15px;"&gt;Megan Sutton&lt;/font&gt;&lt;/strong&gt;&lt;font style="font-size: 15px;"&gt;, MS, CCC-SLP, is a speech-language pathologist and the co-founder and CEO of Tactus Therapy. She specializes in aphasia rehabilitation and has worked clinically across a wide range of settings. Megan is the co-author of "Healing the Broken Brain" and an internationally invited speaker on technology and aphasia. Her therapy apps and blogs are used worldwide in clinical education and adult neurorehabilitation.&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px;"&gt;&lt;strong&gt;&lt;font style="font-size: 15px;"&gt;Disclosures&lt;/font&gt;&lt;/strong&gt;&lt;font style="font-size: 15px;"&gt;: Works as a full-time employee and is an owner of Tactus Therapy, the developer of the software talked about in the presentation.&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px;"&gt;&lt;strong&gt;&lt;font style="font-size: 15px;"&gt;Shezena Shahid&lt;/font&gt;&lt;/strong&gt;&lt;font style="font-size: 15px;"&gt;, MS, CCC-SLP, is a medical speech-language pathologist and software designer with extensive experience across settings. As a lead contributor at Tactus Therapy, Shezena creates evidence-based content and tools that empower patients and clinicians alike. She is passionate about bridging clinical expertise with digital innovation to support adults with communication, cognitive, and swallowing impairments.&lt;/font&gt;&lt;/p&gt;

&lt;p style="font-size: 18px;"&gt;&lt;strong&gt;&lt;font style="font-size: 15px;"&gt;Disclosures&lt;/font&gt;&lt;/strong&gt;&lt;font style="font-size: 15px;"&gt;: Works as a full-time employee of Tactus Therapy, the developer of the software talked about in the presentation.&lt;/font&gt;&lt;/p&gt;

&lt;p style=""&gt;&lt;strong style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;Evidence/References (if needed)&lt;/font&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;ul style=""&gt;
  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;1.&lt;font&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/font&gt; &lt;font&gt;Bahia, M. M., &amp;amp; Lowell, S. Y. (2020). &lt;strong&gt;A systematic review of the physiological effects of the effortful swallow maneuver in adults with normal and disordered swallowing&lt;/strong&gt;. American Journal of Speech-Language Pathology, 29(3), 1655–1673.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;2.&lt;font&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Bartlett, R. S., Carpenter, A. M., &amp;amp; Chapman, L. K. (2022). &lt;strong&gt;A systematic review of adherence strategies for adult populations in speech-language pathology treatment&lt;/strong&gt;. American Journal of Speech-Language Pathology, 31(3), 1501–1516.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;3.&lt;font&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Beeson, P. M., Higginson, K., &amp;amp; Rising, K. (2013). &lt;strong&gt;Writing treatment for aphasia: A texting approach.&lt;/strong&gt; Journal of Speech, Language, and Hearing Research, 56(3), 945–955.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;4.&lt;font&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Bennett, L. E., Jewell, V. D., Scheirton, L., McCarthy, M., &amp;amp; Muir, B. C. (2019). &lt;strong&gt;Productivity Standards and the Impact on Quality of Care: A National Survey of Inpatient Rehabilitation Professionals&lt;/strong&gt;. The Open Journal of Occupational Therapy, 7(4), 1-11.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;5.&lt;font&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/font&gt; &lt;font&gt;Cantor, J., Ashman, T., Dams-O’Connor, K., Dijkers, M. P., Gordon, W., Spielman, L., Tsaousides, T., Allen, H., Nguyen, M., &amp;amp; Oswald, J. (2014). &lt;strong&gt;Evaluation of the short-term executive plus intervention for executive dysfunction after traumatic brain injury: A randomized controlled trial with minimization.&lt;/strong&gt; Archives of Physical Medicine and Rehabilitation, 95(1).&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;6.&lt;font&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Capeci, Wyndi L., &lt;strong&gt;Caregiver Interactions and Burnout in Speech-Language Pathology&lt;/strong&gt; (2024). Doctoral Dissertations and Projects. 5889.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;7.&lt;font&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Cavanaugh, R., Kravetz, C., Jarold, L., Quique, Y., Turner, R., &amp;amp; Evans, W. S. (2021). &lt;strong&gt;Is there a research–practice dosage gap in aphasia rehabilitation?&lt;/strong&gt; American Journal of Speech-Language Pathology, 30(5), 2115–2129.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;8.&lt;font&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Cuperus, P., de Kok, D., de Aguiar, V., &amp;amp; Nickels, L. (2025).&lt;/font&gt; &lt;strong&gt;&lt;font&gt;Aphasia therapy software: An investigation of the research literature and the challenges of software development.&lt;/font&gt;&lt;/strong&gt; &lt;em&gt;&lt;font&gt;Aphasiology&lt;/font&gt;&lt;/em&gt;&lt;font&gt;, 39(6), 842-873.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;9.&lt;font&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Downes, J. J., Kalla, T., Davies, A. D. M., Flynn, A., Ali, H., &amp;amp; Mayes, A. R. (1997). &lt;strong&gt;The pre-exposure technique: A novel method for enhancing the effects of imagery in face-name association learning&lt;/strong&gt;. Neuropsychological Rehabilitation, 7(3), 195–214.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;10.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Greenwell, T., &amp;amp; Walsh, B. (2021). &lt;strong&gt;Evidence-based practice in speech-language pathology: Where are we now?&lt;/strong&gt; American Journal of Speech-Language Pathology, 30(1), 186–198.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;11.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt; &lt;font&gt;Jeffay, E., Ponsford, J., Harnett, A., Janzen, S., Patsakos, E., Douglas, J., Kennedy, M., Kua, A., Teasell, R., Welch-West, P., Bayley, M., &amp;amp; Green, R. (2023). &lt;strong&gt;INCOG 2.0 guidelines for cognitive rehabilitation following traumatic brain injury, part III: Executive functions.&lt;/strong&gt; Journal of Head Trauma Rehabilitation, 38(1), 52–64.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;12.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Khemlani, A., Pawaria, S., &amp;amp; Chaudhary, V. (2024). &lt;strong&gt;Effects of Mendelsohn maneuver in Dyspagia: A literature review.&lt;/strong&gt; International Journal of Convergence in Healthcare, 4(1).&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;13.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Lavoie, M., Macoir, J., &amp;amp; Bier, N. (2017). &lt;strong&gt;Effectiveness of technologies in the treatment of post-stroke anomia: A systematic review.&lt;/strong&gt; &lt;em&gt;Journal of Communication Disorders&lt;/em&gt;, 65, 43-53.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;14.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Liu, J., Wang, Q., Tian, J., Zhou, W., Gao, Y., Chen, X., Zhang, W., Gao, Y., &amp;amp; Zhou, L. (2023a). &lt;strong&gt;Effects of chin tuck against resistance exercise on post-stroke Dysphagia&lt;/strong&gt; &lt;strong&gt;Rehabilitation: A systematic review and meta-analysis&lt;/strong&gt;. Frontiers in Neurology, 13.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;15.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Munasinghe, T. U., Ariyasena, A. D., &amp;amp; Siriwardhana, D. D. (2023). &lt;strong&gt;Speech therapy interventions for acquired apraxia of speech: An updated systematic review.&lt;/strong&gt; American Journal of Speech-Language Pathology, 32(3), 1336–1359.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;16.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt; &lt;font&gt;Nikravesh, M., Aghajanzadeh, M., Maroufizadeh, S., Saffarian, A., &amp;amp; Jafari, Z. (2021). &lt;strong&gt;Working memory training in post-stroke aphasia: Near and far transfer effects.&lt;/strong&gt; Journal of Communication Disorders, 89, 106077.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;17.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Palmer, R., Dimairo, M., Cooper, C., Enderby, P., Brady, M., Bowen, A., et al. (2019). &lt;strong&gt;Self-managed, computerised speech and language therapy for patients with chronic aphasia post-stroke compared with usual care or attention control (Big CACTUS): a multicentre, single-blinded, randomised controlled trial.&lt;/strong&gt; &lt;em&gt;The Lancet Neurology&lt;/em&gt;, 18(9), 821-833.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;18.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Ponsford, J., Velikonja, D., Janzen, S., Harnett, A., McIntyre, A., Wiseman-Hakes, C., Togher, L., Teasell, R., Kua, A., Patsakos, E., Welch-West, P., &amp;amp; Bayley, M. T. (2023). &lt;strong&gt;INCOG 2.0 guidelines for cognitive rehabilitation following traumatic brain injury, part II: Attention and information processing speed.&lt;/strong&gt; Journal of Head Trauma Rehabilitation, 38(1), 38–51.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;19.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Purdy, M., Coppens, P., Madden, E. B., Mozeiko, J., Patterson, J., Wallace, S. E., &amp;amp; Freed, D. (2018). &lt;strong&gt;Reading comprehension treatment in aphasia: A systematic review.&lt;/strong&gt; Aphasiology, 33(6), 629–651.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;20.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Repetto, C., Paolillo, M. P., Tuena, C., Bellinzona, F., &amp;amp; Riva, G. (2021).&lt;strong&gt;Innovative technology-based interventions in aphasia rehabilitation: a systematic review.&lt;/strong&gt; &lt;em&gt;Aphasiology&lt;/em&gt;, 35(12), 1623-1646.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;21.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Stark, B. C., &amp;amp; Warburton, E. A. (2018). &lt;strong&gt;Improved language in chronic aphasia after self-delivered iPad speech therapy.&lt;/strong&gt; &lt;em&gt;Neuropsychological&lt;/em&gt; &lt;em&gt;rehabilitation&lt;/em&gt;, 28(5), 818-831.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;22.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Thome, E. K., Loveall, S. J., &amp;amp; Henderson, D. E. (2020). &lt;strong&gt;A survey of speech-language pathologists’ understanding and reported use of evidence-based practice&lt;/strong&gt;. Perspectives of the ASHA Special Interest Groups, 5(4), 984–999.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;23.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Wahlstrand, E., &amp;amp; Saldert, C. (2025). &lt;strong&gt;An examination of noun and verb naming differences in aphasia: effects of lesion site, aphasia type and the use of static or dynamic stimuli.&lt;/strong&gt; Aphasiology, 1–21.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;24.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Wallace, S. E., Patterson, J., Purdy, M., Knollman-Porter, K., &amp;amp; Coppens, P. (2022). &lt;strong&gt;Auditory comprehension interventions for people with aphasia: A scoping review.&lt;/strong&gt; American Journal of Speech-Language Pathology, 31(5S), 2404–2420.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;25.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Ylvisaker, M. &amp;amp; Feeney, T. (1998) &lt;strong&gt;Collaborative Brain Injury Intervention&lt;/strong&gt;: Positive Everyday Routines. San Diego: Singular&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;26.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Zheng, C., Lynch, L., &amp;amp; Taylor, N. (2016). &lt;strong&gt;Effect of computer therapy in aphasia: a systematic review.&lt;/strong&gt; &lt;em&gt;Aphasiology&lt;/em&gt;, 30(2-3), 211-244.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font&gt;27.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font&gt;Zhou, Y., Feng, H., Li, G., Xu, C., Wu, Y., &amp;amp; Li, H. (2022). &lt;strong&gt;Efficacy of computerized cognitive training on improving cognitive functions of stroke patients: A systematic review and meta‐analysis of randomized controlled trials.&lt;/strong&gt; &lt;em&gt;International Journal of Nursing Practice&lt;/em&gt;, 28(3), e12966.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;

  &lt;li style=""&gt;&lt;font face="Ubuntu" style="font-size: 14px;"&gt;&lt;font style=""&gt;28.&lt;font&gt;&amp;nbsp;&amp;nbsp;&lt;/font&gt;&lt;/font&gt; &lt;font style=""&gt;Zimmerman, E., Carnaby, G., Lazarus, C. L., &amp;amp; Malandraki, G. A. (2020). &lt;strong style=""&gt;Motor learning, neuroplasticity, and strength and skill training: Moving from compensation to retraining in behavioral management of Dysphagia&lt;/strong&gt;. American Journal of Speech-Language Pathology, 29(2S), 1065–1077.&lt;/font&gt;&lt;/font&gt;&lt;/li&gt;
&lt;/ul&gt;</description>
      <link>https://www.wyosha.org/event-6672301</link>
      <guid>https://www.wyosha.org/event-6672301</guid>
      <dc:creator />
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