Conference Program

Conference Information | Friday Sessions | Saturday Sessions | Poster Presentations | Printable Program | Exhibit

Friday, October 1

• Session 1, Speech Evoked Cortical Responses in Infants With Hearing Loss | 8:30 am - 10:00 am

  Kristin Uhler, PhD, CU Anschutz and Children’s Hospital Colorado
  Phillip Gilley, PhD, University of Colorado, Boulder

  The presentation will focus on the outcomes from a recently developed, objective, non-invasive index (evoked potential) of infant speech perception to be employed shortly after hearing aid fitting and its potential impact for shaping habilitation strategies. The presentation will describe the relationship of a speech-evoked potential, among children who are hard-of-hearing (CHH) and children with normal hearing (CNH), and how it relates to later behavioral speech discrimination abilities measured at nine months of age. The language outcomes will be provided for a subset of toddlers from their longitudinal study. The presentation will share both normative data, as well as a cohort of infants with hearing loss across the trajectory of the project, and will discuss theoretical approaches, relationships between evoked potentials and behavior and progress toward an automatic response detection algorithm. Data will be provided for both group level and individual findings.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the role of advanced electroencephalogram (EEG) approaches to the analysis and interpretation for translational and clinical applications.
  • Describe the relationship between evoked potentials and behavioral measures of infant speech discrimination.
  • Identify potential uses of electrophysiological and behavioral measures as tools for predicting language outcomes in children with normal hearing and hearing loss.
  • Describe the relationship between early measures of infant speech perception and later language outcomes.

   

  Instructional Level: Intermediate | Track: Multi-Interest

• Session 2, The Value of Patient-Reported Outcome Measures (PROMs) in Aphasia Therapy | 8:30 am - 10:00 am

  Leigh Ann Porter, CCC-SLP, Speech Uncensored

  Patient-reported outcome measures (PROMs) are useful tools to quantify the impact of disorders on psychosocial measures that impairment-based assessments often overlook. Patients with mild or chronic aphasia may not demonstrate therapeutic improvement with traditional post-assessment means. In this case, PROMs reflect the patient’s perception of improved communicative participation. In this session, three PROMs for use in aphasia therapy will be covered with the opportunity to create scripts to use in therapy and documentation.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify three PROMs for use in aphasia therapy.
  • Describe the efficacious use of PROMs in aphasia therapy.
  • Create a script to incorporate PROMs into documentation.

   

  Instructional Level: Introductory | Track: Medical

• Session 3, Innovations in Language Assessment and Intervention: Small Steps for Big Changes, Part 1 | 8:30 am - 10:00 am

  Doug Petersen, PhD, CCC-SLP

  Over 80% of students in the US who are culturally and linguistically diverse read below grade level, and a high percentage of students who are monolingual, English speakers likewise struggle with reading. This reading crisis, however, is better characterized as a language crisis. This session will make a strong case for the current, pressing need our public schools have for a greater focus on oral language progress monitoring and multi-tiered systems of language support. This hands-on session will provide an overview of and offer specific training on oral language progress monitoring tools and multi-tiered narrative-based language intervention procedures that can be used by a single SLP for their caseload, or for an entire school district.

  At the end of this session, participants will be able to:

  • Describe valid narrative-based curriculum-based measures to monitor growth in oral and written language
  • Identify specific oral and written language treatment targets that are relevant to students’ functional communication
  • Describe how they will apply principles of narrative-based language intervention in their daily practice

   

  Instructional Level: Intermediate | Track: Education/Pediatrics

• Session 4, Treating Mild Aphasia | 10:15 am - 11:45 am

  Leigh Ann Porter, CCC-SLP, Speech Uncensored

  Most of our assessments and intervention tools fall short of the needs of patients with mild aphasia. This course addresses the gap by focusing on three techniques to use and adapt in therapy for patients with mild aphasia. Balancing meaningful therapy with increasing complexity can be challenging and the literature offers guides to get us started on interventions that can be modified to suit the unique needs of our patients.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify three techniques to use in mild aphasia therapy.
  • Describe methods to adapt each technique to fit the unique needs of your patient.
  • Describe the benefit of addressing a personal narrative in aphasia therapy.

   

  Instructional Level: Introductory | Track: Medical

• Session 5, Community-Centered Stuttering Assessment | 10:15 am - 11:45 am

  Craig Coleman, MA, CCC-SLP, BCS-F, Edinboro University
  Mary Weidner, PhD, CCC-SLP, Edinboro University

  This session will focus on conducting thorough stuttering assessment across the lifespan. Strategies for community-centered assessment will be discussed and participants will leave with practical assessment approaches for preschool through adult populations.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify tools for community-centered stuttering assessment.
  • Describe assessment procedures for a community-centered model.
  • Identify appropriate written goals for people who stutter.

   

  Instructional Level: Intermediate | Track: Multi-Interest

• Session 6, Innovations in Language Assessment and Intervention: Small Steps for Big Changes, Part 2 | 10:15 am - 11:45 am

  Doug Petersen, PhD, CCC-SLP

  Over 80% of students in the US who are culturally and linguistically diverse read below grade level, and a high percentage of students who are monolingual, English speakers likewise struggle with reading. This reading crisis, however, is better characterized as a language crisis. This session will make a strong case for the current, pressing need our public schools have for a greater focus on oral language progress monitoring and multi-tiered systems of language support. This hands-on session will provide an overview of and offer specific training on oral language progress monitoring tools and multi-tiered narrative-based language intervention procedures that can be used by a single SLP for their caseload, or for an entire school district.

  At the end of this session, participants will be able to:

  • Describe valid narrative-based curriculum-based measures to monitor growth in oral and written language
  • Identify specific oral and written language treatment targets that are relevant to students’ functional communication
  • Describe how they will apply principles of narrative-based language intervention in their daily practice

  Instructional Level: Intermediate | Track: Education/Pediatrics

• Session 7, Panel Discussion for Students | 12:00 pm - 1:00 pm

  Colorado student/professional panel on Friday from 12-1. This will be very informal- just bring your lunch and ask SLP representatives about graduate school, internships, real life experiences in a variety of settings, and any other burning questions! You can also submit your questions anonymously and place them in special boxes during the conference before the panel or email them to csha@cshassoc.org. SLPs please volunteer for the panel to help our students in their upcoming professional journey! You can sign up by emailing csha@cshassoc.org.

  CEUs not available.

• Session 8, Childhood Apraxia of Speech, Part I: Assessment | 1:15 pm - 2:45 pm

  Jennie Bjorem, MA, CCC-SLP, Bjorem Speech Publications

  A recent survey collected by Bjorem Speech indicated that more than 40 percent of speech-language pathologists consider themselves novice/still learning in the area of childhood apraxia of speech (CAS). During this course, we will outline the characteristics of CAS, how they differentiate from other speech disorders and how that impacts a differential diagnosis. We will walk through the evaluation process, learn how to choose targets and write goals.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify the characteristics of CAS that separate the diagnosis from other speech-sound disorders.
  • Define CAS.
  • Describe differential diagnostic criteria for CAS and learn how to informally assess.

   

  Instructional Level: Intermediate | Track: Education

• Session 9, Determining When Speech Therapy is Appropriate for Clients With Ataxia | 1:15 pm - 2:45 pm

  Caitlin Cloud, BS, University of Colorado Boulder
  Allison Hilger, CCC-SLP, PhD, University of Colorado Boulder

  Determining when to recommend speech therapy for clients with cerebellar ataxia can be a challenge for speech-language pathologists because intelligibility is often relatively spared in this population. In this presentation, we describe what to expect during a speech evaluation for cerebellar ataxia and offer tips to support clinical decision-making. Ataxia is a condition resulting from damage or disruption to the cerebellum, a neural structure important for the timing, scaling and coordination of movements. Ataxia most frequently results from degenerative disease such as spinocerebellar ataxia and Friedreich’s Ataxia, but can also occur from stroke, tumor, autoimmune disease and TBI. Persons with ataxia typically present with ataxic dysarthria, but as the disease progresses, it can evolve into a mixed ataxic-spastic or ataxic-flaccid dysarthria. In interviews with 27 individuals with ataxia, we found that only 15 individuals had ever been referred for speech therapy even though all 27 individuals presented with at least a mild dysarthria and 22 individuals reported a moderate-severe impact on quality of life due to the speech impairment. In this talk, we will describe some of the common characteristics you can expect in an evaluation and provide practical recommendations for determining whether referral to speech therapy is appropriate. These recommendations include using measures of speech naturalness and quality of life in your evaluation, as severity and intelligibility judgments do not necessarily correlate with the impact of the condition. Our goal is to improve the speech therapy referral rate for clients with ataxia who can benefit from treatment.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe common speech characteristics for ataxia.
  • Integrate naturalness and quality of life measures into their evaluations with ataxia.
  • Assess whether to recommend speech therapy for an individual with ataxia.

   

  Instructional Level: Intermediate | Track: Medical

• Session 10, Community-Centered Stuttering Treatment: Strategies for Success | 1:15 pm - 2:45 pm

  Craig Coleman, MA, CCC-SLP, BCS-F, Edinboro University
  Mary Weidner, PhD, CCC-SLP, Edinboro University

  This session will discuss appropriate treatment strategies and goals for people who stutter using a community-centered approach. The affective, behavioral and cognitive domains of stuttering will be discussed. A comprehensive model will be provided to allow participants to take strategies and approaches to use in real-world clinical scenarios.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe appropriate treatment activities for people who stutter.
  • Identify appropriate goals in the affective, behavioral and cognitive domains of stuttering.
  • Identify appropriate counseling strategies for people who stutter.

   

  Instructional Level: Intermediate | Track: Multi-Interest

• Session 11, Childhood Apraxia of Speech Part II: Treatment | 3:00 pm - 4:30 pm

  Jennie Bjorem, MA, CCC-SLP, Bjorem Speech Publications

  A recent survey collected by Bjorem Speech indicated that more than 40 percent of speech-language pathologists (SLPs) consider themselves novice/still learning in the area of childhood apraxia of speech (CAS). During this course, we will learn how to choose targets and review the evidence-based approach of dynamic temporal and tactile cueing (DTTC). Multi-sensory cueing strategies will be reviewed and incorporating cueing into therapy will be discussed. Videos of preschool and early school-age children in therapy will be used to help with strategy and understanding.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify how to choose functional targets to support a motor planning approach for CAS.
  • Conduct cueing strategies to support a motor planning approach.
  • Explain how ways to focus on movement rather than sounds for CAS therapy.

   

  Instructional Level: Intermediate | Track: Education

• Session 12, Reliability of the SARA Scale Assessing Aspiration Risk: Pragmatic Study | 3:00 pm - 4:30 pm

  Ksenia Bykova, Med, MS, University of Illinois at Chicago
  Ulrike Frank, PhD, University of Potsdam
  Judith Gardner, MA, CCC-SLP, ASHA
  Gay Girolami, PhD, PT, DPT, University of Illinois at Chicago

  SARA is a clinical tool designed to assess concerns of aspiration during the pharyngeal phase of swallowing. The purpose of this study was to assess the intra-rater and inter-rater reliability of the scale in children with cerebral palsy (CP). We were also able to demonstrate the feasibility of scoring from video-recorded mealtime records, which indicates the application of this tool in pandemic situations like COVID-19. Mixed methods, pragmatic study. Using video-recorded mealtime records, speech-language pathologists (SLPs) assessed children’s mealtime sessions in a manner that simulated telehealth service delivery necessitated by the current health pandemic. Without direction or changes in position, the children were fed four different food textures by parents or caregivers. SARA-trained SLPs (n = 4) scored the mealtime videos of parents or caregivers administering four different textures (up to five trials per texture) to 66 children with CP (ages 24 – 83 months). Thirteen videos (n = 214 trials) were used to establish intra-rater reliability and 12 videos (n = 195 trials) were used to calculate inter-rater reliability. The intra-rater reliability was excellent for total score (ICC = .996) and for item score (ICC = .94). The swallowing behavior identification was substantial (Cohen’s Kappa = .74). The inter-rater reliability was excellent for SARA total score (ICC = .917), acceptable for item score (ICC = .704), but fair for swallowing behaviors identification (Fleiss’ Kappa = .371). The definitions of dysphagia swallowing behaviors found in the literature make a clinical assessment of aspiration difficult. The SARA standardized definitions demonstrate this may be a reliable tool for clinicians to identify aspiration risk in children with CP even in a telehealth setting. Owing to the low item identification behavior reliability, the next study should standardize the swallowing definitions using an expert panel of professionals working with dysphagia.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe how an implementation of a scaled clinical screening could eliminate the variability across SLPs to detect abnormal swallowing behaviors.
  • Describe swallowing behaviors, reflecting a possible presence of aspiration risk.
  • Identify how to organize a training of SLPs on a clinical scale aimed to screen for aspiration risk.

  Instructional Level: Intermediate | Track: Medical

• Session 13, Components of Therapeutic Change: The Client’s Perspective | 3:00 pm - 4:30 pm

  Patty Walton, MA, CCC-SLP, BCS-F, Center for Stuttering Therapy
  Emily Figliomeni, MA, CCC-SLP, Center for Stuttering Therapy

  Stuttering is a complex disorder which requires a multidimensional treatment approach which targets the cognitive, emotional and physiological aspects of the disorder which are idiosyncratic to the client. A panel of teens and adults who stutter will discuss their experiences living with stuttering and their individual journeys with therapy. Components of Cognitive Behavioral Therapy (CBT), Acceptance and Commitment Therapy (ACT), stuttering modification principles and fluency-shaping strategies will be highlighted. Discussion will focus on the use of mindfulness in therapy, the goal of acceptance, the importance of speech change and the role of group therapy with an emphasis on client-driven therapy.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the importance of speech change in the treatment.
  • Describe the need for an individualized, multi-component treatment approach for stuttering.
  • List at least two major principles underlying ACT therapy.

  Instructional Level: Intermediate | Track: Multi-Interest

Saturday, October 2

• Session 14, Addressing Ethical Issues in the Practice of Speech-Language-Hearing Professionals | 8:30 am - 10:00 am

  Jacqueline Glover, PhD, University of Colorado Anschutz Medical Campus

  In this session, participants will identify common ethical issues that arise in the practice of speech-language-hearing professionals, apply a process of ethical decision-making to cases and identify common resources.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify ethical issues that arise in the practice of speech-language-hearing professionals.
  • Identify the process of ethical decision-making.
  • Identify common resources for assistance.

  Time-Ordered Agenda:
  5 minutes – Introduction
  10 minutes – The Role of Ethics in Practice – What’s a Code of Ethics have to do with it?
  10 minutes – A Method for Case Analysis
  45 minutes – Application to three cases: school-based/hospital-based/nursing home-based
  5 minutes – Ethics Resources
  15 minutes – Q&A

  Instructional Level: Intermediate | Track: Multi-Interest

• Session 15, SLP and GI: Where Our Worlds Collide! Part 1 - 8:30 am - 10:00 am

  Julie Huffman, MA, CCC-SLP, UNC Rex Hospital

  While the speech-language pathologist (SLP) is well established in the role to address oropharyngeal dysphagia, not all SLPs have the knowledge of the gastrointestinal (GI) tract and disorders that impact swallow function. Prepare for SLP and GI worlds to collide! In this course, the SLP will gain valuable knowledge on the whole chain of swallowing and the imperative interrelationship between the oropharynx and the esophagus. Differential diagnosis regarding primary oropharyngeal versus esophageal dysphagia will be discussed. Prevalent esophageal disorders are highlighted in this discussion, as well as common diagnostic tests with benefits and limitations of each. This course will increase both your confidence and competence as an expert in dysphagia.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the role of the SLP in esophageal dysphagia.
  • Demonstrate knowledge of clinical symptoms and history consistent with esophageal dysphagia.
  • Demonstrate understanding of benefits and limitations of GI testing for dysphagia.
  • Improve decision-making and referral for additional testing to the gastroenterologist as appropriate.

   

  Instructional Level: Intermediate | Track: Medical

• Session 16 (New topic), Autism Strategies for the Early Childhood SLP, Part 1 | 8:30 am - 10:00 am

  Cari Ebert, MS, CCC-SLP, Cari Ebert Seminars

  This session will provide an overview of the key features of autism in toddlers and preschoolers, how girls on the spectrum present differently from boys, along with a discussion of the five key foundation skills that need to be addressed in therapy and early childhood classrooms. The therapeutic strategies addressed in this session are not focused on establishing compliance or fixing deficits identified on standardized tests, but rather on helping autistic toddlers and preschoolers learn how to learn through social interactions with the important people in their world.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Summarize the key features of autism in young children and how girls on the spectrum present differently from boys.
  • List and describe five key learning to learn foundation skills that are often missing or inconsistently displayed in young children on the autism spectrum.
  • Integrate strategies to support and promote the five foundation skills into functional IFSP outcomes and IEP goals.

   

  Instructional Level: Intermediate | Track: Education

• Session 17, SLP and GI: Where Our Worlds Collide! Part 2 | 10:15 am - 11:45 am

  Julie Huffman, MA, CCC-SLP, UNC Rex Hospital

  While the speech-language pathologist (SLP) is well established in the role to address oropharyngeal dysphagia, not all SLPs have the knowledge of the gastrointestinal (GI) tract and disorders that impact swallow function. Prepare for SLP and GI worlds to collide! In this course, the SLP will gain valuable knowledge on the whole chain of swallowing and the imperative interrelationship between the oropharynx and the esophagus. Differential diagnosis regarding primary oropharyngeal versus esophageal dysphagia will be discussed. Prevalent esophageal disorders are highlighted in this discussion, as well as common diagnostic tests with benefits and limitations of each. This course will increase both your confidence and competence as an expert in dysphagia.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the role of the SLP in esophageal dysphagia.
  • Demonstrate knowledge of clinical symptoms and history consistent with esophageal dysphagia.
  • Demonstrate understanding of benefits and limitations of GI testing for dysphagia.
  • Improve decision making and referral for additional testing to the gastroenterologist as appropriate.

   

  Instructional Level: Intermediate| Track: Medical

• Session 18 (New topic), Autism Strategies for the Early Childhood SLP, Part 2 | 10:15 am - 11:45 am

  Cari Ebert, MS, CCC-SLP, Cari Ebert Seminars

  This session will provide an overview of the key features of autism in toddlers and preschoolers, how girls on the spectrum present differently from boys, along with a discussion of the five key foundation skills that need to be addressed in therapy and early childhood classrooms. The therapeutic strategies addressed in this session are not focused on establishing compliance or fixing deficits identified on standardized tests, but rather on helping autistic toddlers and preschoolers learn how to learn through social interactions with the important people in their world.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Summarize the key features of autism in young children and how girls on the spectrum present differently from boys.
  • List and describe five key learning to learn foundation skills that are often missing or inconsistently displayed in young children on the autism spectrum.
  • Integrate strategies to support and promote the five foundation skills into functional IFSP outcomes and IEP goals.

   

  Instructional Level: Intermediate| Track: Education

• Session 19, Using Collaborative Problem-Solving Approach to Build Lagging Executive Function Skills | 10:15 am - 11:45 am

  Kimberly Bierbrauer, CCC-SLP, ICF, CBIS

  This session will discuss a fresh, perhaps more empathetic, perspective to help clients who display lagging executive function skills. By learning how to have more conversations to collaborate and solve problems together, we can partner with our clients to build critical thinking skills, positive relationships and trust. Executive function will be introduced, including how it impacts behavior, learning and motivation. Challenging behaviors will be identified and the audience will be introduced to the concept of a collaborative problem-solving conversation in order to rethink about what we are looking at and to help durably solve problems.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Explain what executive function is all about, as well as its importance when adults see challenging behaviors at home and in the classroom.
  • Identify why clients with lagging thinking skills behave in challenging ways.
  • Identify traditional thinking and offer a different, more empathetic perspective of what causes challenging behaviors.
  • Describe four tools of empathy and name steps of a collaborative problem-solving conversation to help build executive function skills, positive relationships and trust.

   

  Instructional Level: Introductory | Track: Multi-Interest

• Session 20, Panel Discussion for Students - 12:00 pm - 1:00 pm

  Wyoming student/professional panel on Saturday from 12-1. This will be very informal- just bring your lunch and ask SLP representatives about graduate school, internships, real life experiences in a variety of settings, and any other burning questions! You can also submit your questions anonymously and place them in special boxes during the conference before the panel or email them to csha@cshassoc.org. SLPs please volunteer for the panel to help our students in their upcoming professional journey! You can sign up by emailing csha@cshassoc.org.

  CEUs not available

• Session 21, Outpatient Interdisciplinary Care for Veterans With TBI and Complex Comorbidities | 1:15 pm - 2:45 pm

  Hilary Diefenbach, MA, CCC-SLP, University of Colorado
  Charlene Hamrick, MS, CCC-SLP, University of Colorado

  This session will outline the evidence, evolution and experiences garnered from an interdisciplinary approach utilized at the Marcus Institute for Brain Health (MIBH), an intensive outpatient rehabilitation program at the University of Colorado Anschutz campus developed for veterans with mild-to-moderate traumatic brain injury (TBI) and co-occurring changes in psychological health. This program offers whole-patient care through collaboration by neurology, clinical pharmacology, neuropsychology, speech-language pathology (SLP), physical therapy, behavioral health, mind-body medicine and social work.

  Case examples will allow participants to integrate knowledge and treatment guidelines from broad SLP practice domains and skillsets to understand and support conditions commonly occurring alongside persistent mTBI symptomatology. Unique examples will include integration of anxiety and visual dysfunction principles into interventions for complex reading comprehension and attention, paradoxical vocal fold movement care in the context of interactions with mental health and physical training protocols and behavioral modifications for gastroesophageal reflux disease (GERD) for those with treatment-resistant medical presentation and resultant sleep problems. A secondary aim of this session will be to explore applications of interdisciplinary care into community-based resources. While these ideals of collaborative care are often discussed in literature, the reality of practice specifics may be difficult to conceptualize in everyday outpatient healthcare settings. Expertise compiled through collaboration with MIBH behavioral health, physical therapy, art therapy and mind-body medicine will be tailored to providing practical rehabilitation approaches available outside of established medical centers. Shared lessons from this unique population are valuable across complex patient populations. Recommendations for diversified continuing education, an interdisciplinary treatment design and long-term follow-up will be provided.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe three clinical impacts of SLP services in a transdisciplinary care model.
  • Demonstrate knowledge of three transdisciplinary strategies to improve outcomes in SLP practice utilizing concepts from behavioral health, physical therapy, art therapy and mind-body medicine.
  • Identify three shared outcomes, metrics or data from interdisciplinary team measures that would inform SLP treatment plans.

   

  Instructional Level: Intermediate| Track: Medical

• Session 22, The Child With Food Anxiety | 1:15 pm - 2:45 pm

  Melanie Potock, MA, CCC-SLP, My Munch Bug, LLC

  Children in feeding therapy are often anxious about trying new foods. What is the difference between nervousness and an anxiety disorder? How does an anxiety disorder relate to a feeding disorder? When is it appropriate to include other professionals? This presentation is designed to answer those questions, distinguishing between a hesitant eater and the child who presents with significant food anxiety that impacts nutritional health and peer or family relationships.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • List four types of anxiety disorders and how they may relate to extreme picky eating.
  • Describe how a child’s anxiety can impact the learning process in therapy.
  • Describe the role that the parent plays in reinforcing or helping to extinguish anxious behaviors.

   

  Instructional Level: Intermediate| Track: Education

• Session 23, Utilizing the Team Approach: Feature Matching Considerations and AAC | 1:15 pm - 2:45 pm

  Terri Wofford, MS, CCC-SLP, Wyoming Institute for Disabilities and Wyoming Assistive Technology Resources

  For individuals with complex communication needs, utilizing a team approach is an essential part of the augmentative and alternative communication (AAC) assessment process. Join this session to explore how your team members can help gather and apply the relevant information needed to determine AAC features that best meet the individual’s communication needs.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify at least five team members included during the AAC assessment.
  • Identify at least one contribution that each team member provides.
  • Describe how to use the information collected by the team during feature matching considerations.

   

  Instructional Level: Intermediate | Track: Multi-Interest

• Session 24, Constructing AAC Assessment for PWA: Demonstration of the FMtA | 3:00 pm - 4:30 pm

  Michelle Kryc, MA, University of Cincinnati
  Aimee Dietz, PhD, University of Cincinnati
  Sophie Keith, BA, Barn 2 Door
  Megan Leick, BA, University of Wisconsin–Stevens Point
  Brylie Rampe, BA, University of Cincinnati

  Augmentative and alternative communication (AAC) is an evidence-based treatment strategy for people with aphasia (PWA). PWA have a unique communication profile that needs to be carefully considered when completing an AAC assessment. The AAC assessment is a multi-step process that can be lengthy for clinicians. Feature matching is a single, yet pivotal, step in the evaluation. Feature matching is when the speech-language pathologist (SLP) examines the technical capabilities of AAC apps or devices, as well as the strengths and weaknesses of the PWA. This is a personalized approach that must be completed in order to reduce device abandonment. With the current technology boom, AAC apps and devices are constantly changing. The Feature Matching Toolkit for People with Aphasia (FMtA) is a web-based app that aims to create an efficient feature matching evaluation for SLPs. Clinicians will select various evidence-based interface design features for PWA based on their patient’s profile. Then, the FMtA will generate a list of AAC apps that fit the criteria selected. The FMtA can be used to reduce the time that clinicians spend researching various AAC apps and ensures the personalization needed for AAC for PWA.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • List various assessments for the AAC evaluation and summarize the purpose of each assessment.
  • Identify appropriate AAC interface designs for PWA based on the current literature.
  • Navigate and use the novel feature matching toolkit (FMtA) to select AAC applications for their patients with aphasia.

   

  Instructional Level: Intermediate| Track: Medical

• Session 25, Phonological Approaches: How Do You Choose? | 3:00 pm - 4:30 pm

  Amy Graham, MA, CCC-SLP, Graham Speech Therapy, LLC

  The term speech sound disorder has become a well-accepted umbrella term used to refer to deficits in phonology, articulation and motor speech (apraxia and dysarthria) among children in recent years. We understand that a child with phonological deficits requires different intervention approaches than those children with articulation errors and/or motor speech deficits. Interventions that are most appropriate for children with phonological disorders and delays incorporate strategies that will improve a child’s understanding of the phonological rules in addition to focusing on production practice. But there are dozens of phonological interventions to choose from, so how do speech-language pathologists make clinical decisions regarding which approach is best suited for their clients and students? This session will provide rationales and overviews for several evidence-based phonological interventions, including cycles, minimal pairs, multiple oppositions and the stimulability approach. Strategies for choosing and implementing these approaches across therapy settings, including teletherapy, will be provided, along with videos of actual therapy sessions demonstrating implementation.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify one new approach to phonological intervention that has not previously been used in practice.
  • Describe one reason you might or might not choose each of the above treatment approaches.
  • Discuss how one of the above approaches can be implemented in challenging therapy settings.

   

  Instructional Level: Intermediate| Track: Education

• Session 26, Survivorship on Steroids - Inside the film, Can You Hear My Voice? | 3:00 pm – 4:30 pm

  Bill Brummel, Filmmaker

  In 2016, award-winning documentary producer/director Bill Brummel had his voice box removed due to long-term damage from radiation treatments he underwent 23 years ago. After an agonizing year-long physical and emotional recovery, his surgeon suggested he make a film about the psychosocial aspects of living with a laryngectomy. The result is the feature documentary Can You Hear My Voice?. The film follows the UK’s Shout at Cancer choir, whose members have had their voice boxes removed, as they prepare for the most ambitious concert they’ve ever performed. Along the way, choir members’ cancer stories unfold, revealing the emotional struggles with self-identity and loss that they confronted on the road to survivorship. Far from maudlin, “Can You Hear My Voice?” triumphantly illuminates the human capacity for resilience in the face of overwhelming adversity. In this session, Bill shares his personal cancer journey as he navigated the psychical and emotional challenges of living without a voice box and breathing through a neck stoma. Many clips from the film, as well as bonus scenes, will be weaved into the presentation, as will Bill’s anecdotes about making the film. Some clips highlight the two marvelous Speech-Language Therapists featured in the film. Bill will also share information about the innovative work of the Shout at Cancer UK charity, working to improve vocal outcomes for people living without a voice box. With songs popularized by Nina Simone, Tears for Fears, and Louis Armstrong, this will NOT be a typical medical conference presentation!

  At the end of this session, participants will be able to:

  • Identify post-surgical psychosocial and emotional impacts on patients who undergo a laryngectomy.
  • Describe the importance of support groups and mental health interventions in patients who undergo a laryngectomy.
  • Identify singing techniques that can be effective in improving vocal outcomes in patients who use a voice prosthesis

   

  Level of Learning: Introductory  |  Track: Multi-Interest

Poster Presentations

• P1, An Empirical Investigation: Fluency in Reading as an Emergent Dimension

  Jack Damico, PhD, University of Colorado Boulder
  Karen Lynch, PhD, University of Colorado Boulder

  This poster presents data from an empirical study based upon the premise that fluency during reading is actually an emergent dimension of comprehension rather than a static component of reading behavior. If this is the case, there are significant implications for the understanding of reading as an epiphenomenon and there are numerous pedagogical implications. The study employs a mixed method approach. In this investigation, three children with reading difficulties are placed within a shared reading context. Over two 30-minute sessions each, these individuals are provided with two conditions during their reading performances (independent variables). In the first condition, the students are provided with one of several meaning-based strategies (e.g., a foreshadowing comment, a summary statement, a predictive comment, a synopsis of the text) immediately after experiencing a decrease in reading fluency. In the second condition, the students are provided with one of several neutral comments immediately after experiencing a decrease in reading fluency. This provides the experimental context. Qualitatively, these sessions were then analyzed via video analysis of the reading performances to determine the ratio of increase or decrease or unchanged fluency (dependent variable) across subsequent text when the reader has been provided one of the two conditions. By providing an index of the change in fluency after these two conditions, an evaluation of fluency as a dimension of comprehension may be conducted and we are able to construct an argument for fluency as an epiphenomenon. Numerous theoretical and pedagogical implications will be highlighted.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Formulate an understanding of the importance of fluency during reading.
  • Describe how to use a measure of fluency for determining when an individual loses meaning during reading.
  • Identify specific techniques to determine fluency during authentic shared reading.

   

  Instructional Level: Intermediate | Track: Multi-Interest

• P2, Dynamic Changes in Compensatory Behaviors in an Aphasic Individual

  Jack Damico, PhD, University of Colorado Boulder
  Karen Lynch, PhD, University of Colorado Boulder

  This poster reports on a study that employs conversation analysis (CA) of samples from an individual with aphasia to describe the evolution of several compensatory strategies in his conversational performance over time. It was the intent of this investigation to determine whether distinct compensatory strategies are established and employed by the individual with aphasia when linguistic limitations due to the aphasia necessitate extraordinary efforts to sustain conversational success. Further, this investigation attempted to determine if changes to these strategies occurred and why. Available samples from conversations before the stroke and then several taken approximately six months, twelve months and twenty-four months post-onset reveal the trajectory of several specific patterns of interaction strategically employed to overcome communicative limitations were examined. Using a comparative analysis across the pre-onset samples and the post-onset samples, a subset of five identified compensatory strategies were analyzed, detailed and then tracked as they continued to change over the second year post-onset. The data suggest that these strategies change and often disappear as their effectiveness and the necessity for these adaptations are modified through experience and with recovery of function. These data are discussed from an emergent design perspective.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the significance of compensatory adaptation in aphasia.
  • Describe various reasons why such compensations wax and wane during the recovery process.

   

  Instructional Level: Intermediate | Track: Medical

• P3, Investigating the Utility of Ultrasound Visual Biofeedback in Voice Instruction

  Kristen Smith, MA, University of Northern Colorado

  Use of ultrasound visual biofeedback (U-VBF) in the field of speech-language pathology has produced positive outcomes for speech rehabilitation among different populations. However, there has been little investigation of its use as an instructional tool in voice-related areas, specifically in voice training for budding professional singers. Singing instruction has traditionally relied on use of imagery to characterize anatomical function and translate complex subjects regarding anatomy, physiology and acoustics of the voice into more relatable language. However, the subjective nature of these descriptions has led to vague terminology, which when coupled with inadequate knowledge of the function of singing, rigorous practice and performance schedules, puts voice students at risk for developing maladaptive vocal habits or a voice pathology. U-VBF has the potential to help translate voice science to singing performance and enhance instruction by providing a clear visual reference in real time which voice teachers can use to clarify complex concepts related to singing technique and increase voice students’ kinesthetic knowledge. This presentation discusses results from a study employing a pre-post-survey design investigating voice teachers’ perceptions regarding the potential utility of U-VBF before and after viewing an instructional video addressing use of ultrasound in voice instruction. Primary study objectives included determining current knowledge and attitude among voice teachers regarding the use of visual biofeedback in voice instruction, changes in voice teachers’ interest levels in learning about U-VBF pre- and post-viewing of the demonstration video and identifying external variables that influence voice teachers’ attitudes and perceptions of U-VBF.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify the difference between perceptual, physiological and acoustic differences in singing and speaking.
  • Describe perceptual, physiological and acoustic differences between two primary singing styles (musical theatre and opera).
  • Describe how ultrasound can be used as a visual biofeedback tool in singing instruction.
  • Describe the feasibility of use of ultrasound visual biofeedback in the voice studio.

   

  Instructional Level: Intermediate | Track: Multi-Interest

• P4, Benefit of Animated Illustrations for Children’s Word Learning: An Eye-Tracking Study - WITHDRAWN

  Sue Ann Lee, PhD, Texas Tech University Health Sciences Center

• P5, Employing Educational Videos for Audiological Care and Rehabilitation

  Josey Arroyo, BS, East Tennessee State University
  LeaAnna Baker, BS, East Tennessee State University

  Objective: There is long standing empirical data suggesting that patients do not retain the majority of information that they receive during their medical appointments. This compounded with the COVID-19 pandemic made accessible, accurate, and empirical hearing health information difficult to find and retain. The purpose of this study is multifaceted: (1) we are synthesizing relevant research on multi-media integrative care within the field of audiology and (2) we are planning to use this information to build our own database of public educational videos for hearing aid care and maintenance as well as administer a survey to analyze efficacy and benefit. Design: Systematic review with meta-analysis Results: Of the six articles included, 3 evaluated patient outcomes and 3 created or evaluated pre-existing videos. 100% of the articles evaluating patient outcomes found more favorable outcomes when video education was integrated into clinical care. The three articles evaluating videos offered guidelines and considerations for creating educational videos. Conclusion: This meta-analysis evaluated the impact of implementing multi-media based educational videos into hearing health care for patients. Well designed and implemented videos provide patients with easily accessible hearing health information. This meta-analysis concludes that integrating multi-media-based videos into health care for patient education can be a practical option if certain guidelines are kept.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify high efficacy videos for patient use
  • Create educational multimedia platforms

   

  Instructional Level: Intermediate | Track: Poster

• P6, Collaboration With Preschool Teachers: SSDs, Inclusion, and Implications for Literacy

  Kelly Meadows, CCC-SLP, University of Northern Colorado
  Kellie Rine, CCC-SLP, University of Northern Colorado
  Sandy Bowen, PhD, University of Northern Colorado

  This poster presentation will describe a research study regarding what preschool teachers know about the impact of speech-sound disorders (SSD) on the acquisition of literacy skills, how preschool teachers feel about the inclusion of children with SSD in the general education classroom, and their view of the roles and responsibilities of stakeholders in the education of young children with SSD. Best practices in coaching, mentoring, and collaboration within the educational team for children with SSD will be addressed.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe preschool teachers’ understanding of the impact of SSDs on literacy skills and inclusion of these children in the general education classroom.
  • Describe the SLP’s role in supporting preschool teachers’ understanding of SSDs and the impact on literacy.

   

  Instructional Level: Intermediate | Track: Poster

• P7, COVID-19 and its Effects on Nutritional Health

  Victor Yurov, Colorado State University

  COVID-19 has been affecting nutritional health directly and indirectly in individuals that have contracted the virus. Registered dietitians and speech language pathologists work together in monitoring the nutritional health of COVID-19 patients and improving their food intake and individual diets. Not only dysphagia, but some of the symptoms like loss of smell and taste directly affect food intake, which in return compromises health of those affected even more. Protein and calorie malnutrition have been observed in individuals with COVID-19 not only due to malnutrition and dysphagia but to respiratory infections which increase the demand for macronutrients and energy consumption. These patients have been showing protein and calorie deficiencies in addition to vitamin and mineral deficiencies, which weaken the immune response against COVID and increase the rate of the spread of the virus. The effects of it can be different to individuals depending on their preexisting conditions and prior nutritional health, therefore a risk assessment is an important step in identifying the step needed to be taken for a set individual. Nutritional choices for people with COVID-19 like increasing certain vitamin and mineral consumption as well as protein and polyunsaturated fatty acids can aide in a number of ways including strengthening the immune system, which helps fight against COVID 19.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the inter professional collaboration between SLPs and RDs in working with COVID-19 patients.
  • Describe the physical effects of COVID-19 on nutritional health of an individual affected.

   

  Instructional Level: Intermediate | Track: Poster

• P8, Crucial Concepts for Coaching in SLP Clinical Education and Supervision

  Alison Lemke, CCC-SLP, University of Colorado-Boulder

  The term “coaching” is most commonly associated with sports performance and business achievement. There are numerous expert opinion accounts about how to coach for success, and a small body of objective studies related to coaching efficacy in both fields. References to coaching appear relatively infrequently in the literature about speech-language pathology practice and clinical education. This poster will describe several key theoretical perspectives on coaching. It will present concepts related to the practice of coaching in sports, business, and SLP practice and clinical education. Ideas for implementing effective coaching in SLP clinical education and supervision will be demonstrated.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify key perspectives and concepts related to “coaching” from the fields of business and sports performance, and evidence related to effective coaching practices.
  • Describe coaching concepts and practices that are described in the literature related to SLP clinical education.

   

  Instructional Level: Intermediate | Track: Poster

• P9, The Impact of Age on the Naturalness of /r/ Productions

  Marissa LeDoux, University of Wyoming
  Breanna Krueger PhD, CCC-SLP, University of Wyoming

  This study investigated the influence of speech therapy introduced in early childhood versus introduced later in childhood. Specifically, this study compared children who started speech therapy for the production of the /r/ sound at age 4-5 as compared to those who started at age 7-8. This research included 2 types of measures: objective acoustic measures and subjective perceptual judgments. First, naturalness was assessed objectively by analyzing the acoustic properties of the /r/ sound (e.g. F2-F3 distance and duration). Second, recruited adult participants were asked to make judgments about the naturalness of the /r/ production of these recordings of younger and older children producing the /r/ sound before and after treatment. The participants were asked to rate each production on a scale of 1 to 7, with 1 representing highly unnatural sounding speech and 7 representing highly natural sounding speech. Finally, the acoustic measures and perceptual judgments were examined side by side to see if they correlated with one another. The results of this study suggest that it is better for children to start speech therapy at an earlier age in childhood (ages 4-5) in order to have the best outcome for naturalness, in terms of acoustic measurements and perceptual judgements. These findings are the start to helping speech-language pathologists determine the right age to enroll a child in speech therapy for the /r/ sound.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe naturalness of /r/ productions.
  • Describe how the acoustics and perceptions of /r/ productions correlate with one another.

   

  Instructional Level: Intermediate | Track: Poster

• P10, Social Validity of Caregiver Coaching via Telepractice

  Riley McKibbon, BA, University of Colorado
  Christina Meyers, PhD, University of Colorado

  This study explores a caregiver’s assessment of the social validity of a specific vocabulary intervention taught via telepractice. While telepractice is currently widespread, there is a lack of social validity data regarding caregiver coaching interventions delivered via telepractice (Snodgrass et al., 2018; Chung et al., 2020). Multiple measures were used to assess the social validity of an intervention provided to one caregiver participant and her language-delayed-toddler over an eight-week period. Weekly 35-minute intervention sessions were provided by an SLP who coached the caregiver via telepractice in a specific clinical vocabulary intervention with established efficacy (Alt et al., 2014; 2020). Data were collected pre-intervention, during the intervention period, and post-intervention to answer research questions focused on the intervention’s social validity, including changes in caregiver ratings of self-efficacy. Pre-and post-intervention caregiver ratings of self-efficacy using the 7-point Likert scale on the Scale of Parental Involvement and Self-Efficacy-Revised (SPISE-R, Ambrose et al., 2019), showed a change in the Knowledge category. All Knowledge items were rated higher post-intervention (mean = 5) than pre-intervention (mean = 2.2), demonstrating that the participant perceived a knowledge gain during the intervention. A thematic analysis of 34 comments made by the caregiver during intervention sessions provided evidence of the acceptability of and satisfaction with the goals, procedures, and outcomes of the intervention, the key features of social validity (Wolf, 1978). The social validity of this intervention was demonstrated based on multiple data sources and expands our understanding of the social validity of caregiver-implemented interventions through telepractice.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the components of social validity for a caregiver implemented intervention
  • Identify the evidence of the social validity of this intervention

   

  Instructional Level: Intermediate | Track: Poster