Convention

WyoSHA’s Convention
October 27-28, 2023

University of Wyoming
Marian H. Rochelle Gateway Center
222 South 22nd Street
Laramie, Wyoming 82070

Registration

Full Convention:
$185 Members
$285 Non-Members
Free for Students (members or non-members)

*First Day free for anyone who has supervised in the last three years. Please contact the WyoSHA office directly for registration.

Single Day:
$125 Members
$225 Non-Members
Free for Students (members or non-members)

Exhibitors

Download Exhibitor Brochure

This event was supported by the Maggie and Dick Scarlett Excellence Chair in Speech Language Pathology and their ongoing commitment to the support and education of Wyoming SLPs.

This gift is to the University of Wyoming and is an endowment to support excellence in Speech-Language pathology in the graduate program, including building connections with preceptors and practitioners across the state.

This and its endowment has made it possible to offer the first day of the Convention free of charge for any SLP who has supported an offsite externship or community placement experience for a UW SLP graduate clinician over the past three years. If you are eligible to take advantage of this opportunity, please register for day two of the convention by completing the form (link below). Just add your payment information if attending both days and send to admin@wyosha.org to finalize registration.

Schedule

Friday, October 27 Schedule

7:00 am – 5:00 pm: Registration
7:00 am – 8:00 am: Breakfast
8:00 am: Sessions Start
8:00  am – 5:30 pm: Exhibits
12:00 pm – 1:00 pm: Annual Membership Luncheon
1:15 on – 4:30 pm: Sessions
4:45 pm – 5:45 pm: Poster Sessions
6:30 pm – 8:00 pm: Social

Saturday, October 28 Schedule

7:00 am – 4:30  pm: Registration
7:00 am – 8:00 am: Breakfast
7:00 am – 12:00 pm: Exhibits
8:00 am: Sessions Start
12:00 pm – 1:00 pm: Lunch on Your Own
1:15 – 4:30 pm: Sessions

Presentations

Thursday, October 26

6:00 pm-8:00 pm

If you would like to join the board meeting via Zoom on Thursday evening, please click on the following link:

https://zoom.us/j/93215727893?pwd=T0pKUDVVbWxHWEFaTFBIY29xREY5Zz09

Friday, October 27

8:00 am – 4:30 pm

• Session 1 - Aphasia Assessment and Intervention From a Life Participation Approach Perspective

  Tyson G Harmon, CCC-SLP, Brigham Young University

  The Life Participation Approach to Aphasia (LPAA) emphasizes the importance of helping people with aphasia (PWA) live their life to its fullest potential. Because communication is integral to many life activities, aphasia not only impacts a person’s access to language but also their access to meaningful activities and relationships. In this session, I will address how to approach aphasia assessment and intervention from an LPAA perspective and introduce specific tools and techniques that can be applied to evaluate and manage participation, emotions and relationships in aphasia. The session will be divided into three, two-hour long segments. The first segment will focus on aphasia assessment. After introducing LPAA and related frameworks, we will discuss advances in assessment of language functioning and introduce tools and techniques for evaluating life activities and participation. The second segment will focus on the emotional impact of aphasia and how to address it in therapy. In this segment, we will discuss how emotion affects language processing and social participation, why emotion should be addressed in aphasia therapy and practical ideas for how to address it. The third segment will focus on one specific intervention application for targeting participation and relationships in aphasia: Communication Partner Training (CPT). In this segment, we will discuss different types of CPT that can be applied across settings including potential outcomes of CPT for PWA. We will conclude by discussing a novel application of CPT (i.e., relationship-centered communication partner training) designed to help couples navigate changing roles and responsibilities following aphasia.

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

  • Summarize the Life Participation Approach to Aphasia.
  • Assess language functioning, life activities, and participation for patients with aphasia.
  • Describe the emotional impact of aphasia and how it relates to language functioning and social participation; and Identify at least three strategies or techniques that could be implemented to address emotion in aphasia therapy.
  • Explain how implementing communication partner training with patients with aphasia could improve participation and relationships.

  Instructional Level: Intermediate  |  Track: Adult SLP

• Session 2 - Evidence-Based Assessment

  Elena Plante, PhD, University of Arizona

  That evidence-based practice should be the basis of clinical work is widely understood.  However, when it comes to assessments, many clinicians were never taught how to link the specific evidence needed for norm-referenced assessments to support their purpose in giving the test.  This leads to unfortunate consequences, such as consideration of irrelevant information when purchasing tests and invalid eligibility criteria for services.  This session will help clinicians make evidence-based practice decisions around formal testing.  Clinicians will learn to link the specific data needed to support common clinical purposes in testing.  They will appreciate that tests are not valid or invalid, but valid only in relation to their purpose for testing, the intended interpretation of test scores, and the implications for actions that the assessment information provides.  They will leave with a state-of-the-science understanding of the role of evidence in test selection and interpretation.

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

  • Describe current concepts linked to test validity.
  • Apply assessment purposes to evidence that supports each purpose.

  Identify how to calibrate the strength of interpretations relative to the strength of the data-based evidence should modulate interpretations.

4:45 pm – 5:45 pm

Posters

• Using Learning Reserach to Improve Child Language and Literacy Treatment

  Elena Plante, PhD, University of Arizona

  Clinicians make a hundred decisions when planning and conducting treatments.  Some of these turn out to be very consequential and some do not impact treatment outcomes at all.  In this presentation, I will present evidence-based four principles of learning that are known to impact treatment outcomes across a wide range of learning activities.  These include the Regularity principle, the Variability principle, the Memory principle, and the Input principle.  These principles are drawn from from a body of literature on statistical learning, a form of rapid implicit learning that my lab has successfully adapted to the treatment of morphosyntax and vocabulary.  Others have also shown that these principles are effective when incorporated into literacy and math training.  Clinicians will see how statistical learning principles can improve treatment from published research studies and then discuss how the principles can be incorporated into their own treatment methods.   By optimizing each of these principles, clinicians can make treatments more effective and efficient.

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

  • Describe how structuring clinician input enhances language outcomes
  • Apply at least two principles to a currently-used treatment approach
  • Describe the evidence behind application of learning principles in treatment

  Level of Learning:  Intermediate      |   Track:  Pediatric SLP

• Effectiveness of Maximal Oppositions Approach on Children Aged Three to Six With Moderate-Severe Phonological Disorders

  Nichole Wiltshire-Scala, SLPD, Rocky Mountain University of Health Professions
  Breanna Krueger, PhD, CCC-SLP, University of Wyoming
  Nancy Creaghead, PhD, CCC-SLP, University of Cincinnati

  Objective: This study was designed to investigate using maximal oppositions to treat phonological disorders in children aged 3;0-6;0 with moderate to severe phonological disorders.  Method: Three participants were enrolled in a single-subject ABAB study design. The primary dependent variable was increased accuracy of targeted and untargeted speech sound errors. The secondary variable was the acquisition of untreated speech sounds. Dependent variables were measured by increased the accuracy of target speech sounds and the presence of new speech sounds. The independent variable was the maximal opposition approach. Baseline and withdrawal sessions include sham treatments, including no direct speech sound intervention.  Results: Visual analysis revealed increased speech sound accuracy for all three participants. Two participants (P1 and P2) reached the 90% criterion in the first intervention phase B1; therefore, new targets were chosen for the second intervention phase B2. P3-maintained target sound accuracy during the withdrawal phase achieved during the first intervention phase B1. P3 continued to improve accuracy throughout B2.  Conclusion: These findings demonstrate that the maximal opposition approach may effectively treat children with severe speech sound disorders. For two participants, the investigation became an AB design due to the change in targets. Future research could include a comparative study with several different phonological approaches.

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

  • Describe the theory of maximal opposition
  • Explain how to develop treatment with MO
  • Describe the implications of MO in the study

  Level of Learning:  Intermediate      |   Track:  Pediatric SLP

• Coaching Early Language and Literacy Strategies to Parents via Digital Media

  Isabella Mijares
  Kyle Moore
  Mark Guiberson, PhD, CCC-SLP

  This study examines caregivers’ early language and literacy strategies pre and post digital media coaching. Many children start kindergarten with deficiencies in these skills, particularly at-risk children due to socio-economic factors, developmental delays, or other risks (Riser et al. 2019). There’s substantial evidence supporting dialogic reading and language techniques for early literacy (Whitehurst, 1994; Zevenbergen & Whitehurst, 2003; DeBruin-Parecki, 2007; Guiberson, 2021; Guiberson & Ferris, 2023). However, not all families have access to interventionists. This study evaluates shared-storybook strategies and dialogic reading delivered through digital coaching.  Research Questions/Goals

  Does digital coaching impact the behaviors of caregivers during shared-book  interactions?  Of the strategies taught, which were most frequently implemented by caregivers pre-and post-digital coaching exposure?  What are the next steps in developing and evaluating digital coaching techniques for parents of young children? Methods; The study involves a multiple baseline design with 10 parent-child dyads, aged 21 months to 44 years, eight with developmental disabilities. Caregivers completed pre-study Caregiver Reading Practices Surveys and post-study Follow-up Questionnaires. The intervention utilized YouTube-style coaching videos, each under 3 minutes. Results; At submission, complete data existed for six children, with more collection planned. Central tendency data for shared survey items will be presented, along with a descriptive analysis of the follow-up questionnaire. Conclusion & Discussion;

  Caregivers’ use of strategies pre and post-intervention will be explored.  Implications for refinement of digital coaching will be identified.  By enhancing caregiver ability to support early language and literacy, the research addresses the critical need for accessible interventions to foster children’s development.

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

  • Describe caregivers’ early language and literacy strategies before and after receiving digital media coaching
  • Explain how dialogic reading and shared storybook strategies are important for supporting early language and literacy
  • Describe how specific strategies can be implemented for interventionists working in educational and clinical settings and will help families support their child’s early literacy development.

  Level of Learning:  Intermediate      |   Track:  Pediatric SLP

• Social Validity of Expository Language Intervention for Adolescents

  Morgan McKelvey, University of Wyoming
  Bailey Carpenter, University of Wyoming
  Amy Peterson, PhD, CCC-SLP, University of Wyoming

  This poster discusses the quantitative and qualitative social validity results of a single-case research study of expository language intervention via telepractice with three adolescents entering the 9th grade (Peterson & Ukrainetz, in press). Social validity questionnaires and interviews were conducted with the participants, parents, and the high school SLPs. Participants and parents responded pre-/post-intervention about the participants as learners, the intervention, and the telepractice delivery. SLPs watched a brief treatment video with the researcher via Zoom and then participated in semi-structured interview about the intervention and potential implementation at the high school level. Open-ended questions for participants and SLPs were analyzed qualitatively using Thematic Analysis (Braun & Clarke, 2006). Themes of implementation, feasibility, learner perceptions, and usefulness are discussed.

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

  • Describe student, SLP, and parent perceptions of Sketch and Speak intervention for adolescent students.
  • Analyze the barriers and facilitators of this strategy instruction for stakeholders including participants in the study and SLPs working with this population.
  • Discuss potential resolutions to barriers of implementation for this intervention with adolescents.

  Level of Learning:  Intermediate      |   Track:  Multi-Interest

• Sketch and Speak Intervention for Students With Language-Related Learning Disabilities

  Shiloh Sather, BS, University of Wyoming
  Amy Peterson, PhD, CCC-SLP, University of Wyoming

  This study examined the potential usefulness of Sketch and Speak in a small group setting with more prescriptive focus on main ideas and details. It is expected that participants will improve on oral reports, comprehension questions, and note quality and quantity scores. These results will inform a larger-scale study with similar participant characteristics to be completed at a later date. This study adds to Sketch and Speak intervention and the literature base by examining the strategy instruction combined with main idea and detail focus. By investigating instruction in a small group setting, this study also provided meaningful results about “real world” instruction for school-based speech-language pathologists.

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

  • Describe Sketch and Speak intervention and how it can be used in this population of students.
  • Analyze the impact of strategy instruction on participants in the study.
  • Apply instructional strategies to other research projects or other students on their caseload.

  Level of Learning:  Intermediate      |   Track:  Pediatric SLP

• Review of Available Training for Practicing SLPs in Craniofacial Care

  Morgan Schwindt
  Katelan Rogers
  Katelyn Kotlarek, PhD, CCC-SLP

  The purpose of this presentation is to explore existing post-graduate training opportunities related to craniofacial care for currently practicing speech-language pathologists (SLPs). In direct response to the 1993 American Speech-Language-Hearing Association (ASHA) certification changes, numerous academic programs have eliminated course work dedicated to cleft palate and craniofacial anomalies, and instead, have opted to embed related content in other courses (Vallino et al., 2008). These circumstances limit the exposure of current graduate students to craniofacial content prior to graduation. Practicing SLPs report lack of confidence in serving children with cleft palate (Kotlarek et al, under review). Thus, continuing education (CE) opportunities are vital training supplements to improving content knowledge in this area for practicing SLPs as well as partnerships with specialists in the field who assess and treat these children. A Google search of “cleft palate AND [speech] AND [continuing education OR professional development]” was conducted to identify current training and CE opportunities in this area of practice. Topics and features of each opportunity were then categorized and described. Data analysis revealed 5 different types of training modalities used within resources from the first 100 searches. Of the 100 Google search results, the most common type of CE resource included online modules (32%) and online webinars (25%). Only 11% of CE resources were located somewhere other than online. Of the training opportunities analyzed, 98% required some form of payment, ranging from $9-985. A summary of all current online CE opportunities will be provided for attendees as part of this session.

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

  • Describe current training opportunities for currently practicing SLPs regarding craniofacial care.
  • Categorize the content addressed by each training opportunity.
  • Identify topic area strengths and deficiencies regarding current training opportunities for currently practicing speech-language pathologists regarding craniofacial care

  Level of Learning:        |   Track:  Pediatric SLP

• Survey of Wyoming Practitioners - WyoSHA and Telepractice in COMD

  Lindsay Hubert, University of Wyoming
  Amy Peterson, PhD, CCC-SLP, University of Wyoming

  This poster will present results of a 2022 survey of licensed practitioners in the state of Wyoming related telepractice services and WyoSHA membership.  Surveys were sent to all email addresses for licensed professionals in Wyoming through the open-access contact information from the Public Licensing Board. There were over 150 respondents who answered questions about WyoSHA membership and telepractice services provided in Wyoming or surrounding states.

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

  • Describe the current use of telepractice in the state of Wyoming after the COVID pandemic
  • Analyze responses around WyoSHA membership for current practitioners
  • Summarize the perceived issues for both state association membership and telepractice in the rural state of Wyoming

  Level of Learning:  Intermediate      |   Track:  Multi-Interest

• Educational Trends for Providers in Feeding Infants With Cleft Palate

  Jessica Williams, MS
  Willow Larson, BS
  Katelyn J. Kotlarek, PhD, CCC-SLP

  The purpose of this study was to examine the current educational trends and needs across disciplines for feeding infants with cleft palate with or without cleft lip. With there being insufficient training in feeding, services for infants can cause different feeding outcomes for infants with a cleft palate. A 50-item survey was deployed to interdisciplinary members of the American Cleft Palate-Craniofacial Association which regularly provides feeding services to infants with cleft palate. A total of 87 survey responses were collected, 64 of which met the inclusion criteria. The majority were either SLPs (47%) or nurses (41%) and 84% were involved in feeding consultations frequently. When participants were asked how they obtained information on feeding infants with cleft palate, 81.6% had on-the-job training while 69.7% pursued continuing education opportunities. Results identified similarities across disciplines with respect to training while revealing differences in how training was received and what was included. While there is still inconsistency in training, continuing education may be pursued to best help infants with a cleft palate. On-the-job training, while common, provides more variability in practice patterns. While there is still wide variation in training among different disciplines, the need to understand the impact a cleft palate has on infant feeding is important across the board.

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

  • Describe current trends in provider education regarding feeding infants with cleft palate
  • Explain interdisciplinary training mechanisms regarding feeding infants with cleft palate
  • Identify improvements for current training in feeding infants with cleft palate

  Level of Learning:  Introductory      |   Track:  Pediatric SLP

• Impact of Furlow Palatoplasty on the Velopharynx: A Case Study

  Mikayla Smith
  Katelyn Kotlarek, PhD, CCC-SLP

  The levator veli palatini (LVP) is the primary muscle contributing to velar elevation, which assists in velopharyngeal closure for speech. Current surgeries for primary palate repair in individuals with cleft palate aim to restore this muscle. The purpose of this case study is to quantify the structural and functional changes to the LVP muscle in one participant following the Furlow Double Opposing Z-plasty (DOZ) procedure to determine potential areas for future investigation. Eleven participants, with an average age of 6.3 years, underwent a non-sedated MRI protocol. A single case following the DOZ is presented, and the LVP at rest and during contraction is compared to a group of 10 children without a history of cleft palate. Data processing involved setting a custom oblique coronal plane to visualize the LVP and measuring the anatomical variables of interest, as consistent with previous literature. Descriptive statistics were used to compare measurements due to small sample size. Results suggest that the DOZ may lengthen and thicken the LVP. However, the differences were small and larger scale investigation will be needed to determine if these findings were clinically and statistically significant.  Future research in this area will allow us to better understand the anatomical impact of palatoplasty type on the LVP and the surrounding velopharynx, which is an important step toward patient-specific intervention in this population.

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

  • Observe difference in the shape of the levator veli palatini muscle between children with repaired cleft palate who received a Furlow palatoplasty and their non-cleft peers.
  • Discuss the orientation of the levator veli palatini muscle between children with repaired cleft palate who received a Furlow palatoplasty and their non-cleft peers.
  • Identify the length and thickness of the surrounding velopharynx after the DOZ surgery for better surgical outcomes.

  Level of Learning:  Introductory      |   Track:  Pediatric SLP

• Analyzing Language Samples with Artificial Intelligence: Evaluating Reliability and Accuracy

  Alisa Konishi-Therkildsen, CCC-SLP, MS, University of Wyoming
  Maggie Moore, University of Wyoming
  Kenli Bauer, University of Wyoming
  Slobodan Vucetic, PhD, Temple University
  Douglas Petersen, PhD, CCC-SLP, BRS-CL, University of Wyoming

  An evidence-based language assessment typically includes a language sample analysis (Pavelko & Owens, 2019). The Narrative Language Measures (NLM; Petersen & Spencer, 2023) is a novel approach to eliciting, scoring, and analyzing a language sample. It takes approximately eight minutes to administer and score after re-listening to the audio recording. With the rapid improvements in artificial intelligence (AI), the analysis of language productivity and complexity could potentially be completed by transcribing and analyzing the language sample in real-time, increasing the efficiency of the NLM. However, it is unclear whether AI can reliably transcribe and analyze language samples. Therefore, the purpose of this study was to examine the efficiency and reliability of using AI to transcribe and analyze language samples obtained using the NLM.  A total of 60 de-identified audio recordings from NLM administrations were randomly selected. Each recording was transcribed by two independent research assistants and by two AI programs, which were compared for interrater reliability. Each transcription was then analyzed for productivity, sentence complexity, vocabulary complexity, and grammaticality by ChatGPT3.5.

  We calculated the point-to-point inter-reliability between AI and human transcriptions and scoring. Results indicated that AI could transcribe language samples with 90% or higher accuracy. Preliminary results indicated AI can identify and label adverbial, relative, and nominal subordinate clauses with at least 90% accuracy. Additional scoring reliability will be reported.    The results of this study indicate that AI can reliably transcribe and analyze language samples. Thus, the use of AI could potentially decrease the time demands placed on SLPs.

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

  • Discuss how to use open-sourced artificial intelligence to obtain measures of language productivity and complexity.
  • Discuss the efficiency and reliability of using artificial intelligence for a language sample analysis.
  • Discuss the limitations of implementing artificial intelligence to measure language.

  Level of Learning:  Introductory      |   Track:  Pediatric SLP

• Validity of the Newly Revised CUBED-3 Language Subtest

  Kristi Jones, BS, University of Wyoming
  Morgan Schwindt, University of Wyoming
  Alexxis Motisi,  University of Wyoming
  Payton Stewart, University of Wyoming
  Brynn Zwetzig,  University of Wyoming
  Alisa Konishi-Therkildsen, CCC-SLP, MS, University of Wyoming
  Douglas Petersen, PhD, CCC-SLP, BRS-CL, University of Wyoming

  Oral and written language progress monitoring assessments play a critical function in school-based speech-language pathology. Such progress monitoring assessments must measure important language constructs and be sensitive to change over time. We administered the newly revised Narrative Language Measures (NLM) subtest of the CUBED-3 to 1050 kindergarten through third grade students and found that the NLM reflects the theorized constructs it was intended to measure and that the NLM is indeed sensitive to changes in language performance over time. These data, coupled with other evidence that the CUBED-3 is efficient, reliable, easy to administer and score, and cost effective (Petersen & Spencer, 2023; Deno, 1985), strengthen the confidence SLPs and other educators can have in their interpretation of the CUBED results.

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

  • Describe the purposes of a general outcome measure.
  • Identify the two key features of a general outcome measure.
  • Describe the language constructs that the NLM subtest of the CUBED-3 assessment measures.

  Level of Learning:  Introductory      |   Track:  Pediatric SLP

• Assessment of the Social Impact of Communication Disorders: A Systematic Review

  Kelsi Angelovich
  Amy Peterson, PhD, CCC-SLP
  Breanna Krueger, PhD, CCC-SLP

  Research in speech-language pathology (SLP) often explores the efficacy of selected treatment approaches, but there is little research on the social impact of a communication disorder on a child’s overall quality of life (Krueger, 2019). The purpose of this systematic review is to examine the current literature by addressing the following questions: 1) How are social impacts measured for children with communication disorders?, 2) What measures are currently used to measure social impacts?, and 3) Are social impacts more likely to be measured in some disorders than others? Systematic searches of 4 databases revealed 1,787 articles meeting search criteria. Title and abstract screening is ongoing at time of submission, but the full review will be complete by November 2023.

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

  • Describe the current research evidence on the social impact of communication disorders
  • Hypothesize the level of social impact a communication disorder has on children’s quality of life
  • Identify studies of social impact in communication disorders that can be used to inform future studies and treatment

  Level of Learning:  Intermediate      |   Track:  Adult SLP

• Treatment Intensity for the Use of Ultrasound Visual Biofeedback Therapy

  Jonathan Briggs, University of Wyoming
  Breanna Krueger, PhD, CCC-SLP, University of Wyoming

  This study aims to identify the optimal dosage that is required to promote positive change in patients that have difficulty with the /r/ speech sound. Two different treatment intensities are tested (high and low intensity), which involves a combination of dose (number of speech productions by the child participant), dose frequency (how many visits per week) and treatment duration (how many weeks). Our approach for this project aligns with evidence-based therapeutic methods for ultrasound research by using a Challenge-Point Framework1. Each child produces 162 productions per session for a cumulative intensity of 1296 doses. Over the course of each of these sessions, each child receives visual biofeedback using an ultrasound in conjunction with verbal feedback and cues as used in traditional articulation therapy. Accuracy is scored throughout each session by the examiner. From a measurement standpoint, accuracy data of each participant is plotted by each session over time and compared using descriptive statistics. Data collection is currently ongoing. Current results indicate a general agreement to prior ultrasound research; however, these results are inconclusive in determining the optimal dosage for ultrasound use in treatment of residual /r/ speech sound errors. Overall, this research in improving the efficiency of therapeutic methods for speech sound disorders has the potential to significantly aid in quality of life and human health for children and adults that struggle with speech sound production.

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

  • Describe the use of ultrasound biofeedback therapy in resolving residual /r/ sound errors
  • Identify the optimal dosage onto promote positive change in patients that struggle with the /r/ sound.
  • List the potential quality of life improvements of using portable ultrasound technology for those with speech errors.

  Level of Learning:  Introductory      |   Track:  Multi-Interest

Saturday, October 28

8:00 am – 9:30 am

• Session 3 - Treatment in Dysarthria: Reconsidering the Role of the Listener

  Zoe Kriegel, PhD, University of Wyoming

  Traditional treatment approaches for dysarthria have focused on speaker-oriented modifications to loudness and clarity. These approaches have a robust evidence base and can result in marked improvements in articulation and phonation with gains on intelligibility. However, recent investigations have quantified the attentional burdens of using Loud and Clear speech. In a study of dual-tasking, speakers performed more poorly on an attention-demanding secondary task when producing Loud and Clear speech compared to using a comfortable speaking style (Whitfield et al., 2021). These data suggest that, while Clear and Loud speaking styles are critical to improving articulatory range of motion and vocal intensity, these styles require attentional resources that may increase the burden of speaking and reduce the ability to use them consistently.

  A growing body of work has rightly turned to examining the role of the listener in communication with individuals with dysarthria.  Findings suggest that lay listeners improve their understanding of dysarthric speech with perceptual training (Borrie & Lansford, 2021) and transfer these gains to understanding new speakers (Hirsch et al., 2021). However, these learning gains are more limited when training listeners on unpredictable impairments, like those observed in hyperkinetic or ataxic dysarthria (Lansford et al., 2019). In these cases, Conversation Analysis (CA) may serve as a powerful assessment tool that can inform communication-oriented treatment with patients and their communication partners (Griffiths et al., 2011). An overview of CA will be presented as a potential tool in assessment and functional treatment for patients with dysarthria and their communication partners.

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

  • Identify limitations to traditional speaker-focused interventions.
  • Describe the effects of listener training on intelligibility of dysarthric speech.
  • Summarize the utility of Conversation Analysis in assessment and treatment for individuals with dysarthria and their conversation partners.

  Instructional Level: Intermediate  |  Track: Adult SLP

8:00 am – 9:30 am

• Session 4 - Self-Identity and Social Communication: Re-Thinking How We Teach Social Skills

  Carolyn Long, MCD, SLP-CCC

  The purpose of this presentation is to discuss self-identity theory in relation to adolescent development and social communication/pragmatics for autistic teens. As SLPs, we strive to collaborate with and include the voices of those we serve. As research has progressed and opportunities for neurodivergent adults to share their experiences have grown, it’s become clear that while some intervention strategies appeared successful to the observer, they actually caused distress for the client. This presentation seeks to provide information about the deep research base on self-identity theory, including recent research on the development of self-identity in autistic adolescents and adults. Social skills have been identified as a significant predictor of academic, career and social success and well-being for decades (Hanover Research, 2016) (Google Project Aristotle 2017). Yet current studies continue to demonstrate that access to instruction that aligns with student values and goals in this area is limited. We will present several strategies that can be used in school and clinical settings to improve aligning therapist and client goals with developmental expectations for the positive formation of self-identity. Participants will also have the opportunity to use a strategy to design or revise a social pragmatic intervention activity. A deeper understanding of the role social communication interventions play in the development of a positive self-identity will support all of our efforts to be neurodiverse affirming, inclusive and act in the best interests of our clients’ well-being.

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

  • Describe the developmental relationship between self-identity, self-esteem and social communication for adolescents.
  • Identify three strategies that can be used in school and clinic based instruction to support student identity and well-being in the context of social pragmatics instruction.
  • Apply knowledge of self-concept and social communication to real life clinical scenarios to create a social skills lesson that is neurodiverse affirming.

  Instructional Level: Intermediate |  Track: Multi-Interest

9:45 am – 11:15 am

• Session 5 - Creating a Collaborative Environment for Patients Living With Dementia

  Sabine Schenck, MS

  This presentation provides a brief overview of dementia identifying stages and common behaviors associated with each stage.  We identify how to effectively communicate with a person living with dementia from an environmental and behavioral perspective.  Participants will identify preventive strategies to minimize difficult patient interactions and will also discuss appropriate behavioral interventions when encountering difficult situations.  This is an interactive presentation. Participants will have an opportunity to practice tools they learned.

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

  • Describe how to align the physical and social environment with the needs of the person living with dementia.
  • Explain how to apply preventive strategies to difficult patient interactions/situations and develop intervention strategies.
  • Describe the therapeutic use of self.

  Instructional Level: Intermediate |  Track: Multi-Interest

• Session 6 - Evidence-Based Treatment of Speech Sound Errors in Cleft Palate

  Katelyn Kotlarek, CCC-SLP, University of Wyoming

  The majority of children with repaired cleft palate receive speech intervention, which can occur across school-based, outpatient, and private practice settings. This session will share effective, evidence-based techniques for remediation of cleft-related speech errors within this unique population. The speakers will provide an overview of cleft-related speech errors, delineating appropriate intervention targets from obligatory, structurally-based errors and providing specific examples of elicitation strategies. The most up-to-date evidence regarding articulation and phonological treatment approaches will be provided in a consumable, ready-to-use manner. Implications for selecting a treatment approach based on patient-specific factors will be discussed through illustrative case studies and video examples. Red flags that may arise during the course of treatment will be highlighted, as well as indications for referral to other medical providers and collaboration with the craniofacial team SLP.

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

  • List methods for treating specific cleft-related speech errors.
  • Compare intervention techniques and approaches for remediation of speech sound errors in children with cleft palate.
  • Identify red flags that warrant referral to a craniofacial team.

  Instructional Level: Intermediate |  Track: Pediatric SLP

1:15 pm – 2:45 pm

• Session 7 - Advocating for the Professions

  Eileen Crowe, ASHA

  During this session, attendees will have the opportunity to develop an understanding of how to advocate for the professions of speech-language pathology and audiology. Participants will be able to identify advocacy resources available on current national policy trends. Attendees will also have the opportunity to engage in an interactive component relating to diversity, equity and inclusion.

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

  • Identify key aspects of advocating for the professions through the legislative process.
  • Identify policy trends affecting audiology and speech-language pathology at the state and national levels.
  • Identify resources available on issues impacting diversity, equity, and inclusion.

  Instructional Level: Intermediate  |  Track: Multi-Interest

3:00 pm – 4:30 pm

• Session 8 - Supervision: Let the Collaboration Begin

  Corri Sandoval, CCC-SLP

  Abstract:  This presentation will provide guidelines and best practices for effective supervision of SLPAs, graduate students, and clinical fellows.

  Time-Ordered Agenda

  3:15 pm–3:20 pm – Speaker Introductions and Disclosures
  3:20 pm–3:25 pm – Importance of supervision in the field of speech-language pathology
  3:25 pm–3:45 pm – Supervision of Speech-Language Pathology Assistants
  3:45 pm–4:05 pm – Supervision of Graduate Students
  4:05 pm–4:15 pm – Supervision of Clinical Fellows
  4:15 pm–4:20 pm – Ethical and Legal Considerations
  4:20 pm–4:30 pm – Cultural Competence in Supervision
  4:30 pm–4:45 pm – Q & A

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

  • Explain ASHA’s code of ethics related to supervision.
  • Develop a supervision experience that appropriately supports a supervisee.
  • Describe strategies and best practices for supervision of SLPAs, graduate clinicians, and clinical fellows.

  Instructional Level: Intermediate  |  Track: Multi-Interest

Continuing Education

The Supervision session (Session 8) Supervision: Let the Collaboration Begin is offered separately for 0.15 ASHA CEUs (Intermediate Level)

WyoSHA Convention Presenter Disclosures