Schedule
Thursday, September 29, 2022
7:00 am - 8:00 am • Continental Breakfast & Registration
8:00 am - 9:00 am
- Anne Marie Tharpe, PhD • Vanderbilt University Medical Center
Unilateral and minimal/mild bilateral hearing loss has been shown to put children at risk for academic, speech and language, and social/behavioral deficits.
This presentation will provide an overview of the difficulties associated with unilateral and minimal/mild bilateral hearing loss in children followed by current knowledge to support interventions designed to ameliorate these challenges.
1. List challenges experienced by children with unilateral or minimal/mild hearing loss in children.
2. List hearing technologies designed to assist the listening of children with unilateral hearing loss.
3. Explain how to use hearing technologies to improve the experience of children with hearing loss.
Presentation Outline
Presentation Slides
Instructional Level: Intermediate Track: SLP/Multi-Interest
Matthew Szramoski • Director of Development-Supreme Council
Obtaining the best options for encouraging and receiving major planned gifts from donors.
This presentation will discuss various planned giving options, identifying and matching the gift opportunity that best benefits the charity and the donor. Understanding marketing techniques, importance of donor stewardship and utilizing these donors as facilitators for additional gifts. Types of gifts to be discussed included Charitable Gift Annuities, Trusts, Wills & Bequests, IRA distributions and more.
1. Understand the types of planned gifts that are available.
2. Describe how to market and obtain planned gifts.
3. Evaluate the importance of donor stewardship in expanding the number of gifts received.
Track: Leadership This session is not eligible for ASHA CEUs
8:00 am - 9:30 am
- Karen Avrit, Director of Education • Scottish Rite for Children
- Sue Jones, Dyslexia Coordinator • Luke Waites Center for Dyslexia
Little is known about the diagnosis and treatment of dyslexia in the early learner (kindergarten, 1st grade).
The presenters will provide information regarding the diagnosis and treatment of dyslexia in the early learner. The presenters will share a resource that can be used to treat early learners (K-1) who are identified with, or at risk for, dyslexia.
1. List characteristics of dyslexia in the early learner.
2. List information needed to diagnose an early learner with dyslexia.
3. Describe interventions that help early learners with dyslexia.
4. Apply new learning to real world case studies.
Presentation Outline
Presentation Slides
Instructional Level: Intermediate Track: Multi-Interest/Dyslexia
9:15 am - 10:15 am
9:45 am - 11:15 am
- Kelsey Aurand de Razo, MA, CCC-SLP • Truman State University
- Divya Rawat, BASLP • Truman State University
Many clinicians, educators, and parents are beginning to understand the importance of making diverse books available in the spaces where children spend much of their time (i.e., classrooms, therapy rooms, and homes) yet these influential adults may not feel confident in their ability to find and select high-quality diverse children’s books.
This presentation seeks to provide resources for clinicians, educators, and parents to find and select high-quality diverse children’s books with greater ease and confidence to ultimately increase the broader availability of diverse books to children. We begin by (re)visiting the importance of children having access to diverse books during their childhood. Next, we take a quick peek at the current state of affairs. What types of books are available in our classrooms, therapy rooms, and home libraries? We then provide resources for finding lists and ideas of high-quality diverse books followed by suggestions regarding how to analyze a book for the quality of its representation. Finally, we discuss ways in which clinicians, educators, and parents can center (or make priority) high-quality diverse books in their daily interactions with children.
1. Identify multiple resources to facilitate locating high-quality books with diverse representation.
2. Select children’s literature that offers diverse, equitable, and inclusive representation.
3. Explain to stakeholders the value of utilizing diverse literature in the classroom/therapy room.
Presentation Handout
Presentation Outline
Instructional Level: Beginner Track: SLP/Multi-Interest/Dyslexia
9:30 am - 11:30 am
- Minnie Bray, M.S., CCC-SLP, BCS-S • United Cerebral Palsy of Northwest Missouri
Have you ever wondered why speech is so difficult for your client with Down syndrome? Have you wondered why they seem to know or understand something one day but not at a later date? Have you considered how memory and processing affect language learning and use? Have you ever felt like negative behaviors stood in the way of progress for your client with Down syndrome?
As a pediatric SLP and parent of a child with Down syndrome, I have a unique opportunity and perspective. This presentation is designed to help you understand and effectively work with children with Down syndrome of all ages. It will help you use the typical learning profile associated with Down syndrome to determine language supports and strategies.
1. List factors that influence language processing
2. Describe ways memory directly impacts language and learning
3. State methods to prevent negative behaviors
4. Evaluate speech therapy considerations and relevant techniques
Presentation Handout
Instructional Level: Intermediate Track: SLP/Multi-Interest
10:30 am - 11:30 am
- Ebonee Shaw, DBA • Maryville University
11:45 am - 12:30 pm
- James D. Cole
- Walter F. Wheeler
12:30 pm - 1:15 pm
- Tommie L. Robinson, PhD
Instructional Level: Intermediate Track: SLP/Multi-Interest/Dyslexia
1:30 pm - 2:30 pm
- Paul Laikko, MA, CCC-SLP • Rite Care Clinic Omaha
- Korey Stading, MS, CCC-SLP • Munroe Meyer Institute at University of Nebraska Medical Center
How to treat a child with severe speech sound disorder who is not making progress with typical speech therapy strategies.
Describing a variety of auditory, visual, motor, written and tactile supports across ages and communication function from minimally verbal through school age. Making use of video to illustrate strategy use.
1. Describe the value of visual cues to support children with severe speech sound disorders
2. List different types of visuals cues and benefits of each
3. Identify when AAC may be a necessary strategy to help support successful communication
Presentation Outline
Instructional Level: Intermediate Track: SLP/Multi-Interest
- Sharon Moss, PhD, CCC-SLP, CAE • American Society of Association Executives
This session is intended to underscore the role ethical conduct is critical to collaboration and advancement in research.
Attendees will be presented with an introduction to some of the principles that influence ethical conduct in research, some of the dilemmas encountered in research, and some of the elements of responsible conduct of research. Attendees will also learn about the consequences of not promoting ethical conduct in research, and of research misconduct.
- Describe research ethics.
- Identify principles that influence ethical conduct of research.
- Identify a rationale for establishing guidelines for responsible conduct of research.
- Identify examples of research misconduct.
Instructional Level: Intermediate Track: SLP/Multi-Interest
- Bridget Steele • Scottish Rite, NMJ
The learner is unfamiliar with how to conduct donor/prospect research and the important role it plays in fundraising efforts.
This presentation will help you understand the importance of prospect research in donor management – Prioritize prospect research in their fundraising plan – Qualify major gift prospects through research to help meet their fundraising goals.
– Understand the importance of prospect research in donor management – Prioritize prospect research in their fundraising plan
– Qualify major gift prospects through research to help meet their fundraising goals
Presentation Outline
Track: Leadership This session is not eligible for ASHA CEUs
2:45 pm - 3:45 pm
- Karen Avrit, Director of Education • Scottish Rite for Children
- Lori Wendt • Luke Waites Center for Dyslexia
Providers have struggled to adjust intervention that can be provided virtually in an effective and efficacious manner.
In a post-COVID environment, technology can assist in providing dyslexia intervention. Presenters will share how they met the challenge of providing dyslexia intervention remotely and will share a developing resource that can assist in providing dyslexia intervention remotely.
1. Describe necessary components for effective remote reading instruction for students with dyslexia.
2. Analyze remote reading interventions to determine whether they are effective for students with dyslexia.
3. Predict whether a technique will be effective used remotely for students with dyslexia.
Presentation Outline
Presentation Slides
Instructional Level: Intermediate Track: Multi-Interest/Dyslexia
- Jocelyn Wallace • Scottish Rite, NMJ/Children’s Dyslexia Centers, Inc.
The learner is not familiar with the grant writing process, but is interested in pursuing grants as a means of fundraising.
This session will walk learners through the grant writing process, providing them with a list of action items and tips they will need to pursue grants funding.
1. Identify viable grant opportunities based on their organizational and programmatic needs.
2. Demonstrate a compelling Letter of Introduction
3. List common grant questions and attachment needs
Track: Leadership This session is not eligible for ASHA CEUs
2:45 pm - 4:45 pm
- Meaghan Goodman, Phd, CCC-SLP • Maryville University
Identifying & Overcoming White Bias to Provide Culturally Responsive Care
The field of speech-language pathology practitioners is overwhelmingly white. White bias influences how we decorate our therapy spaces and the therapy materials we utilize in those spaces. How do we, as practitioners, demonstrate dedication to inclusion, representation and culturally responsive care? This session will identify and review the implications of white bias. The importance of recognizing one’s own racial bias will be discussed. Ways to overcome white bias will be shared. Participants will be invited to consider the importance of representation in physical spaces and in our therapeutic materials. Lastly, the presenter will share resources for diversifying space and materials.
1. Define white bias
2. List steps to identify and overcome our own biases.
3. Identify where white bias exists in common SLP therapy materials.
4. Interpret therapeutic space and what materials need more representation.
5. List resources to diversify therapy spaces and materials.
Instructional Level: Intermediate Track: SLP/Multi-Interest
4:00 pm - 5:00 pm
- Christine Weill, Ph.D., CCC-SLP • University of Louisiana at Lafayette
Speech-language pathologists and other educators work with children with a variety of language, learning, and psychological challenges. Given the short time allotted in the school systems and even private practices for facilitating development, assessment and treatment needs to address multiple cognitive and linguistic processes simultaneously.
Using the 20 years of data and expertise gained working with large groups of school-aged children in the UL Lafayette Language and Literacy Project, these presenters will demonstrate the value of literacy as a situated context for addressing a variety of language, learning, and cognitive processes.
1. Demonstrate effective therapeutic techniques for shared reading and large read aloud therapeutic techniques.
2. Demonstrate effective therapeutic techniques for shared writing, writing workshops, authors’ chair events, and write aloud activities.
3. Discuss and set-up peer interactions during literacy events to address the objectives of complex social and communicative interactions.
Presentation Outline
Instructional Level: Intermediate Track: SLP/Multi-Interest/Dyslexia
- Jeff Kitsmiller, Jr. • Northern Masonic Jurisdiction
This presentation will aim to highlight the current global high-level digital trends with a deep look at in-depth metrics within the United States and social media usage. Using these trends, we aim to identify key opportunities available to leverage social media channels to share the
stories of our successes, gain market share, increase engagement, and reach a larger potential donor pool. Additionally, this presentation will aim to assist in bridging the gap between the clinical locations and fraternal bodies to assist with cohesive and collaborative efforts.
Presentation Outline
Presentation Slides
This session is not eligible for ASHA CEUs
Friday, September 30, 2022
7:00 am - 8:00 am • Continental Breakfast & Poster Presentations
- Jaime Kennington, MMT, MT-BC • Music Therapy St. Louis
- Tracie Sandheinrich, MA, PLPC, MT-BC • Music Therapy St. Louis
Understanding and exploring how expressive therapies, like music therapy, can benefit and be therapeutic for individuals diagnosed with a speech or language disorder.
Educating and exploring ways music therapy can be therapeutically effective when treating speech and language disorders.
1. Define music therapy.
2. Explain how music therapy can enhance speech and language goals.
3. Show benefits when using music therapy with individuals with speech and language disorders.
Instructional Level: Intermediate Track: SLP/Multi-Interest
- Samantha Griesinger, B.S., Graduate Student • University of Central Missouri
- Emily Andrews, B.S., Graduate Student • University of Central Missouri
- Kimberly Stewart, M.S., CCC-SLP, Senior Instructor • University of Central Missouri
This poster presentation will highlight innovative literacy events in communities, expenses and funding possibilities, and advertisements to encourage community involvement.
The presentation will also include family literacy survey results regarding in-home literacy activities.
1. Evaluate community literacy events and activities.
2. List ways to enhance successful home literacy activities for families in the community.
3. Describe expenses associated with community literacy events, philanthropic events, and financial contributors.
Instructional Level: Beginner Track: SLP/Multi-Interest
8:00 am - 9:00 am
- Barbara Lynna Bustamante, MS, CCC-SLP • Children’s National
Speech-language pathologists are having difficulties including parents from various cultural and linguistic backgrounds in autism parent support groups. Difficulties for inclusion include language barriers, cultural sensitivity, and limited resources.
This session will discuss speech-language pathologists’ (SLPs) current practices when treating Spanish-speaking children diagnosed with autism. More specifically, information will be presented regarding SLPs’ ability to (1) assess the modifications and/or adaptations to current practices when treating bilingual children with ASD and counseling their Spanish-speaking parents, (2) create autism parent support groups for Spanish-speaking parents, and (3) list the areas of the treatment process in which Spanish-speaking parents of children with autism need the most support (i.e. advocacy, carryover, knowledge of ASD and services, parent-clinician relationship etc.). Survey outcomes from this study will be discussed.
1. Describe the need for autism parent support groups for parents of Spanish-speaking children.
2. Describe cultural modifications for increasing involvement of Latino parents.
3. List the areas of the treatment process in which Spanish-speaking parents of children with autism need the most support.
Presentation Handout
Instructional Level: Intermediate Track: SLP/Multi-Interest
- Sharon Moss, PhD, CCC-SLP, CAE •American Society of Association Executives
This session is intended to address ethical challenges professionals may encounter in their professional practice and research.
Case presentations will be used to acquaint the audience with the rationale for establishing a set of standards and guidelines for acceptable ethical behavior, and the possible violations and sanctions. Attendees will learn about their responsibilities for reporting suspected violations of ethical standards, and the consequences of not adhering to professional codes of ethics.
Participant will be able to:
- Identify a rationale for establishing and upholding a professional Code of Ethics.
- Using ASHA Code of Ethics as an example, describe components of a professional Code.
- Identify procedures for filing and responding to ethical complaints.
- Describe examples of violations, and possible sanctions according to the ASHA Code of Ethics.
Instructional Level: Intermediate Track: SLP/Multi-Interest
- Karen Avrit, M.Ed • Scottish Rite for Children
- Carin Illig, M.Ed., CIT, C-SLDS • Children’s Dyslexia Centers
This presentation will discuss how mutual respect, understanding and opportunity provides the way to help both groups stretch and grow while allowing ‘Scottish Rite’ take on new leadership roles in the professional world of dyslexia.
1. Identify new and innovative ways to collaborate for individuals with dyslexia.
2. Define ways to collaborate that will lead to common ground for additional growth and collaboration.
3. Describe differences in approaches between the Northern and Southern jurisdictions.
Presentation Slides
Instructional Level: Intermediate Track: SLP/Multi-Interest/Dyslexia
9:15 am - 10:15 am
- Anne Zappi Williams, CCC-SLP, BCS-F • University of Louisiana at Lafayette
This session addresses this problem by sharing evidence-based ideas and resources for intervention through the lens of a summer camp treatment model, STAR (Stuttering Alliance and Resilience) Camp, that capitalizes on individual and group sessions for both children who stutter and their family members.
1. Describe some of the reasons speech-language pathologists feel uncomfortable working with school-age children who stutter as well as actionable solutions for overcoming these challenges based on the latest research.
2. Identify and describe two to three goals of comprehensive stuttering intervention for school-age children.
3. Describe three practical strategies to capitalize on the benefits of both individual and group sessions for children who stutter in private practice and school-based therapy settings.
Presentation Outline
Instructional Level: Intermediate Track: SLP/Multi-Interest
- Kimberly Murphy, PhD, CCC-SLP • Old Dominion University
- Emily Diehm, PhD, CCC-SLP • St. Ambrose University
Although educators, including speech-language pathologists and dyslexia specialists, are knowledgeable of the many foundational skills needed for reading and spelling, such as phonology, morphology, and semantics, there remains a significant need to improve literacy instruction and outcomes. Educators who have not been taught how the English orthographic (i.e., writing) system works may experience difficulty explaining why words are spelled the way they are, and the meaning and spelling connections between words from the same morphological family. Additionally, many literacy programs focus on simple, decodable words in early stages of the program; however, students also need exposure to more academic vocabulary, as well as an understanding of how to read and spell these morphologically-complex words.
In this presentation, we aim to provide educators with background knowledge on how the English orthographic system functions. We will provide examples for how educators may use a morphologically-focused orthographic intervention approach, Structured Word Inquiry (SWI). We will discuss how to use SWI to simultaneously target academic vocabulary and word-level reading and spelling skills through active word investigations that promote critical thinking and hypothesis testing. Attendees will learn how to use specific strategies and tools to actively investigate the meaning, structure, spelling, and pronunciation of words with students at any grade or ability level. With a better understanding of orthography, educators may leverage the interconnections between oral and written language, and thereby facilitate increased depth of word knowledge and efficient word recognition and spelling.
1. Discuss the organizing principles of English orthography.
2. Identify two ways to incorporate Structured Word Inquiry into language-literacy intervention.
3. Explain how to use a word matrix and word sums.
Presentation Outline
Instructional Level: Intermediate Track: Multi-Interest/Dyslexia
- Tommie L. Robinson JR PhD • Children’s National
- Anne Marie Tharpe, PhD • Vanderbilt University Medical Center
This interactive session is designed to promote discussion of the impact of COVID-19 on the daily life of service delivery, clinical management, research, student training, telehealth, and other areas. Participants are requested to bring their own experiences and engage in dialogue on topics lead by the presenters.
Participants will be able to:
- Identify issues that are persistent since the beginning of the COVID-19 Pandemic.
- Discuss strategies to combat the issues that are raised.
- Create policies and procedures to enhance work in areas of discussion.
10:30 am - 11:30 am
- Kelsey Aurand de Razo, MA, CCC-SLP • Truman State University
- Jenna Zanger, BS • Truman State University
Many parents, educators, and clinicians may be uncertain about how to promote emergent literacy skills with children who use AAC. While promoting the literacy development of all children is essential, it is arguably even more critical for children who use AAC as becoming literate expands the number of AAC devices that might be considered for communication.
This presentation seeks to provide specific techniques that parents, educators, and clinicians can utilize to promote emergent literacy development in children who use AAC. We begin by (re)visiting emergent literacy skills and what the developmental trajectory often looks like for typical communicators as well as those who use AAC. Next, we consider how storybook reading fosters emergent literacy and outline how storybook reading can be an ideal facilitating context to promote emergent literacy specifically for children who use AAC. Finally, we share specific techniques (ImPAACT, RAAP, CROWD) that caregivers can utilize to support emergent literacy development and offer an opportunity for participants to explore these techniques.
1. Explain the differences in the emergent literacy development of children who use AAC.
2. Explain the important role that shared storybook reading plays in the emergent literacy development of children who use AAC.
3. Identify both direct and indirect treatment methods that can be used to promote the emergent literacy development of children who use AAC.
Presentation Handout
Presentation Outline
Instructional Level: Beginner Track: SLP/Multi-Interest/Dyslexia
- James D. Cole • Sovereign Grand Commander, Supreme Council, S.R.S.J.
- Robert W. Cockerham • Grand Chancellor, Supreme Council, S.R.S.J.; S.G.I.G in Missouri
- Ty G. Treutelaar • Grand Master of the Grand Lodge of Missouri
- Walter F. Wheeler
10:30 am - 12:00 pm
- Kim Stewart, MS, CCC-SLP • University of Central Missouri
- Emily Ciesielski, PhD, CCC-SLP • University of Central Missouri
What is literacy?
How do we diagnose dyslexia?
What are engaging and successful therapeutic literacy tools for the clinical setting?
What are engaging and successful therapeutic literacy tools for teletherapy?
This 1.5 hours presentation will highlight an enriched literacy program beginning with the theory of literacy, diagnostic tools utilized in literacy assessment to determine a dyslexia diagnosis, and innovative interventions conducted in a clinical setting and through teletherapy.
1. Describe the theory of literacy.
2. Summarize the use of literacy assessment tools for diagnosis.
3. Describe literacy therapeutic interventions using several literacy programs and therapy tools.
Presentation Outline
Instructional Level: Intermediate Track: SLP/Multi-Interest
- Sheryl Frierson, M.D. • Scottish Rite for Children
- Sue Jones, MA, CCC-SLP • Luke Waites Center for Dyslexia
Little research exists in the areas of diagnosis and treatment of dysgraphia.
The presenters will share a research-based definition of dysgraphia that reveals how this developmental disorder is more complex than just “bad handwriting.” Using a case-based format, the presenters share a practical approach to identification and offer treatment recommendations.
1. List common traits of individuals with dysgraphia.
2. Describe information needed for diagnosis of dysgraphia.
3. Describe effective interventions for individuals with dysgraphia.
Presentation Outline
Presentation Slides
Presentation Slides Handout
Instructional Level: Intermediate Track: Multi-Interest/Dyslexia
12:00 pm • Box Lunch to Go
