OSSPEAC

2017 Conference Sessions Descriptions and Disclosures

The following is a list of descriptions for each conference session. Please review to decide which sessions you would like to attend. The sessions you select during the registration process provide us with crucial attendance information to assign rooms based on interest. We do not limit attendance to sessions because we understand there are occasions when your interests change. It is our continued goal to provide a comfortable learning environment for all, so please be courteous and mindful of your selections. Thank You!

 

SUNDAY SESSIONS

3:00 p.m. – 5:00 p.m.

1 RESOLVING ETHICAL DILEMMAS IN THE SCHOOL SETTING

Gregg B. Thornton, Esq., Tammy H. Brown, M.A., CCC-A, FAAA, Board Certified in Audiology, Carrie L. Spangler, Au.D.,CCC-A, FAAA

This presentation will cover ethical dilemmas encountered in the school work setting by speech-language pathologists and educational audiologists and how to effectively apply the licensure board’s Code of Ethics to resolve challenging situations. Participants will have the opportunity to use an interactive device to decide whether real scenarios present any ethical issues. Relevant sections from the code of ethics will then be referenced to guide participants through the process of resolving school based ethical dilemmas. Participants will also receive additional guidance and resources to appropriately address ethical dilemmas that will ensure their qualified students receive services for a free and appropriate public education.

Ethics; Beginner

Financial Disclosure: Gregg and Tammy have no relevant financial or  nonfinancial relationships to disclose. Dr. Spangler is an audiology board member with the Ohio Board of Speech-Language Pathology and Audiology and responsible for regulating the practice of speech-language pathology and audiology in the state of Ohio.  She is receiving compensation as an audiology board member with the Ohio Board of Speech-Language Pathology and Audiology (OBSLPA) and her travel, hotel and meal expenses are being reimbursed by OBSLPA.

 

2 TELL ME A STORY: TARGETING NARRATIVE AND EXPOSITORY LANGUAGE INTERVENTION WITH TECHNOLOGY

Sean J. Sweeney MS MEd CCC-SLP

Narrative and expository discourse is a very challenging area for students with speech and language disabilities, and one they face class by class, as they are required to understand and produce narrative and expository language across curriculum areas. Discourse-level language can be challenging to address as its length and complexity can cause students to “tune out!” Easy-touse creation tools using animation, book creation, images, audio, and video can make storytelling and exposition more visual for students, scaffolding and engaging them in the process of product creation. This session will present a variety of mobile apps aligning with various intervention approaches in narrative/expository text.

Language & Literacy; Beginner

Financial Disclosure: This presenter has a financial relationship with Mindwing Concepts Inc. from which he receives a consulting fee and provides blog content. Their tool Story Grammar Marker will be mentioned in both presentations along with other narrative teaching methods. He is receiving an honorarium from OSSPEAC.

 

3 WHAT DO YOU GET WHEN YOU POUR BOILING WATER DOWN A RABBIT HOLE? HOT CROSS BUNNIES!” IMPROVING METALINGUISTIC AWARENESS FOR STUDENTS WITH LANGUAGE IMPAIRMENT

Sue Grogan-Johnson, Ph.D., CCC/SLP

During this presentation, we will discuss how to improve semantic, syntactic and conversational flexibility for school-age students with language impairment. These metalinguistic skills are linked to reading comprehension, written expression as well as successfully attaining vocabulary and verbal expression curriculum standards. Participants can share strategies they are currently using and we will review some new classroom and small group strategies to incorporate into your sessions with grade school through high school age students.

Language & Literacy; Intermediate

Financial Disclosure: This presenter has no relevant financial or  nonfinancial relationships to disclose.

 

4 I THINK THIS MIGHT BE SELECTIVE MUTISM: OBSERVING, ADAPTING, AND CONNECTING

Joseph Constantine, Ph.D., CCC-SLP

In this session, characteristic signs and symptoms of selective mutism (SM) will be discussed. Assessment and diagnostic procedures will be examined that best suit the communication needs of children who face this anxiety-based communication disorder. Selective mutism is a condition that results in the absence of speech in specific environments and typically becomes evident as children begin formal schooling. The presentation will also include a discussion of some of the unique challenges in working with SM. Observational analyses and evidence-based treatment strategies will be presented that assist children with SM in participating more fully in academic settings.

Autism & Low Incidence; Beginner

Financial Disclosure: This presenter is receiving an honorarium from OSSPEAC.  Dr. Constantine has been a parent of a child with selective mutism.

 

5 TEACHING SOCIAL SKILLS K-12 LESSONS AND IDEAS TO USE TOMORROW!

Nancy McCloskey M.A. CCC/SLP

Teaching Social Skills is a passion I have. The last 10 years I have had the opportunity to work with intervention specialist teaching a high school class targeting social skills to student. Recently this program has been modified to middle school and elementary students. This presentation will give you hands on therapy ideas and lessons to use in small group or whole class situations targeting pragmatics. I hope you will be able to attend and take home therapy lessons that you can use on Monday!

Autism & Low Incidence; Beginner

Financial Disclosure: This presenter has no relevant financial or  nonfinancial relationships to disclose.

 

6 CONNECT AND DISCOVER

Tina Childress, Au.D., CCC-A

Keeping up with technology can be a daunting task, especially because it is always evolving. For someone with hearing loss, there are many options when it comes to (hearing) assistive technology and leveraging apps in a variety of settings. Whether the individual uses their residual hearing or is completely a visual/manual communicator, there are endless possibilities to connect with the world around them. Come and learn about CURRENT technology and useful resources that you can share with your colleagues and patients!

Hearing & Listening; Intermediate

Financial Disclosure: This presenter is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

7:30 p.m. – 8:30 p.m.

7 KEYNOTE PRESENTATION: KIRK SCHURING, STATE REPRESENTATIVE

Professional Issues

More information to be posted.

MONDAY SESSIONS

 8:00 a.m. – 10:00 a.m. (note early start time)

8 RESOLVING ETHICAL DILEMMAS IN THE SCHOOL SETTING (REPEAT SESSION)

Gregg B. Thornton, Esq., Tammy H. Brown, M.A., CCC-A, FAAA, Board Certified in Audiology, Carrie L. Spangler, Au.D.,

CCC-A, FAAA

This presentation will cover ethical dilemmas encountered in the school work setting by speech-language pathologists and educational audiologists and how to effectively apply the licensure board’s Code of Ethics to resolve challenging situations. Participants will have the opportunity to use an interactive device to decide whether real scenarios present any ethical issues. Relevant sections from the code of ethics will then be referenced to guide participants through the process of resolving school-based ethical dilemmas. Participants will also receive additional guidance and resources to appropriately address ethical dilemmas that will ensure their qualified students receive services for a free and appropriate public education.

Ethics; Beginner

Financial Disclosure: Gregg and Tammy have no relevant financial or  nonfinancial relationships to disclose. Dr. Spangler is an audiology board member with the Ohio Board of Speech-Language Pathology and Audiology and responsible for regulating the practice of speech-language pathology and audiology in the state of Ohio.  She is receiving compensation as an audiology board member with the Ohio Board of Speech-Language Pathology and Audiology (OBSLPA) and her travel, hotel and meal expenses are being reimbursed by OBSLPA.

 

9 I THINK THIS MIGHT BE SELECTIVE MUTISM: OBSERVING, ADAPTING, AND CONNECTING

(REPEAT SESSION)

Joseph Constantine, Ph.D., CCC-SLP

In this session, characteristic signs and symptoms of selective mutism (SM) will be discussed. Assessment and diagnostic procedures will be examined that best suit the communication needs of children who face this anxiety-based communication disorder. Selective mutism is a condition that results in the absence of speech in specific environments and typically becomes evident as children begin formal schooling. The presentation will also include a discussion of some of the unique challenges in working with SM. Observational analyses and evidence-based treatment strategies will be presented that assist children with SM in participating more fully in academic settings.

Autism & Low Incidence; Beginner

Financial Disclosure: This presenter is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

8:30 – 10:00 a.m.

10 STEPS TO SUCCESS – THE OTHER CURRICULUM

Lynne H Price NBCT

A 2009 survey stated that only 24% of deaf, deaf-blind and hard of hearing adults advocate for needs related to hearing. In addition to language, literacy, and vocabulary, children need to learn advocacy skills to fully access information and communicate in a global setting. Steps to Success presents a scope and sequence of skills, instructional strategies, activities, and assessments to enable a student to be an effective listener, a successful communicator, a proficient reader, and a knowledgeable consumer of goods & services related to hearing needs. Book will be available for purchase at a discount conference rate during the conference.

Hearing & Listening; Intermediate

Financial Disclosure: This presenter is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

8:30 a.m. – 11:45 a.m.

11 WORKLOAD APPROACH: IT’S NOT OPTIONAL IN OHIO!

Charles Carlin, Ph.D., CCC/SLP

With the July 1, 2014 changes to the Ohio Operating Standards, educational agencies are again called upon to implement a workload approach. This session will overview these mandates, and participants will learn about various resources that can be used to calculate an appropriate workload. The presenter will also discuss ways to evaluate the workload determination and manage workload.

Professional Issues; Beginner

Financial Disclosure: This presenter is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

 

12 HIDDEN LANGUAGE DISORDERS: LOOKING FOR THE NEEDLE IN THE HAYSTACK

Margo Kinzer Courter, MBA, MA, CCC-SLP

As we provide treatment, sometimes we come across a student who doesn’t make progress in the manner or timeline we expect. We may need to look deeper to find the underlying cause. This session will focus on therapy and classroom strategies for language processing including processing speed, word retrieval, short term memory, phonemic awareness, and executive function.

Language & Literacy; Intermediate

Financial Disclosure: Margo is receiving an honorarium from OSSPEAC.  She has a financial relationship with Plural Publishing, Inc. from which she receives a royalty as an author.  She additionally has intellectual property rights/ownership and receives a royalty from Courter Communications, LLC.

 

13 INTEGRATING TECHNOLOGY IN LANGUAGE AND LITERACY INTERVENTIONS

Sean Sweeney, MS Med CCC-SLP

Technology can serve to provide engaging visual support and interaction while supporting language and literacy skill development. This workshop will review strategies for applying apps to complement instruction in aspects of literacy such as phonological awareness, vocabulary development, and reading comprehension strategies. Many sources of electronic text useful in language-based literacy instruction will be described. Assistive technology resources related to literacy will also be demonstrated.

Language & Literacy; Beginner

Financial Disclosure: This presenter has a financial relationship with Mindwing Concepts Inc. from which he receives a consulting fee and provides blog content. Their tool Story Grammar Marker will be mentioned in both presentations along with other narrative teaching methods. He is receiving an honorarium from OSSPEAC.

 

14 WHY NOT? ENHANCE LITERACY AND LANGUAGE SKILLS WHILE ADDRESSING SPEECH SOUND DISORDERS AND CHILDHOOD APRAXIA OF SPEECH! FIND OUT HOW IN THIS DYNAMIC SESSION!

Keli Richmond, M.S., CCC-SLP

Orthographic instruction (printed cues) simultaneously develops literacy skills, expands language knowledge, enhances phonological awareness and improves speech intelligibility! Activation of the orthographic processor is overlooked with traditional techniques. Orthographic instruction is an effective technique that introduces printed cues into therapy and classroom activities. Understanding the hierarchy/roles of the reading/writing processors (orthographic/phonological/meaning/context) is key to effective implementation. Synchronization of the four reading/writing processors is critical for speech and literacy skills. The natural progression of the letters-to-literacy learning steps advances speech/literacy skills quickly, enables carryover of target sound and literacy skills into natural surroundings and promotes a fun/functional environment! Orthographic instruction is effective in therapy sessions, classrooms and natural environments for preschool through early elementary school, Head Start, Title 1, children with special needs, children with communication disorders, English language learners and economically disadvantaged students. With early intervention and implementation of orthographic instruction, children’s speech/literacy skills advance quickly and workloads are lightened!

Speech Sound Disorders; Intermediate

Financial Disclosures: Orthographic instruction (printed cues) is the primary focus of this session.  Additional evidence-based techniques and resources are discussed.  The presenter is the author of the Literacy Speaks! program.  Literacy Speaks! is driven by orthographic instruction; the Literacy Speaks! program is not discussed during the session.  The presenter does receive royalties for Literacy Speaks! from Northern Speech Services.  The presenter is receiving an honorarium from OSSPEAC.

 

15 WHAT SLPS NEED TO KNOW ABOUT LITERACY AND PHONOLOGICAL DISORDERS

Kelly Farquharson, Ph.D., CCC-SLP

This workshop will discuss the role of phonological representations as they relate to the development of literacy skills for children with speech sound disorders. Background information will include a review of relevant theories and application to clinical practice. Relevant to the discussion of literacy for speech sound disorders is the topic of dyslexia. As such, a definition as well as some common myths of dyslexia will be reviewed. Audience members will be asked to consider the whole child when reconceptualizing how speech sound disorders manifest and are treated. Implications for assessment and intervention are included. Participants are encouraged to engage in discussions with the presenter and fellow audience members.

Speech Sound Disorders; Intermediate

Financial Disclosure: This presenter is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

16 EARLY CHILDHOOD STUTTERING THERAPY: A PRACTICAL APPROACH

J Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA

This workshop is designed to prepare clinicians to provide effective treatment for young children who stutter. The presenter will provide specific examples of treatment goals, strategies, and therapy activities that can be adapted for a variety of settings. Particular attention will be paid to strategies for working with parents. Participants will have the opportunity to ask about specific children on their caseloads so they will leave the workshop with a better understanding of the nature of stuttering and increased confidence in their ability to help young children who stutter and their families overcome the burden of this challenging disorder.

Fluency/Voice Dysphagia; Intermediate

Financial Disclosure: Dr. Yaruss is receiving an honorarium from OSSPEAC.  He has a financial relationship with Stuttering Therapy Resources, Inc. (Royalty

Ownership interests).  He additionally receives royalty from MedBridge Education, Northern Speech Services, & teaching/speaking opportunities.  Dr. Yaruss has a non-financial relationship with the National Stuttering Assosciation as a professional, volunteering consultation.

10:15 a.m. – 11:45 a.m.

17 LEARNING TO READ WITH AAC: EMERGENT LITERACY

Connie McCafferty, M.Ed., M.A., CCC-SLP, Regional Consultant

Speech Language Pathologists play a significant role in the literacy development of students using AAC. Emergent literacy experiences are important to develop literacy skills for all students including AAC users. This presentation focuses on pre-literacy instruction for children who use AAC. We will define emergent literacy, discuss its components and review goals for the emergent reader. The presentation will also discuss strategies to use with an emergent reader, specifically shared reading practices. Practical examples and materials are provided in order for participants to begin literacy instruction with children who use AAC.

Assistive Tech/AAC; Beginner

Financial Disclosure: This presenter has a financial relationship with Prentke Romich Company from which she receives a salary and ownership interests.

 

18 AAC’S NOT WORKING! NOW WHAT? REAL SOLUTIONS ADDRESSING FIVE TOP FACTORS OF WHY

MANY INDIVIDUALS WITH AUTISM SD HAVE DIFFICULTY COMMUNICATING

Don D’Amore MA CCC-SLP

Often the highly variant ages and abilities of students with ASD utilizing AAC may present challenges in communication working effectively. Teams can be frustrated when they have the equipment for AAC, but the students are not using it effectively. Solutions are presented identifying five key areas of communication breakdown (Social Language, Abstraction, Sensory, Motor Planning and Initiation) with suggestions of real-life strategies and therapy intervention ideas.

Autism & Low Incidence; Intermediate

Financial Disclosure: This presenter has a financial relationship with SpeechPage.com Publishing Co. including; intellectual property rights, royalty & ownership interests.  This presenter is the author and illustrator of speech therapy materials on the Teachers Pay Teachers website as well as educational materials for paid downloads.  During this presentation there will not be any mentions or references to products Mr. D’Amore markets other than disclosure. 

 

19 COACHING, NOT TEACHING – IMPLEMENTING A FUNCTIONAL CURRICULUM AND TRANSITION

PLAN FOR CHILDREN WHO ARE DEAF OR HARD OF HEARING

Lynne H Price NBCT

Only 24% of deaf, deaf-blind and hard of hearing adults advocate for needs related to hearing. In addition to language, literacy, and vocabulary, children need to learn advocacy skills to fully access information and communicate in a global setting. Steps to Success is a scope and sequence of skills, instructional strategies, activities, and assessments to enable a student to be an effective listener, a successful communicator, a proficient reader, and a knowledgeable consumer of goods & services related to hearing needs. Books will be available at a conference discount.

Hearing & Listening; Intermediate

Financial Disclosure: This presenter is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

1:30 p.m. – 3:00 p.m.

20 WORKLOAD CLINICS: SOLVING THE WORKLOAD DILEMMA ONE DISTRICT AT A TIME

Barbara Conrad, MA, CCC-SLP; Chuck Carlin, Ph.D., CCC-SLP; Tracie Guggenheim, M.Ed., CCC-SLP

Is your workload manageable? Is it in line with the Operating Standards two-prong approach? Does your district use a workload calculator to determine workload assignments? Reserve a team appointment to discuss workload/caseload with a workload expert in the state and your district SLP team members. In these clinics, participants will review ODE’s requirements for a two prong approach, discuss the benefits of a time study, review workload calculator options and be introduced to resources to assist in implementing ODE’s required workload approach.

Professional Issues; Beginner

Financial Disclosure: Barb and Tracie have no relevant financial or  nonfinancial relationships to disclose. Charles Carlin is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

 

21 TIME SAVERS FOR THE SCHOOL SLP

Jenna Rayburn, MA, CCC-SLP

As caseloads rise, SLPs must be more and more efficient with their time. In this session, identify 50 different timesavers to increase productivity. These are practical strategies for a school SLP, by a school SLP to help you trim hours off of your week. This presentation will focus on sustainable routines and timesaving systems, technology resources to increase efficiency and lesson planning and treatment time savers.

Professional Issues; Beginner

Financial Disclosure: This presenter has ownership interests in Speech Room News, LLC. 

 

22 THE LANGUAGE OF MATH – PRACTICAL IDEAS AND RESOURCES FOR THE SLP IN THE MATH CURRICULUM

Helen Strines MA CCC-SLP

Language is the backbone of all academic areas, including math, and SLPs are experts in language. Students must have a solid understanding of the language as it pertains to math specifically in order to be successful. To deeply understand a topic students need to be able to discuss it fluently so we need to employ that same mindset to the area of math. Students need to have schema or background knowledge about math in order to solidify that knowledge to long term memory and apply it functionally. As SLPs we have the ability to help our students navigate the language necessary to get to calculation.

Language & Literacy; Intermediate

Financial Disclosure: This presenter has no relevant financial or  nonfinancial relationships to disclose.

1:30 p.m. – 3:00 p.m.

23 FOSTERING LISTENING & SPOKEN LANGUAGE FOR CHILDREN WITH HEARING LOSS IN THE CLASSROOM SETTING

Shana Lucius, MA, CCC-SLP, LSLS Cert. AVT, Christine Schafer, Au.D., FAAA,

Children born with hearing loss in the 21st century often have excellent opportunities for age-appropriate speech and language due to the advancements in hearing technology, early identification and intervention, and aggressive audiological management of hearing loss. Many of these students are integrated into mainstream educational settings by Kindergarten. Today’s teachers and intervention specialists require advance training and support to equip them with the tools they need to help these children be successful. Today’s session will highlight Auditory-Verbal strategies techniques as well as highlight assistive listening technologies.

Hearing & Listening; Intermediate

Financial Disclosure: No relevant Disclosures

1:30 p.m. – 4:45 p.m.

24 MAXIMIZING PROGRESS FOR CHILDREN WITH SEVERE SPEECH SOUND DISORDERS

Teresa Farnham, M.A., CCC-SLP

Children with severe speech sound disorders are a common feature of preschool and school-based speech-language pathology practice. Research over the past 20 years by Judith Gierut and others has challenged the traditional process of selecting phonemic targets. This research indicates that carefully selecting target sounds and word pairs for treatment based on analysis of a child’s phonemic knowledge has the potential to significantly accelerate children’s progress toward mastering all consonants, not just selected target phonemes. This has the potential to significantly reduce the amount of time students need to be enrolled for speech sound disorder treatment. Making effective treatment decisions based on research that facilitate systemic change in a child’s phonological system will be considered and demonstrated, along with intervention strategies for preschool and school settings. Implications for improving the efficiency of therapy will be discussed, and practical strategies for implementing research-based speech sound assessment and intervention demonstrated. Plan to accelerate your students progress toward age-appropriate speech intelligibility!

Language & Literacy; Intermediate

Financial Disclosure: This presenter has ownership interests in Clarity for Communication LLC providing private practice and consulting in speech-language pathology.  Terri receives payment for phonology materials produced and sold at the Teachers Pay Teachers website.  She additionally serves as an Independent Contractor (including contracted research).

 

25 KEY CONSIDERATIONS IN SERVING DUAL LANGUAGE LEARNERS

Rachel Wright, M.A., CCC-SLP

This presentation is designed to support SLPs and fellow educators in the school-based setting to appropriately assess, treat, and facilitate academic achievement of dual language learners, those we frequently call English Language Learners (ELLs). By reviewing typical bilingual language development, educators will be able to apply this foundation of understanding to identify and apply evidence-based best practices in comprehensive assessment and treatment. Educators will be provided with critical recommendations and tools to support recognizing and supporting the strengths of the dual language learner.

Language & Literacy; Beginner

Financial Disclosure: This presenter has no relevant financial or  nonfinancial relationships to disclose.

 

26 SERVING UP SPEECH-LANGUAGE SERVICES FOR SECONDARY STUDENTS: WHAT’S ON YOUR PLATE?

Kathleen Tobias, M. A. CCC-SLP

School-based clinicians working with middle and high school students often find it difficult to make decisions regarding how to best serve the communication needs of students on their caseload. This interactive presentation will explore issues related to this topic such as: Which secondary students continue to need our highly specialized intervention/consultation? How do we decide which to serve and which to exit? With our high workloads, what type of schedule is most conducive to best serving secondary students and providing a spectrum of service delivery models ranging from pull-out to consultative? How can we, after years of intervening with specific students, be most relevant in helping them meet communication and transition goals?

Autism & Low Incidence; Intermediate

Financial Disclosure: This presenter has no relevant financial or  nonfinancial relationships to disclose.

 

27 WHAT SLPS NEED TO KNOW ABOUT LITERACY AND PHONOLOGICAL DISORDERS

(REPEAT SESSION)

Kelly Farquharson, Ph.D., CCC-SLP

This workshop will discuss the role of phonological representations as they relate to the development of literacy skills for children with speech sound disorders. Background information will include a review of relevant theories and application to clinical practice. Relevant to the discussion of literacy for speech sound disorders is the topic of dyslexia. As such, a definition as well as some common myths of dyslexia will be reviewed. Audience members will be asked to consider the whole child when reconceptualizing how speech sound disorders manifest and are treated. Implications for assessment and intervention are included. Participants are encouraged to engage in discussions with the presenter and fellow audience members.

Speech Sound Disorders; Intermediate

Financial Disclosure: This presenter is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

 

28 WHY NOT? ENHANCE LITERACY AND LANGUAGE SKILLS WHILE ADDRESSING SPEECH SOUND DISORDERS AND CHILDHOOD APRAXIA OF SPEECH! FIND OUT HOW IN THIS DYNAMIC SESSION!

(REPEAT SESSION)

Keli Richmond, M.S., CCC-SLP

Orthographic instruction (printed cues) simultaneously develops literacy skills, expands language knowledge, enhances phonological awareness and improves speech intelligibility! Activation of the orthographic processor is overlooked with traditional techniques. Orthographic instruction is an effective technique that introduces printed cues into therapy and classroom activities. Understanding the hierarchy/roles of the reading/writing processors (orthographic/phonological/meaning/ context) is key to effective implementation. Synchronization of the four reading/writing processors is critical for speech and literacy skills. The natural progression of the letters-to-literacy learning steps advances speech/literacy skills quickly, enables carry-over of target sound and literacy skills into natural surroundings and promotes a fun/functional environment! Orthographic instruction is effective in therapy sessions, classrooms and natural environments for preschool through early elementary school, Head Start, Title 1, children with special needs, children with communication disorders, English language learners and economically disadvantaged students. With early intervention and implementation of orthographic instruction, children’s speech/literacy skills advance quickly and workloads are lightened!

Speech Sound Disorders; Intermediate

Financial Disclosures: Orthographic instruction (printed cues) is the primary focus of this session.  Additional evidence-based techniques and resources are discussed.  The presenter is the author of the Literacy Speaks! program.  Literacy Speaks! is driven by orthographic instruction; the Literacy Speaks! program is not discussed during the session.  The presenter does receive royalties for Literacy Speaks! from Northern Speech Services.  The presenter is receiving an honorarium from OSSPEAC.

 

29 AAC AND EARLY CHILDHOOD: COMPREHENSIVE ASSESSMENT OF CHILDREN’S COMMUNICATION NEEDS

Beth E. Davidoff, M. S., M. Ed., CCC-SLP

Young children with autism, cerebral palsy, Down syndrome, and other developmental disabilities have complex communication needs. These children may have limited to no speech, and research demonstrates that they benefit from early access to augmentative and alternative communication. This presentation will discuss current practices in the comprehensive assessment of children’s communication abilities and needs, with consideration of social and learning environments at home, in preschool, and the community. Lexical, grammatical, and early literacy needs will also be addressed. The importance of a team approach to assessment will also be highlighted.

Assistive Tech/AAC; Intermediate

Financial Disclosure: This presenter is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

 

30 COMPREHENSIVE EVALUATION OF CHILDHOOD STUTTERING

J Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA

This presentation will review strategies for evaluating children who stutter and making appropriate treatment recommendations. The presentation will begin with a discussion of the purpose and goals of assessment with preschool children who stutter, then move on to describe strategies for conducting comprehensive evaluations of school-age children and adolescents. Clinicians will have the opportunity to ask questions about assessment strategies to ensure that they can qualify children in need of therapy.

Fluency/Voice Dysphagia; Intermediate

Financial Disclosure: Dr. Yaruss is receiving an honorarium from OSSPEAC.  He has a financial relationship with Stuttering Therapy Resources, Inc. (Royalty

Ownership interests).  He additionally receives royalty from MedBridge Education, Northern Speech Services, & teaching/speaking opportunities.  Dr. Yaruss has a non-financial relationship with the National Stuttering Assosciation as a professional, volunteering consultation.

3:15 p.m. – 4:45 p.m.

31 WORKLOAD CLINICS: SOLVING THE WORKLOAD DILEMMA ONE DISTRICT AT A TIME (REPEAT SESSION)

Barbara Conrad, MA, CCC-SLP; Chuck Carlin, Ph.D., CCC-SLP; Tracie Guggenheim, M.Ed., CCC-SLP

Is your workload manageable? Is it in line with the Operating Standards two-prong approach? Does your district use a workload calculator to determine workload assignments? Reserve a team appointment to discuss workload/caseload with a workload expert in the state and your district SLP team members. In these clinics, participants will review ODE’s requirements for a two prong approach, discuss the benefits of a time study, review workload calculator options and be introduced to resources to assist in implementing ODE’s required workload approach.

Professional Issues; Beginner

Financial Disclosure: Barb and Tracie have no relevant financial or  nonfinancial relationships to disclose. Charles Carlin is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

 

32 SMALLER CASELOAD/BIGGER IMPACT!: A CASE STUDY OF SLPS OPERATING IN DUAL ROLES SERVING BOTH IEP AND RTI STUDENTS IN READING.

Naomi Shaw, M.A., CCC-SLP, Kristin Raiter M.A. CCC-SLP

Why use the wait-to-fail model when it comes to the language and literacy skills of your students? This session will provide specific details regarding a preventative model (i.e., true RTI approach) involving collaboration between public school SLPs, teachers, reading specialists and administrators to address the needs of all students who are at-risk for literacy failure. We will present a case study of our first year working in the dual role combining the traditional school-based SLP role with literacy intervention to heighten our impact and expand our reach within our respective schools. With caseload/workload issues in mind we’ll cover how we tackled determining students appropriate for language/literacy intervention, balancing the demands of providing therapy/intervention, and greater collaboration with colleagues.

Language & Literacy; Intermediate

Financial Disclosure: This presenter has no relevant financial or  nonfinancial relationships to disclose.

 

33 CORE IN THE CLASSROOM: PRACTICAL STRATEGIES TO IMPLEMENT CORE VOCABULARY IN THE AAC USER’S CLASSROOM

Rachel Jones M.S.,CCC-SLP

Core vocabulary is a critical component of augmentative alternative communication (AAC). While core vocabulary can be taught during direct speech sessions, it is more quickly acquired and generalized when it’s used in all aspects of a user’s school day, including the classroom. Learners will leave this session with a solid understanding of core vocabulary and its importance, as well as practical ways to collaborate and communicate with general and special education teachers to ensure generalization of this critical component of AAC language development. Lesson planning and teacher collaboration tips as well as activity demonstrations will also be provided.

Assistive Tech/AAC; Beginner

Financial Disclosure: This presenter has a financial relationship with Let’s Talk Speech Therapy, including financial intellectual property rights and ownership interests.

 

34 NAVIGATING YOUR WAY TO THE MAINSTREAM AS A CHILD WHO IS DEAF IN THE AUDITORY/ ORAL WORLD

Meredith Craven, M.E.D Director of Special Services, Molly Weber, MA, CCC-SLP, LSLS Cert. AVEd Director of Clinical

Services,

We will discuss the process of identifying and intervening for a child with hearing loss. Information will be presented by an audiologist and hearing impaired specialist who currently work with the hearing loss population in an intensive therapeutic/educational setting and who also provide direct and consultative services in the mainstream environment. Our overall goal is to provide the information needed for appropriate referral for a child with hearing loss and to encourage collaborative work between disciplines. Educators will also be given the information needed to help children with hearing loss to succeed in the mainstream environment. Each child is an individual, therefore each child’s path could be different. Our philosophy is the belief that each family has a right to the information required to make decision regarding their child’s future.

Hearing & Listening; Beginner

Financial Disclosure: No relevant financial or  nonfinancial relationships to disclose.

TUESDAY SESSIONS

8:30 a.m. – 10:00 a.m.

35 WORKLOAD CLINICS: SOLVING THE WORKLOAD DILEMMA ONE DISTRICT AT A TIME (REPEAT SESSION)

Barbara Conrad, MA, CCC-SLP; Chuck Carlin, Ph.D., CCC-SLP; Tracie Guggenheim, M.Ed., CCC-SLP

Is your workload manageable? Is it in line with the Operating Standards two-prong approach? Does your district use a workload calculator to determine workload assignments? Reserve a team appointment to discuss workload/caseload with a workload expert in the state and your district SLP team members. In these clinics, participants will review ODE’s requirements for a two prong approach, discuss the benefits of a time study, review workload calculator options and be introduced to resources to assist in implementing ODE’s required workload approach.

Professional Issues; Beginner

Financial Disclosure: Barb and Tracie have no relevant financial or  nonfinancial relationships to disclose. Charles Carlin is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

 

36 IT’S ALL RELATIVE. WE’RE MORE ALIKE THAN YOU THINK!

Bridget Simenc, MA, CCC/SLP; M.A., Educational Administration, Dionne S. Fontenelle

We are two SLPs who work together in an underserved school district just east of Cleveland. Our student population has changed over the years but some of the mindsets haven’t. We have had many courageous conversations with each other and have challenged our own preconceived notions about race. This session will attempt to help us understand our own racial biographies and hopefully, help to change mindsets to make educational achievement equal and attainable for all.

Professional Issues; Beginner

Financial Disclosure: This presenter has no relevant financial or  nonfinancial relationships to disclose.

 

37 EARLY INTERVENTION THROUGH TELE PRACTICE FOR FAMILIES WITH CHILDREN WHO HAVE HEARING LOSS; PART OF THE COUNTY EARLY INTERVENTION TEAM

Sandra Brotman Domoracki, Au.D.

96% of families who have a newborn with hearing loss have no history of hearing loss in their family and need information and support to help promote their young child’s communication development and well- being. Families in 55 Ohio counties have access to these services through virtual visits with speech language therapists and audiologists who have specialized knowledge and experience in early intervention and hearing loss. We will present information on setting up tele intervention, equipment demonstration, video clips of sessions, the coaching philosophy, data from our first year as well as lessons we have learned.

Hearing & Listening; Beginner

Financial Disclosure: This presenter has no relevant financial or  nonfinancial relationships to disclose.

8:30 a.m. – 11:45 a.m.

38 DYSLEXIA: A PRIMER (AND BEYOND) FOR SPEECH-LANGUAGE PATHOLOGISTS

C. Melanie Schuele, PhD, CCC-SLP

SLPs work with a range of students with language-learning disabilities, and interact in an inter-professional environment to meet the needs of these students. Children with speech sounds disorders and language impairments are often students with difficulty learning to read and write. Do these children have dyslexia? To answer this question, it is critical for SLPs to understand the current evidence on diagnosing and differentiating multiple disability categories encountered in educational (and medical) settings including dyslexia, reading disabilities, learning disabilities, auditory processing disorder, and specific language impairment. This session enhances participants understanding and their ability to communicate with colleagues and parents.

Language & Literacy; Intermediate

Financial Disclosure: This presenter is receiving an honorarium from OSSPEAC. Dr. Schuele has a financial relationship with Brookes Publishing Company from which she receives royalties for authorship of  “Intensive Phonological Awareness Program”.

 

39 8:30 a.m. – 3:30 p.m. (all day session) LET’S INCREASE COGNITION, FINE MOTOR AND LANGUAGE THROUGH PLAY USING INEXPENSIVE HOUSEHOLD & DOLLAR STORE ITEMS!

Julie Marzano, M.S., ORT/L, Emily McCarthy, M.S., CCC-SLP,

How are you addressing fine motor, language and academic needs in early childhood? Learn how to meet ALL of these needs in only 5-15 minutes a day using up-cycled, inexpensive, dollar store and household items. Developed by a Speech Pathologist and Occupational Therapist, these play-based activities can be implemented by anyone, anywhere.

Language & Literacy; Intermediate

Financial Disclosure: Emily & Julie are receiving an honorarium from OSSPEAC.  They are co-authors of Fine Motor Boot Camp Curriculum and owners of Fine Motor Boot Camp, LLC in which they receive compensation for sales.

 

40 8:30 a.m. – 3:30 p.m. (all day session) AN UPDATE TO THE GREAT 8 FOR ASDS AND SLPS

Lynn M. Dudek M.S., CCC-SLP, MBA, BCBA

Speech-language pathologists must have knowledge and skills of the core characteristics of autism, working with families, screening, diagnosis, and assessment, evidenced-based interventions, use of augmentative and alternative communication modalities, and collaboration (ASHA, 2006b). This presentation will address these specific areas by introducing audience participants to specific interventions and methodologies to increase their skills and knowledge in the area of ASD. Of specific focus will be increasing motivation, addressing behavioral concerns, and incorporating AAC into all aspects of the child’s day.

Autism & Low Incidence; Beginner

Financial Disclosure: This presenter is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

8:30 a.m. – 11:45 a.m.

41 MAXIMIZING PROGRESS FOR CHILDREN WITH SEVERE SPEECH SOUND DISORDERS (REPEAT SESSION)

Teresa Farnham, M.A., CCC-SLP

Children with severe speech sound disorders are a common feature of preschool and school-based speech-language pathology practice. Research over the past 20 years by Judith Gierut and others has challenged the traditional process of selecting phonemic targets. This research indicates that carefully selecting target sounds and word pairs for treatment based on analysis of a child’s phonemic knowledge has the potential to significantly accelerate children’s progress toward mastering all consonants, not just selected target phonemes. This has the potential to significantly reduce the amount of time students need to be enrolled for speech sound disorder treatment. Making effective treatment decisions based on research that facilitate systemic change in a child’s phonological system will be considered and demonstrated, along with intervention strategies for preschool and school settings. Implications for improving the efficiency of therapy will be discussed, and practical strategies for implementing research- based speech sound assessment and intervention demonstrated. Plan to accelerate your students’ progress toward age appropriate speech intelligibility!

Language & Literacy; Intermediate

Financial Disclosure: This presenter has ownership interests in Clarity for Communication LLC providing private practice and consulting in speech-language pathology.  Terri receives payment for phonology materials produced and sold at the Teachers Pay Teachers website.  She additionally serves as an Independent Contractor (including contracted research).

 

42 AAC AND EARLY CHILDHOOD: EFFECTIVE INTERVENTION STRATEGIES TO PROMOTE LANGUAGE DEVELOPMENT, LEARNING, AND SOCIAL INTERACTION

Beth E. Davidoff, M. S., M. Ed., CCC-SLP

Young children with complex communication needs are at risk for significant delays in speech and language development. Following a comprehensive assessment of communication needs, it is imperative to infuse augmentative and alternative communication (AAC) strategies into the child’s natural environment at home, at preschool, and in the community. This session will present evidence-based practices in the design and utilization of AAC across environments. A team approach to implementation, which includes the family as well as related service providers, is the key to successful integration of AAC in the child’s daily life in order to maximize communicative competence.

Assistive Tech/AAC; Intermediate

Financial Disclosure: This presenter is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

 

43 OPTIMALLY SUPPORTING STUDENTS WITH DYSPHAGIA IN THE SCHOOLS

Erin Redle, PhD CCC-SLP

As more children with complex medical conditions enter traditional school-based programs, the need for speech language pathologists (SLPs) to support children with feeding and swallowing disorders continues to increase. This presentation will address the mechanisms for supporting accurate identification of feeding and swallowing disorders, managing feeding and swallowing disorders, and the role of outside team members. Using interactive audience participation, participants will engage in case-based learning and make real-time decisions regarding assessment and treatment. Be sure to bring your phone or tablet!

Fluency/Voice Dysphagia; Beginner

Financial Disclosure: Dr. Redle has a financial relationship with Pearson Publishing from which she receives royalties for Authorship of a book not relevant to this presentation.  Dr. Redle is receiving an honorarium from OSSPEAC.

10:15 a.m.—11:45 a.m.

44 WORKLOAD CLINICS: SOLVING THE WORKLOAD DILEMMA ONE DISTRICT AT A TIME (REPEAT SESSION)

Barbara Conrad, MA, CCC-SLP; Chuck Carlin, Ph.D., CCC-SLP; Tracie Guggenheim, M.Ed., CCC-SLP

Is your workload manageable? Is it in line with the Operating Standards two-prong approach? Does your district use a workload calculator to determine workload assignments? Reserve a team appointment to discuss workload/caseload with a workload expert in the state and your district SLP team members. In these clinics, participants will review ODE’s requirements for a two prong approach, discuss the benefits of a time study, review workload calculator options and be introduced to resources to assist in implementing ODE’s required workload approach.

Professional Issues; Beginner

Financial Disclosure: Barb and Tracie have no relevant financial or  nonfinancial relationships to disclose. Charles Carlin is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

 

45 EXPERIENCING VIRTUAL REALITY IN SPEECH AND LANGUAGE THERAPY

Janine Lawler, MA, CFY-SLP; Kirsten Cook, MA, CCC-SLP; Meredith McKay, MS, CCC-SLP; Melissa A. Ustik, MA CCC-SLP 

Have you ever struggled with getting students to expand their sentences and use descriptive words? With a combination of Virtual Reality, Children’s literacy and game formats, students are motivated to increase their use of descriptive vocabulary as well as increase their use of more complex sentences. With the use of a $25 pair of Virtual Reality Goggles and a Smart Phone, your therapy world will expand for your student as they will be able to experience swimming with sharks, flying through the solar system, or hiking through the Grande Canyon, and then talk about it!

Language & Literacy; Beginner

Financial Disclosure: These presenters have no relevant financial or  nonfinancial relationships to disclose.

10:15 a.m. – 11:45 a.m.

46 BRIDGING THE GAP FROM THE CLINIC TO THE CLASSROOM

Ellen Cobler, Au.D. CCC-A

Audiology is a diverse field that presents with many opportunities to work in a clinical environment, private practice, and school systems. Along with these numerous opportunities there is still work that needs to be done to help improve collaboration in order to provide the best hearing healthcare to our school-age patients. This presentation will help identify the needs for collaboration and how we can bridge the gap between the clinics to the classroom. How can we grow as audiologists and what does the future hold for our field as we continue to advance?

Hearing & Listening; Beginner

Financial Disclosure: This presenter has no relevant financial or  nonfinancial relationships to disclose.

12:00 p.m. – 1:15 p.m.

47 CLASSROOM SOLUTIONS AND MODIFICATIONS FOR CHILDREN WITH LISTENING CHALLENGES

**BRING YOUR OWN LUNCH**

Alicia VanderZanden, Au.D., CCC-A

Today’s classrooms are noisy! It is important that we identify students who are at risk for facing listening challenges. In order to create an acoustically beneficial environment for these students, modifications and solutions need to put in place to improve the signal-to-noise ratios (SNRs). In some cases, technology will need to be added. Finally, it is important we measure the benefit of the modifications through the use of questionnaires and surveys.

Hearing & Listening; Beginner

Financial Disclosure: This presenter is employed by Phonak, from which she receives a salary.

1:30 p.m. – 3:30 p.m.

48 LEGISLATIVE UPDATES

Kelly O’Reilly

Professional Issues;

Financial Disclosure: This presenter has no relevant financial or  nonfinancial relationships to disclose.

 

49 BUILDING SELF-CONFIDENCE — ELEVATING SELF-ESTEEM

Norbert J. Lewandowski, CPA

Nobby’s presentation provides direction on how to instill a new awareness of how individuals can lead fulfilling, confident and motivated lives. It provides the information necessary to overcome challenges from old, negative programming that is either dragging us down or holding us back by providing specific, productive new directions for our mind to follow. The session is designed to discuss ways to improve self-confidence which will hopefully result in greater personal self-esteem and acceptance of challenges as opportunities. Attendees will leave with a new understanding of what can be attained, a map for setting goals that can be achieved.

Professional Issues; Intermediate

Financial Disclosure: This presenter is receiving an honorarium from OSSPEAC and has no other relevant nonfinancial relationships to disclose.

 

50 SHAKE, RATTLE AND ROLL YOUR COMMUNICATION PRACTICE

Barbara Conrad, MA CCC-SLP; Julie Hauck, MA CCC-SLP; Kathy McDermotte, MA CCC-SLP; Kathy Jillson, MA-CCC-SLP

Shake, rattle and roll your communication practice as state speech and language leaders present a summary of issues facing school-based providers and share how these issues potentially impact school based services. Speech-Language Supervisory Network members will facilitate the presentation highlighting issues such as Medicaid changes, new forms, workload, and push-in services. Professional Issues; Intermediate

Session Listing/Abstracts

Financial Disclosure: These presenters have no relevant financial or  nonfinancial relationships to disclose. 

1:30 p.m.—3:30 p.m.

51 101 WAYS TO HELP SCHOOL-AGE CHILDREN COMMUNICATE AND LEARN

Wayne A. Secord, Ph.D.

This program will explore the many components of instructional leadership in language and literacy. It will open with a critical look at the commonalties of professionals who are known to be effective leaders. And then, more importantly, how clinical excellence often translates into doing a few things extremely well. This concept will be ever-present as participants learn how to utilize practical classroom-based assessment strategies to build high quality intervention programs that support all children. Content will include ideas and strategies that add up to more than 101 practical ways to help school-age students communicate and learn.

Language & Literacy; Intermediate

Financial Disclosure: Dr. Secord receives a royalty income from Pearson, Pro-Ed, and Cengage Learning.

 

52 LESS SWIPING, MORE TALKING: EFFECTIVE USE OF THE IPAD IN LANGUAGE THERAPY

Melissa A. Ustik , MA CCC-SLP

Often times when SLPs use the iPad in therapy they become frustrated because the students want to take over the iPad and begin to randomly swipe and poke areas of the screen without real attention to what they are doing and without any verbalizations. The use of Menu Cards along with the iPad slows the student down so there is less swiping/tapping and more talking plus it allows you to take back control of the iPad. The use of the menu cards also help the student to rehearse requesting, expand sentences and make relevant statements about the app. Menu cards are a collection of screen shots of items the students can choose to build an item within the app. In this presentation you will learn how to make the menu cards and see first hand the use of them in action with students.

Language & Literacy; Intermediate

Financial Disclosure: This presenter has no relevant financial or  nonfinancial relationships to disclose.

 

53 FIRST STEPS FOR WORKING WITH CHILDREN WITH FEEDING AND SWALLOWING DISORDERS IN THE SCHOOLS

Erin Redle, PhD CCC-SLP

Children with feeding and swallowing disorders pose a unique, and often convoluted, situation for speech language pathologists (SLPs) in the schools. This presentation will present a basic template for ensuring safety, accurate identification, and appropriate intervention for school-aged children with feeding and swallowing disorders. The relationships between feeding and swallowing and academic success, as well as the responsibilities of the school system will also be discussed. Additionally, the importance of working with team members, within both the school and outside community, will also be addressed.

Fluency/Voice Dysphagia; Beginner

Financial Disclosure: Dr. Redle has a financial relationship with Pearson Publishing from which she receives royalties for Authorship of a book not relevant to this presentation.  Dr. Redle is receiving an honorarium from OSSPEAC.

 

54 RESOLVING ETHICAL DILEMMAS IN THE SCHOOL SETTING (AUDIOLOGY FOCUS)

Gregg B. Thornton, Esq., Tammy H. Brown, M.A., CCC-A, FAAA, Board Certified in Audiology, Carrie L. Spangler, Au.D.,

CCC-A, FAAA

This presentation will cover ethical dilemmas encountered in the school work setting by speech-language pathologists and educational audiologists and how to effectively apply the licensure board’s Code of Ethics to resolve challenging situations. Participants will have the opportunity to use an interactive device to decide whether real scenarios present any ethical issues. Relevant sections from the code of ethics will then be referenced to guide participants through the process of resolving school-based ethical dilemmas. Participants will also receive additional guidance and resources to appropriately address ethical dilemmas that will ensure their qualified students receive services for a free and appropriate public education.

Ethics; Beginner

Financial Disclosure: Gregg and Tammy have no relevant financial or  nonfinancial relationships to disclose. Dr. Spangler is an audiology board member with the Ohio Board of Speech-Language Pathology and Audiology and responsible for regulating the practice of speech-language pathology and audiology in the state of Ohio.  She is receiving compensation as an audiology board member with the Ohio Board of Speech-Language Pathology and Audiology (OBSLPA) and her travel, hotel and meal expenses are being reimbursed by OBSLPA.