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2018 Annual Convention Schedule: Friday, July 26, 2018
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Below you will find the session detail schedule for Friday, July 26, 2018. 

Please note: ASHA CE is pending approval. All courses are offered at the Intermediate Level, Professional Area. 

 

Who Me? Volunteers Shape the Profession

Session Number: 2001
Speaker: Gail Richard
Time: 8:00 AM to 9:00 AM
CE: 1 – Clinical SLP

Join ASHA Past President Gail Richardas she guides you in an evaluation of your professional and personal goals, providing an opportunity to refocus on priorities. Despite the many challenges of everyday life, volunteer service opportunities can be incredibly enriching and rewarding. Learn more about ASHA and reflect on the aspects in which you could make a contribution in audiology and speech-language pathology at the local, regional, state, or national level. This session will inspire you to share your expertise, time, and talent in a variety of ways. Volunteers make a difference!

 

Learning Objectives

· Participants willidentify at least three ways to engage in volunteer leadership.

· Participants willbe able to describe rationale for engagement in volunteer service.

· Participants willevaluate their personal mission and goals in relation to volunteer service.

 

Audience: General, SLP, AUD, Student
Ages: All ages
Level: Intermediate

Patient Safety: It is for speech-Language Pathologists and Audiologists Too!

Session Number: 2002
Speaker: Tommie Robinson
Time: 9:00 AM to 10:00 AM
CE: 1 – Clinical SLP

This session is designed to emphasize patient safety and how it applies to the clinical practice of speech-language pathology and audiology. Patient safety will be defined, and its history will be presented. Information relative to minimizing patient safety events will be addressed. This interactive session is specifically designed for clinical practice managers and clinicians to facilitate their understanding of patient safety in everyday clinical situations.

Learning Objectives

· Define patient safety as it relates to clinical practice.

· Describe the stakeholders’ perspective in patient safety.

· Understand the role of speech-language pathologists and audiologists in patient safety.

Audience: General, SLP, AUD, Student
Ages: All ages
Level: Intermediate

 

Make it a Goal to Include Espanol!

Session Number: 2003
Speaker: Tambi Braun
Time: 9:00 AM to 10:00 AM
CE: 1 – Clinical SLP

This presentation looks into the important issues concerning the development of bilingual speech patterns and the assessment and treatment of speech disorders in bilingual children. Assessing speech sound skills in bilingual children is complex and standardized assessments are not typically available for differential diagnosis. The presenters will review informal measures. Intervention will also be reviewed and the need for therapy for speech sound disorders needing to be in both languages. The presenters will also review strategies for home programming with bilingual families.

Learning Objectives

  • Participants will be able to discriminate between dialectal vs disordered errors.
  • Participants will be able to determine whether the resonance pattern is dialectal or disordered.
  • Participants will be able to describe home program goals acceptable for bilingual parents.

 

Audience: General, SLP, Student
Ages: Pediatric
Level: Intermediate

The Role of the SLP in Feminine Sounding Voice

Session Number: 2004
Speaker: Helene Fisher
Time: 9:00 AM to 10:00 AM
CE: 1 – Clinical SLP

A biologically male vocal instrument has the acoustic potential to effortlessly produce low pitched voices with rich quality. Attempting to play this instrument to produce feminine sounding higher pitch ranges can be challenging. If incorrect muscles in the vocal tract are used to produce the higher pitched voice, the voice may not only lack richness in quality, but the vocal cords could be injured. The workshop presenter will address the role of the speech pathologist in working with transwomen clients to achieve a higher pitch range voice efficiently. Discussion on feminine versus masculine linguistic, gestural and vegetative acts such as sentence structure, handshakes, coughing, throat-clearing, yawning, and sighing, will be included.

Learning Objectives

  • Identify pitch ranges consistent with masculine-sounding versus feminine-sounding speakers.
  • Identify pitch ranges consistent with masculine-sounding versus feminine-sounding non-speech acts such as coughing, throat - clearing, laughing, and in greeting gestures.
  • Identify vocal misuse versus efficient voice use in respiratory, phonatory and resonatory function in transwomen's voice.

Audience: SLP
Ages: Adult
Level: Intermediate

Legislative Panel

Session Number: 2005
Speakers: Shannon Hall-Mills, Chris Snow, & Charlene Westman
Time: 9:00 AM to 10:00 AM
CE: 1 – Clinical SLP

Apanelconsisting of members of the FLASHA board and FLASHA's lobbyist present a summary of current legislative issues and provide an advocacy update for members.

Learning Objectives

  • Identify key legislative issues facing the professions of speech-language pathology and audiology.
  • Paraphrase FLASHA's efforts conducted over the past year to advocate on behalf of member.
  • Plan ways to be involved in advocacy for advancing the professions.

Audience: General, SLP, AUD, Student
Ages: All ages
Level: Intermediate

 

FEES for Infants in NICU, PICU, and CVICU

Session Number: 2006
Speaker: Raquel Garcia
Time: 9:00 AM to 10:00 AM
CE: 1 – Clinical SLP

Fiberoptic Endoscopic Evaluation for Swallowing (FEES) is an instrumental assessment that was created by Dr. Susan Langmore in the late 1980's to further assess the pharyngeal phase of swallowing in adults. Once thought that FEES would be an alternative to MBS when the fluoroscopy suite was not available, it is now viewed as an equal instrumental assessment to MBS, as FEES allows for direct assessment of the motor and sensory aspects of the swallow. In the pediatric population, typically Modified Barium Swallow studies are viewed as the gold standard to assess dysphagia. The concern for fluroscopy time, radiation exposure, frequent repeat studies in short period of time, and inability to assess breast feeding are often reviewed in the literature. This presentation will review the role and reliability of FEES in the pediatric population. Additionally, the safety of FEES in the pediatric population will be explored. Lastly, the current best practices with FEES in the pediatric population will be addressed.

Learning Objectives

  • Appreciate an overview of how Fiberoptic Endoscopic Evaluation for Swallowing (FEES) is performed.
  • Identify typical and atypical anatomy and physiology of swallowing with FEES.
  • Review differences between FEES and Modified Barium Swallow Studies (MBS).
  • Discuss the reliability of FEES assessment for detecting penetration and aspiration in infants.

Audience: SLP
Ages: Pediatric, Adult
Level: Intermediate

Safety and Security in the Workplace

Session Number: 2007
Speaker: Andrea Tolbert
Time: 10:30 AM to 12:30 PM
CE: 2 – Clinical SLP

With the recent rise in school violence across the country, it is becoming more evident that today's professionals take active steps to ensure that they are remaining as safe as possible, while also ensuring the safety of patients as they visit work environments (school, home based, or private practice locations).

Learning Objectives

  • Recognize the warning signs of potentially violent situations.
  • Quickly assess any environment for potential safety concerns, identifying the nearest escape route or safe lock-down location.
  • Learn basic defensive techniques designed to protect yourself in a potentially violent situation.

Audience: General, SLP, AUD, Student, Family
Ages: All ages
Level: Intermediate

Implementing AAC with Individuals with ASD

Session Number: 2008
Speaker: Sheryl Rosin
Time: 10:30 AM to 12:30 PM
CE: 2 – Clinical SLP

Around one third of individuals with ASD are nonverbal and have significant communication challenges. All individuals communicate, but some may need alternative strategies in order to do so. In this presentation, evidence-based functional AAC communication strategies will be discussed in order to produce long-term, effective communicative outcomes for Individuals with ASD.

Learning Objectives

  • The participant will be able to identify the do’s and don’ts of using AAC to improve communication in a variety of settings.
  • The participant will be able to use AAC to increase comprehension and expression of language.
  • The participant will be able to implement functional communication strategies using a visually based learning system to increase initiations and spontaneity.

Audience: General, SLP
Ages: All ages
Level: Intermediate

Public School Therapy: What are Your Legal Responsibilities?

Session Number: 2009
Speakers: Gwen Kowalski and Tim Kowalski
Time: 10:30 AM to 12:30 PM
CE: 2 – Clinical SLP

IDEA, FAPE, LRE, MTSS – Lots of letters that define your role and responsibilities when working in the public schools whether you have a Bachelor’s or Master’s degree. Hold a Florida license and ASHA CCCs? Then even more requirements are present. This eye-opening presentation will discuss situations that are common practice but often may run counter to the law. This is information everyone working in the public-school system needs to know because ignorance is no excuse in the courtroom.

Learning Objectives

  • Define the SLPs role in public school service delivery.
  • Identify situations that have potential legal ramifications.
  • List ways to avoid potential process and procedural errors.

Audience: SLP, Student
Ages: Pediatric
Level: Intermediate

MBS Shows Aspiration: Should We Stop or Proceed with Caution?

Session Number: 2010
Speakers: Mario Landera and Justine Allen
Time: 10:30 AM to 12:30 PM
CE: 2 – Clinical SLP

A modified barium swallow study is one of the instrumental assessments available to assess swallowing physiology. Our role as Speech-Language Pathologists is not only to document deficits seen that can impact swallowing safety (i.e., aspiration) and efficiency (i.e., residue), but to also determine if strategies or maneuvers can reduce or prevent these deficits. This session will review how to adequately conduct a thorough MBS to lead to improved swallowing outcomes.

Learning Objectives

  • Explain how to conduct a thorough MBS.
  • Describe how the Penetration-Aspiration Scale can be utilized to document the degree and reaction to penetration and aspiration seen in an MBS.
  • Describe the various strategies and maneuvers that can be attempted during an MBS to improve swallowing safety and efficiency.

Audience: SLP
Ages: Adult
Level: Intermediate

Governmental Education Current Issues Roundtable: SLPA Supervision Rules Revision, State Licensure, and Florida Medicaid

Session Number: 2011
Speakers: Charlene Westman, Debbie Campbell, Felice Abby, & Peter Johnson
Time: 10:30 AM to 12:30 PM
CE: 2 – Clinical SLP

This session will focus on providing information on the background history and proposed revisions to the rules from the Florida Administrative Code pertaining to supervision and on-the-job training for Speech-Language Pathology Assistants. Additional topics of interest will include Licensure Board Issues and issues pertaining to Medicaid Providers.

Learning Objectives

  • Identify the rationale for proposed rule revisions to the Florida Administrative Code pertaining to Speech-Language Pathologist Assistants to assist in the utilization of Speech-Language Pathology Assistants.
  • Identify current proposals from ASHA regarding the role of Speech-Language Pathologist Assistants to aide in understanding the evolving role of the Speech-Language Pathologist Assistant at the national level.
  • Identify current issues related to the Florida Board of Speech-Language Pathology and Audiology to aide in understanding the role of the Board, as well as the Statutes and Rules that govern our profession in Florida.
  • Identify current issues for providers of the Florida Medicaid program to aide in decision making for clinical and management issues that will enhance quality of care for Medicaid recipients.

Audience: General, SLP, AUD, Student
Ages: All ages
Level: Intermediate

Apps

Session Number: 2012
Speaker: Tina Gonzales-Childress
Time: 10:30 AM to 12:30 PM
CE: 2 – Clinical SLP

2018 FLASHA Poster Sessions

Session Number: 2013, 2014
Speaker: Various Presenters
General Track: 10:00 AM 11:00 AM and 11:00 AM to 12:00 PM
CE: 1 – Clinical SLP

Returning to this year's convention, the popular FLASHA Poster Sessions provides a forum where your colleagues and some promising students present their research into a wide array of topics geared towards Speech-Language Pathology, Audiology, and related professions.

As part of these poster presentations, a panel of distinguished FLASHA members will be evaluating each poster presentation, and the association will be awarding prizes for the best presentations.

Note: participants must attend either the 10:00 AM to 11:00 AM session OR the 11:00 AM to 12:00 PM session (in their entirety) in order to receive credit.

Click here for the entire line-up of poster presentations,
speakers, and learning objectives (opens in a new window).


Motivational Interviewing: An Intervention to Improve Patient and Family Engagement

Session Number: AGB2001
Presenter: Ivette Cejas
Time: 1:30 PM to 3:30 PM
CE: 2 – Clinical AUD

Motivational interviewing (MI) is a patient centered-intervention that attempts to understand expectations, beliefs, perspectives, and concerns about changing health behaviors. This session will provide an overview of MI, including a brief summary of the evidence base, a guide to the main strategies and principles, and ways in which it may be applied to families of children with hearing loss. From early work in addictive behaviors, it has been applied to many different areas, such as diabetes, weight loss, and cystic fibrosis (Borrelli et al., 2015). Counseling techniques are only used when the patient is ready and willing to hear the information, and is provided in a collaborative, autonomy-promoting manner. Research has shown that simple motivation-enhancing interventions are effective for encouraging people to return for further consultation, return to treatment following a missed appointment, staying involved in treatment, and being more adherent. A recent study showed that despite differences in MI treatment intensity, short interventions were as effective as longer interventions; two MI sessions for as little as 15 min were effective in enhancing treatment attendance (Lawrence et al., 2017). Thus, MI has the potential to improve patient and family participation across clinical and educational settings. Motivational interviewing is founded on 4 basic principles: Express empathy, Develop discrepancy, Roll with resistance, and Support self-efficacy. Strategies that have been shown to be effective in early stages of change will be reviewed, such as asking open-ended questions, how to listen reflectively, summarize, affirm, and elicit self-motivational statements. Motivational interviewing is a useful tool for hearing health providers (audiologists, educators, speech therapists) to increase patient involvement across settings, improve intervention adherence and motivate patients to seek further assistance, if needed.

Learning Objectives

· Explain the history and evidence of Motivational Interviewing (MI) and Health Behavior Change Counseling.

· List the basic strategies of Motivational Interviewing.

· Identify ways to use MI techniques in your practice

Audience: AUD (A.G. Bell Track)
Ages: All ages
Level: Intermediate

Safety and Security in the Workplace

Session Number: 2007 (repeat)
Speaker: Andrea Tolbert
Time: 1:30 PM to 3:30 PM
CE: 2 – Clinical SLP

With the recent rise in school violence across the country, it is becoming more evident that today's professionals take active steps to ensure that they are remaining as safe as possible, while also ensuring the safety of patients as they visit work environments (school, home based, or private practice locations).

Learning Objectives

  • Recognize the warning signs of potentially violent situations.
  • Quickly assess any environment for potential safety concerns, identifying the nearest escape route or safe lock-down location.
  • Learn basic defensive techniques designed to protect yourself in a potentially violent situation.

Audience: General, SLP, AUD, Student, Family
Ages: All ages
Level: Intermediate

Swim the Ocean Together: Improve Problem Solving to Improve Social Skills in Preschoolers with Autism: The Why & How-Practical Strategies

Session Number: 2016
Speaker: Penina Rybek
Time: 1:30 PM to 3:30 PM
CE: 2 – Clinical SLP

Preschoolers with Autism often have pragmatic difficulty i.e. transitioning from “Me” to “We”, thereby contributing to reduced self-regulation and overall comprehension that we “all swim in one ocean.” Causes include environmental, biological, neurological, and intellectual factors. Problem solving is a higher level intellectual skill, requiring a degree of cognition and psycho-social readiness. It’s the pinnacle skill of social communication proficiency, requiring an evolving Theory of Mind, to allow for flexibility and empathy with others. Learn to help youngsters be functionally ready to work on actually solving social situation-specific problems. Learn what you need to know about the prerequisite skills, pitfalls to watch out for, and practical strategies to methodically and developmentally address this crucial skill. Gain insight into assessing readiness indicators, increasing cognition, receptive and expressive language and pre-literacy skills, and how to provide teachable moments by pairing toys and tech (iPad® apps) in treatment.

Learning Objectives

  • Explain importance of problem solving and clinical implications.
  • Describe readiness indicators to learn problem solving.
  • Describe the five-step problem solving hierarchy.
  • List specific toys and iPad® Apps used for improving problem solving skills

Audience: General, SLP, AUD, Student
Ages: Pediatric
Level: Intermediate

Morphological Awareness: Improve Reading, Spelling, and Vocabulary with Prefixes/Roots/Suffixes

Session Number: 2017
Speaker: Nancy Telian
Time: 1:30 PM to 3:30 PM
CE: 2 – Clinical SLP

Are you trying to address multiple IEP objectives for language and literacy? Are you overloaded with paperwork? You’re probably bogged down by extensive session preparation time targeting different skill areas. Learn to work efficiently and effectively by simultaneously training reading, spelling, comprehension, and vocabulary with powerful morphological awareness instruction. In this session, which merges oral and written language, you’ll grab a multitude of research-based, practical strategies focusing on use of prefixes, roots, and suffixes.Participants will receive an extensive appendix of roots and affixes along with their meanings, for use in activities, as well as links for resources addressing morphology.

Learning Objectives

  • Describe how to train decoding and pronunciation of inflectional suffixes within printed and spoken words.
  • Demonstrate 10 activities for training decoding and encoding of derivational mophemes within printed and spoken words.
  • Demonstrate how to train acquisition of vocabulary using knowledge of morphemes during reading and spelling activities

Audience: General, SLP
Ages: Pediatric
Level: Intermediate

Peripheral Facial Paralysis

Session Number: 2018
Speaker: Celia Santini
Time: 1:30 PM to 3:30 PM
CE: 2 – Clinical SLP

The presentation will show slides of patients in the various stages of their program.The techniques involved in the treatment including surface Electromyography biofeedback, mirror techniques, massage, and individualized home program will be discussed and demonstrated.

Learning Objectives

  • Differentiate peripheral Facial Nerve palsy versus Central Nerve System facial weakness.
  • Understand difference in treating peripheral vs CNS palsy.
  • Learn how to score peripheral Facial Nerve palsy using Sunny Brook Facial Nerve Grading Scale.

Audience: General, SLP
Ages: All ages
Level: Intermediate

Counseling in the Context of a Communication Disorder

Session Number: 2019
Speaker: Tommie Robinson
Time: 1:30 PM to 3:30 PM
CE: 2 – Clinical SLP

Each day clinicians are faced with the need to support patients/clients/students/clients/patients whose lives are impacted by their communication disorders. It can range from adjusting to the communication disorder to bullying or the distressed families who are merely looking for additional services to enhance their attitudes and feelings. Information will be shared relative to techniques for clinicians and coping strategies for individuals and families to deal with stressors and adjustments. In addition, clinical resources will be shared.

 

Learning Objectives

· Utilize counseling techniques relative to communication disorders.

· Identify patients/clients/students and their families in need of support.

· Create empathetic attunement with patients/clients/students and their families in stressful situations.

Audience: General, SLP, Student
Ages: All ages
Level: Intermediate

AAC

Session Number: 2020
Speaker: Tina Gonzales-Childress
Time: 1:30 PM to 3:30 PM
CE: 2 – Clinical SLP

Ethics

Session Number: 2021
Speakers: Lyndsey Zurawski and Tim Kowalski
Time: 1:30 PM to 3:30 PM
CE: 2 – Clinical SLP

Legal and ethical are not the same. What is legally acceptable may not be ethically acceptable. Do you hold the CCC? If so, you are bound by ASHA's Code of Ethics. This presentation will discuss issues that you may experience relative to ASHA's Code of Ethics and offer strategies to help you reduce ethical risks, as well as strategies for responding to challenges raised by clients, attorneys and professional colleagues.

Learning Objectives

  • Define legal and ethical responsibility.
  • List changes to the ASHA Code of Ethics.
  • List resolution strategies when confronted with ethical decisions.
  • Describe ethical challenges when using emerging communication technologies in clinical practices.

Audience: General, SLP, AUD, Student
Ages: All Ages
Level: Intermediate


Hearing Loss and Education: How Do We Bridge the Gap?

Session Number: AGB2002
Presenters: Alex Mestres & Kari Morgenstein
Time: 4:00 PM to 5:00 PM
CE: 2 – Clinical AUD

The importance of early identification of hearing loss has been well-established, and there are increasing global efforts towards ensuring children with hearing loss receive appropriate and timely intervention. However, early intervention alone does not ensure that a child with hearing loss will meet developmental and academic milestones. Proper school placement and appropriate accommodations is an essential component to ensuring optimal outcomes for a child with hearing loss. In the United States, on average, children spend 1,000 hours per year at school (Education Commission of the States, 2003). Accommodations and support in the academic setting are dependent on a number of variables. After diagnosis, it often becomes the parents and caregivers’ role to become the educational advocate for their child. This can be a very daunting task and there are limited resources in place to support parents in this endeavor. Due to this, the family rather than the clinician often incurs the burden of navigating the school system and advocating for appropriate resources. This presentation will review the challenges faced by families of children with hearing loss in ensuring appropriate management of the hearing loss in the academic setting as well as provide novel concepts in bridging the gap between the clinical and educational management of hearing loss.

Learning Objectives

· Discuss strategies to bridge the gap between the clinic and academic settings.

· Identify children with hearing loss at risk for educational difficulties who need additional support.

· Describe simple tools that professionals can utilize to empower parents to advocate for their child.

Audience: AUD (A.G. Bell Track)
Ages: Pediatric
Level: Intermediate

Strategies for Sensory Modulation in Autism Spectrum Disorders

Session Number: 2022
Speaker: Gail Richard
Time: 4:00 PM to 6:00 PM
CE: 2 – Clinical SLP

The sensory system plays an important role in planning intervention for children with autism spectrum disorders. Many of the behavioral disruptions are triggered by hyper and hypo sensory responses to environmental stimuli. Collaboration with occupational therapy can assist with understanding the various sensory channels (i.e., proprioceptive, vestibular, visual, tactile, auditory, gustatory, olfactory). Sensory stimuli can trigger aberrant behavior but can also be used to calm and focus individuals with ASD. This course will explain the different sensory systems and offer strategies toaddress sensory system differences to better facilitate speech and language intervention.

 

Learning Objectives

  • Recognize hypo and hyper sensory reactions in children with ASD.
  • Understand the specific sensory systems and their neurological connections to behavior.
  • ‘Play detective’ to analyze disruptive behavior in an objective manner.
  • Apply strategies to address challenges in various sensory systems to promote sensory modulation and decrease disruptive behaviors.

Audience: General, SLP, Student
Ages: Pediatric
Level: Intermediate

FLASH Talks: A New Way to Learn!

Session Number: 2023
Speaker: Various Presenters
Time: 4:00 PM to 5:00 PM
CE: 1 – Clinical SLP

Modeled after the popular TED Talk format, FLASH Talks are designed to present participants with multiple ideas and topics, delivered through powerful short-form, interactive presentations (20 minutes or less). Each FLASH Talk session covers multiple topics and is designed to foster discussion amongst participants in a new and enhanced way.

This session will feature three separate talks, each 20 minutes in length, designed to provide an introduction and high-level overview of some of the most relevant topics facing attendees today. Participants will gain valuable insight into how most standard diagnostic testing doesn't adequately address the formation of vowel sounds, explore how the lymphatic system relates to speech-language pathology and how new research is changing ways to improve oral motor function for swallowing and articulation, and find strategies for better preparing graduate students better manage the stress of their academic schoolwork.

Learning Objectives

  • Participants will understand the discrepancies in the assessment of vowel production in pediatric patients.
  • Participants will understand the context of the lymphatic system and how it relates to oral motor function and swallowing disorders.
  • Participants will identify specific techniques for helping graduate students cope and adapt with the rigors of graduate level academic work.

Note: In order to receive CEU Credit, participants must attend all the scheduled FLASH Talks in a single block. No partial credit will be given.

Click here to access the FLASH Talk Lineup, including speaker information, talk description, and learning objectives (opens in a new window)!

Surfing the Waves: Balancing Student Social Emotional Learning with Language to Build Future Workplace Success

Session Number: 2024
Speaker: Heather Anacki
Time: 4:00 PM to 6:00 PM
CE: 2 – Clinical SLP

The work we do with children today helps to produce the employees of tomorrow—and “tomorrow” is requiring problem solving, negotiation, flexibility and collaboration (and more) in addition to academic proficiency. For children with language impairments, “tomorrow” presents increased demands on their abilities to build relationships, make decisions, and identify what they need to do and when to do it. In Elementary, Middle and High School environments where tests, grades and academic coursework require so much time, determining how to balance language goals with incoming waves of information such as social emotional learning might feel overwhelming. In this presentation, attendees will increase their knowledge of strategies to build social emotional learning into language therapy to improve social competence, employability skills and language for children in preschool through high school.

Learning Objectives

  • Explain the 5 social emotional learning competencies.
  • Discuss employability skills and what they mean for elementary, middle and high school students.
  • Describe the language underpinnings of social emotional learning competencies and apply them to employability skills.
  • List language-based strategies to target social emotional learning and employability.
  • Generate plans and activities that combine language with social emotional learning.

Audience: General, SLP, AUD, Student
Ages: Pediatric
Level: Intermediate

Chasing the Swallow: Best Practices for EI Pediatric Dysphagia

Session Number: 2025
Speaker: Michelle Dawson
Time: 4:00 PM to 7:00 PM
CE: 3 – Clinical SLP

Did undergrad and graduate school prepare you for the wide, wild world of Early Intervention and Pediatric Dysphagia?! Me neither! Come join Michelle L.W. Dawson MS CCC-SLP in a dynamic 3-hour session where participants will obtain practical strategies for treating infants and toddlers who are diagnosed with pediatric dysphagia and feeding aversions. Strategies discussed will embrace inter-professional practice, evidence-based research, as well as, emphasis on socio-economic statuses friendly tools and ideas…with videos and interviews from patients and their families too!

Learning Objectives

  • Participants will be able to identify and explain 3 parameters of typical pediatric PO intake.
  • Participants will be able to identify and explain 3 specialists they may refer to or work with when embracing IPP in their role as an EI SLP.
  • Participants will identify and explain 3 functional treatment strategies for pediatric dysphagia/feeding aversions.

 

Audience: General, SLP
Ages: Pediatric
Level: Intermediate

Diversity in Clinical Supervision: Respecting the Individual Differences of Your Supervisee

Session Number: 2026
Speakers: Melissa Edrich and Wren Newman
Time: 4:00 PM to 5:00 PM
CE: 1 – Clinical SLP

The supervisor-supervisee relationship can be affected by the supervisor’s ability to respect the individual differences between him or herself and the supervisee.This one-hour presentation will focus on multicultural issues in supervision. Specifically, this course will include a review of the literature on the topic of diversity and clinical supervision and strategies to avoid possible conflicts between the supervisee and supervisor.

Learning Objectives

  • Discuss three situations where individual biases held by the supervisor and/or the supervisee could cause conflict in their relationship.
  • Identify and name two types of diversity that are less recognized in the clinic/workplace.
  • Discuss three positive changes a supervisor can make to enhance the supervisor/supervisee relationship regarding diversity.

 

Audience: General, SLP, AUD
Ages: All ages
Level: Intermediate

 

Improving Pediatric Expressive Language Results: Aided AAC Modeling iPad

Session Number: 2027
Speaker: Jennifer Kent-Walsh
Time: 4:00 PM to 6:00 PM
CE: 2 – Clinical SLP

This presentation will describe and include video examples of: (a) an evidence-based dynamic assessment protocol that can be used to inform language intervention decision-making with young children using AAC, and (b) an evidence-based aided AAC modeling intervention for use with young children using an iPad communication app.

Learning Objectives

  • Describe two barriers children with complex communication needs often face relating to their developing language skills.
  • Describe one grammar intervention protocol involving concentrated modeling and aided AAC modeling.
  • Describe one evidence-based dynamic assessment protocol with potential application in linguistic goal setting for children using AAC.

Audience: General, SLP, Student
Ages: Pediatric
Level: Intermediate

Past Presidents Panel: How to Get Involved in FLASHA and what your association can do for you!

Session Number: 2028
Speakers:Lyndsey Zurawski, Vivian H. Topp, Stacie Rubin Smith, Celia Santini, Melissa W. Edrich, Lisa Garrett, Fred Rahe, and Rachel M. Williams
Time: 4:00 PM to 6:00 PM
CE: 2 – Clinical SLP

This session invites students, new professionals, and seasoned professionals to join Past FLASHA Presidents for a lively discussion on how to get involved in the Florida Association of Speech-Language Pathologists and Audiologists. Further, our panelists will take it a step further to discuss the association, member benefits, and leadership opportunities.

Learning Objectives

  • Describe strategic objectives of the association.
  • Explain member benefits of the association.
  • Determine steps to take to get involved in leadership opportunities within the organization.

Audience: General, SLP, AUD, Student
Ages: All ages
Level: Intermediate


Assessment Toolbox and Planning Techniques

Session Number: AGB2003
Presenters: Erica Heatherington and Whitney Haas
Time: 5:00 PM to 6:00 PM
CE: 1 – Clinical AUD

This course is for students, recent graduates, and professionals interested in learning about various tools and techniques that can be used to collect information for evaluation purposes when assessing children and adults with hearing loss. Specifically, individuals seeking a listening and spoken language outcome. Participants will learn how to overcome difficult situations when assessing new patients, such as time constraints, restricted patient information, and limited resources to ensure they complete a proper diagnostic assessment. They will leave the session with added tools to their toolbox and feel more confident in administering ongoing formal and informal diagnostic assessments to develop individualized Auditory-Verbal treatment plans for children and adults with hearing loss.

Learning Objectives

· Participants will be able to identify the different areas of assessment and tools needed to assess the whole patient.

· Participants will be able to list advantages of specific test procedures in assessing auditory skills of children birth to school age and teenage to adult.

· Participants will list at least 3 strategies/techniques that are applied when planning and assessing children and adults hearing loss.

Audience: AUD, Students (A.G. Bell Track)
Ages: All ages
Level: Intermediate

Mothering Autism: The Influence on My Life and Audiology Practice.

Session Number: 2029
Speaker: Jackie Davie
Time: 5:00 PM to 7:00 PM
CE: 2 – Clinical SLP

Having a child with autism turns your life upside down. However, as much upheaval as living with a child with special needs can have on your life, it has improved how I work with children and has changed my focus as a clinical researcher. The presentation will address how I have used my personal experiences to change my interactions with children and their families, along with a discussion of the latest developments in understating auditory function in children with ASD.

 

Learning Objectives

  • Attendees will be able to identify signs of ASD in the undiagnosed child.
  • Attendees will be able to identify the ways to change your intervention/counselling to be more family-centered.
  • Attendees will be able to describe ways to improve their assessment techniques in order to obtain more test results when assessing children with ASD/special needs.
  • Attendees will be able to identify the impact ASD has on auditory function.


Audience: General, SLP, AUD, Student
Ages: Pediatric
Level: Intermediate