56th Annual ArSHA Convention€¦ · 2016 ArSHA Convention - 3 - I am delighted to welcome you to...

April 29-30, 2016Hilton Tucson El Conquistador

Golf and Tennis ResortTucson, Arizona

On-Site Program

REMEMBER!Report your CEUs online!See Pages 4-6 for details.

56th Annual ArSHA Convention

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2016 ArSHA Convention - 3 - www.arsha.org

I am delighted to welcome you to the ArSHA 2016 Convention. The response to this

year’s Convention has been wonderful. We have an impressive array of speakers from across the country. Our Convention Committee worked especially hard to be

sure there are a variety of topics covered in the many sessions being offered.

We truly hope that you renew your existing professional friendships while making new connections over the next few days. Make a point of meeting one new person at each session and event you attend. Try to visit every exhibitor over the next two days! We have had a terrific year working alongside so

many dedicated colleagues to pull the Convention together. This is an all-volunteer effort and we admire, appreciate and applaud all of our volunteers for their professionalism and dedication. If you love this Convention (and we know you will), please consider volunteering to help plan and execute the 2017 Convention! Volunteers like you are what make our organization great!

Enjoy!

Jeffrey Meeks Jeffrey C. Meeks, EdD, CCC-SLPArSHA President

President’s Welcome

TAKING THE CHALLENGE AND MAKING A DIFFERENCE: LAUNCHING EVIDENCE-BASED INFORMATION TO ACTION

WELCOME to the 56th ArSHA Convention set in the pristine setting of the world-renowned Hilton El Conquistador Golf and Tennis Resort in Tucson, Arizona.

We are so glad you are here and are ready to embark on a journey that is guaranteed to be a winning experience.

The Convention Planning Team and the ArSHA Executive Board have developed a program

that promises to be full of new perspectives and contemporary issues in speech-language pathology and audiology. Be prepared to enjoy a diverse itinerary of exemplary professional

development, a highly resourceful exhibit hall and interactive evening activities making the ArSHA Convention one of the best opportunities for learning in the region. From the keynote to closing, the selection of sessions and presentations will ensure that there is something for everyone here. Our broad topics will adhere to the principles of scientific thinking and evidence-based practice as the foundation for clinical decision making and successful practice. We offer a variety of learning formats (technical sessions, exhibits, breakout sessions and peer networking) which will allow each participant to update current knowledge in the evaluation, treatment and prevention of communication disorders across the lifespan. Our speakers are a stellar group of superstars and future stars from audiology, speech-language pathology, special education, deaf education, psychology and medicine.

Friday – We have an outstanding line-up of session speakers which will be kicked off by our Keynote speaker, Frank Musiek, PhD, CCC-A. The Silent Auction and Exhibits will be running all day and we will have a 50/50 raffle! The Praxis Bowl and

happy hour will begin after the last session on Friday so join us to cheer on our graduate students from our four universities.

Saturday –We will start the day with our Association Business Meeting Breakfast. Please join your colleagues, meet the board members and congratulate award recipients and the 2016 ArSHA Child of the Year. Hear what ArSHA has been doing this past year. The Silent Auction and Exhibits continue through most of the day. Silent auction winners will be able to pick up their items during the last break on Saturday.

Please remember to send ArSHA your comments and recommendations so we can continue to work toward improving the ArSHA Convention each year!

As the Convention Chair, I want to extend a very special thank you to the Convention Planning Team,

Lorri Andrews, Kim Farinella and Lori Taniguchi for their dedication to ArSHA and teamwork while preparing for this Convention.

Thank you to Jeff Meeks and Amy Hill for overseeing the exhibits. And, thank you to our board members for their dedication and assistance with planning and getting the word out.

We genuinely hope you will find the ArSHA Convention the most enlightening, fun and interactive Convention yet! We look forward to visiting with you at the 56th Annual Convention and seeing you next year in Tucson at The El Conquistador Golf and Tennis Resort in 2017!

Cass Faux Cass FauxConvention Chair

Program Co-Chairs Welcome


Report Your Continuing Education Hours for ASHA or Just for ArSHA Record Keeping Using the Online CE Reporting System. It’s Fast, Easy and Electronic, Saving You Time!

No more standing in line to turn in your CE Records! You will be able to enter your session attendance information into the Online CE Reporting System at your convenience. You can update your online CE record after each session, at the end of a day or from the comfort of your couch after the Convention.

Access to your online CE record is unlimited until you select “I’m Done-Submit” and generate your Certificate of Attendance.

Deadline to report your hours earned is May 14, 2016.

To access your Online CE Account, visit www.arsha.org.• Look for the online CE link located on the Home Page.

• To access your account, enter your last name and the email address used when registering for the Convention.

• Update your information as needed.

• Select ASHA, enter your account number or select the “other” option and ArSHA will just keep your session attendance information on file.

• Mark the sessions you attended.

• You will have two choices:

Click if you are not done and plan to return to enter additional information.

OR

Click to receive your Certificate of Attendance and notify the ArSHA Office that you will not be returning to enter additional data. Once selected, your

account will no longer be accessible for changes. You may only access your certificate.

Once submitted, your certificate will be available for reprinting until the deadline date of May 14, 2016.

Don’t have access to a computer to report your CEs online? Please visit the registration desk.

REMEMBER!A Record-Keeping Process for

Everyone to Follow!

Save Data For Now

I’m Done –Submit


2016 Session TrackerNo More Standing In Line to Turn in Your Forms!

Want your CEUs reported to ASHA or just kept on file at the ArSHA Office? Keep track of your session attendance here, then use the Online CE Reporting System to calculate your CEUs.

See Page 4 for additional information and instructions. Deadline to enter your session information using the Online CE Reporting System is May 14, 2016.

Visit www.arsha.org to access the Online CE Reporting System.

Day Time Session ASHA Hours

Attended

Presenter

Friday

8:00 am - 8:45 am S 1 Split Brain Research: A Personal Perspective 0.75 Musiek

9:00 am - 10:30 am

S 2 Autism and the Brain: What is Going on Up There? Part 1 1.5 Rice

S 3 Attention-Deficit-Hyperactivity-Disorder and The Impact on Stuttering and Fluency - Part 1 1.5 Donaher

S 4 Interhemispheric Auditory Processing: Lab to Clinic 1.5 Musiek

S 5 Medicare 101 1.5 Naylor

S 6 Speaking and Swallowing With Noninvasive Positive-Pressure Ventilation (NPPV) 1.5 Britton; Hoit

11:00 am - 12:30 pm

S 7 Autism and the Brain: What is Going on Up There? Part 2 1.5 Rice

S 8 Attention-Deficit/Hyperactivity Disorder and The Impact on Stuttering and Fluency - Part 2 1.5 Donaher

S 9 Living Better Through Assistive Technology 1.5 Lervik

S 10 Recruitment and Retention of Related Service Providers in Arizona Schools 1.5 Bacon; Davidson

S 11 Consideration of Pulmonary Defenses and Function in Dysphagia Assessment 1.5 Britton

1:30 pm - 3:00 pm

S 12 Behavioral Challenges and Children with Language Impairment 1.5 Chandler

S 13 AAC in the Borderlands:. What We Need to Know 1.5 Hendrickson-Pfeil

S 14 Real-Time Embedded Coaching 1.5 Creamer

S 16 Transitioning Into the Best Therapist for the Transgender Client 1.5 Hawley

1:30 pm - 2:30 pm S 17 Technical Sessions 1 - Enter # of Technical Sessions attended ______ (4 sessions = .1 CEU) 1.0 Various

3:30 pm - 5:00 pm

S 18 Sentences to Stories: Spoken Language RtI With At-Risk Learners 1.5 Macpherson; Squires

S 19 Assistive Technology Tools & Strategies to Support Executive Functions in the Classroom 1.5 Keeney; Gortarez

S 21 What IDEA Says, What Parents Say and What it Means 1.5 Murray

S 22 Beginning With the End in Mind: Outcome Based Aphasia Treatment 1.5 Christensen

3:30 pm - 4:15 pm S 23 Technical Sessions 2 - Enter # of Technical Sessions attended ______ (3 sessions = .75 CEU) 0.75 Various

This course is offered for up to 1.45 ASHA CEUs (various levels, professional area).Presentation disclosures can be found on the ArSHA website at https://www.arsha.org/arsha-convention/2016-annual-convention.

Pending: Pre-approval for up to 14.5 continuing education hours by the Arizona Department of Health Services. Attendees are expected to be present for the entire program. Individuals who are not present for the full program will not receive ASHA CEUs. No partial credit will be provided.

Continuing Education


2016 Session Tracker (continued)

Deadline to report your hours earned using the Online Reporting System is May 14, 2016.

Visit www.arsha.orgSee Page 4 for instructions.

Day Time Session ASHA Hours

Attended

Presenter

Saturday

9:00 am - 10:30 am

S 24 Assessment/Treatment of Speech Sound Disorders in Monolingual and Bilingual Children - Part 1 1.5 Gildersleeve-Neumann

S 25 Dysphagia in Children With Neurodevelopmental and Related Disorders 1.5 Casteix

S 26 Socially Thinking - Practically Speaking: The Social Mind at Work and Play - Part 1 1.5 Crooke

S 27 Muscle Tension Dysphagia - Part 1 1.5 Kang; Lott

S 28 Current Developments for Patients Fit With Cochlear Implants 1.5 Dorman

S 29 Language Basis of Reading Comprehension: Profiles, Assessments and Interventions - Part 1 1.5 Hogan

11:00 am - 12:30 pm


S 31 Tongue Thrust Remediation - A Behavior Modification Approach 1.5 Leslie

S 32 Socially Thinking - Practically Speaking: The Social Mind at Work and Play - Part 2 1.5 Crooke

S 33 Muscle Tension Dysphagia - Part 2 1.5 Kang; Lott

S 34 Cochlear Implants: A Team Approach 1.5 Busen; Helms Tillery


12:30 pm - 1:30 pm S 36 Technical Sessions 3 - Enter # of Technical Sessions attended _______ (4 sessions = .1 CEU) 1.0 Various

1:30 pm - 3:00 pm


S 38 SLPs and Families: Working Together in Early Intervention 1.5 McGrath

S 39 How do I Work With an SLPA? 1.5 Hill;Meeks

S 40 A-A-Ask a P-P-Person Who S-S-Stutters 1.5 Eckardt

S 41 Hearing Loss, Cognition and Healthy Aging - Part 1 1.5 Marrone; Moseley; Shehorn; Glisky


3:30 pm - 5:00 pm


S 44 Common Elements in Therapeutic Approaches to Apraxia 1.5 Dabul

S 45 Guidance Document for School Based SLP/SLTs and Intervention Strategies 1.5 Brooks; Keeney

S 46 Realize Language: Using Data Collection to Guide AAC Intervention 1.5 Walker; Legaspi

S 47 Hearing Loss, Cognition and Healthy Aging - Part 2 1.5 Marrone; Moseley; Shehorn; Glisky


ENTER TOTAL


Highlighted Convention Speakers

Christina H. Kang, MS, CCC-SLP, is a speech-language pathologist and singing voice specialist in the Department of Otorhinolaryngology at Mayo Clinic in Arizona. She also serves as an associate faculty for undergraduate and graduate vocal pedagogy courses in the Department of Music at Arizona State University.

Christina lectures domestically and internationally on topics involving voice and swallowing disorders. She conducts research in chronic cough, muscle tension dysphagia, autoimmune disorders affecting voice and singing voice rehabilitation. She received her Master of Music degree from the University of Connecticut and Master of Science degree in Communication Science and Disorders from Massachusetts General Hospital Institute of Health Professions. She received training in voice disorders at the Massachusetts General Hospital Voice Center and completed her clinical fellowship at the University of Kentucky Clinical Voice Center. Christina is a classically trained mezzo-soprano and an expert vocal instructor.

Ms. Kang will present Muscle Tension Dysphagia on Saturday from 9:00 am-10:30 am and 11:00 am-12:00 pm.

Michael F. Dorman, PhD, is currently a professor in the Department of Speech and Hearing Science and the program in Linguistics at Arizona State University.

Dr. Dorman will present Current Developments for Patients Fit With Cochlear Implants on Saturday, from 9:00 am-10:30 am.

Tiffany Hogan, PhD, CCC-SLP, is a professor in the Department of Communication Sciences and Disorders at the MGH Institute of Health Professions in Boston and director of the Speech and Language (SAiL) Literacy Lab. Dr. Hogan studies the genetic, neurologic, and behavioral links between oral and written language development,

with a focus on co-morbid speech, language and literacy disorders. Current projects aim to create language-based assessments and interventions for the classroom and to determine interactions between working memory and word learning.

Dr. Hogan will present Language Basis of Reading Comprehension: Profiles, Assessments and Interventions on Saturday from 9:00 am-10:30 am, 11:00 am-12:30 pm, 1:30 pm-3:00 pm and 3:30 pm-5:00 pm.

Nicole Marrone, PhD, CCC-A, holds the James S. and Dyan Pignatelli/Unisource Clinical Chair in Audiologic Rehabilitation for Adults at the University of Arizona and is an assistant professor in speech, language and hearing Sciences. Her research bridges rehabilitative audiology with public health. She is investigating management

approaches to improve quality of life and communication with hearing loss. Her NIH-funded research focuses on increasing access to hearing health care among older adults facing health disparities.

Dr. Marrone will present Hearing Loss, Cognition and Healthy Aging on Saturday from 1:30 pm-3:00 pm and 3:30 pm-5:00 pm.

Deanna Britton, PhD, CCC-SLP, BC-ANCDS, is an assistant professor in the Department of Speech and Hearing Sciences at Portland State University and at the Northwest Clinic for Voice and Swallowing, Department of Otolaryngology, at Oregon Health & Science University in Portland, Oregon. She is board certified in Neurogenic

Communication Disorders in Adults by the Academy of Neurological Communication Disorders and Sciences (ANCDS). She has published and presented on topics related to dysphagia, dysarthria, augmentative and alternative communication, respiratory support for speech and swallowing, motor neuron disease and spinal cord injury. Dr. Britton’s research interests include respiratory support for speech and swallowing.

Dr. Britton will present Speaking and Swallowing With Noninvasive Positive-Pressure Ventilation (NPPV) on Friday from 9:00 am-10:30 am and Consideration of Pulmonary Defenses and Function in Dysphagia Assessment on Friday from 11:00 am-12:30 pm.

Christina Gildersleeve-Neumann, PhD, is Professor and chair of speech and hearing sciences at Portland State University in Portland, Oregon. Her research and clinical areas of interest and expertise are typical and atypical speech development in children from birth to six, with an emphasis on and treatment efficacy for

severe speech sound disorders and childhood apraxia of speech, and typical and atypical bilingual speech development and disorder. She has numerous publications on these topics and has presented her research and clinical findings in national and international research conferences and workshops.

Dr. Gildersleeve-Neumann will present Assessment and Treatment of Speech Sound Disorders in Monolingual and Bilingual Children on Saturday from 9:00 am-10:30 am, 11:00 am-12:30 pm, 1:30 pm-3:00 pm and 3:30 pm-5:00 pm.

Frank Musiek, PhD, CCC-A, is professor of speech, language and hearing sciences at the University of Arizona. He is former professor of audiology and neurology and director of audiology at Dartmouth Hitchcock Medical Center and former professor and director of auditory research at the University of

Connecticut. He was the recipient of the James Jerger Career Research Award in Audiology and the Honors of the American Speech-Language- Hearing Association. for contributions to audiology and auditory neuroscience. He has published more than 160 articles in peer reviewed journals and has edited or authored 11 books.

Dr. Musiek will present Split Brain Research: A Personal Perspective on Friday from 8:00 am-8:45 am and Interhemispheric Auditory Processing: Lab to Clinic on Friday from 9:00 am-10:30 am.


Child of the Year

ArSHA LeadershipEXECUTIVE BOARD

President Jeffrey Meeks

President-Elect Lorri Andrews

Past PresidentDebbie Venkatesh

Recording SecretaryFe Murray

Treasurer Debbie Venkatesh

Audiology Representative Melanie Moore

STANDING COMMITTEES

Membership Chair Mandi Dionne

Public Relations Chair Lori Taniguchi

Publications Chair Cass Faux

Ethical Practices Chair Kimberly Farinella

Programs Chair Cass Faux

Program Chair-Elect Vacant

ARIZONA ASHA ADVISORY COUNCIL REPRESENTATIVES

Audiology Andrea Pittman

Speech-Language Pathology Carol Truett-PierceCass Faux

SPECIAL COMMITTEES:

ASHA CE Administrator Jan Andersen

Honors Committee:Laurie Flitner (Chair) Amy Hill Katherine Mahosky Lori Taniguchi Karen LaBrozzi

Medical Committee:Margo Zelenski (Chair) Kim AllenRebecca NortonAnnette RakSue A. RobinsonShaylee DavisLisa Naylor

Public School Committee:Rebecca Downs (Chair)Ann Lehn

Feeding and Swallowing Committee:Cindy Farrell-Fangman (Chair) Rebecca LightnerJennifer CasteixRandi MorganMarsha Dunn-Klein (ad hoc member)Kelly McKennaDenise Stats-CaldwellDawn GreerLuAnn Hanson

Student Representatives:ASU - Jim SchultzATSU - Tania EdwardsNAU - Danika Knight U of A - Libby Coon

ASHA SEAL (State Education Advocacy Leader) Karen LaBrozzi

ASHA STAR (State Advocates for Reimbursement) Representative Amy Hill

ASHA StAMP (State Advocacy for Medicare Policy) Representative Lisa Naylor

Arizona Department of Education (ADE) Liaison Karen LaBrozzi


ArSHA Convention Program

9:00 am–10:30 am Session 2 Autism and the Brain: What is Going on Up Coronado I There? Part 1 Sydney Rice, MD, MS

(Instructional Level – Intermediate) Many of us wonder what makes us act the way that we do and we wonder why others act the way that they do. In particular, individuals who have autism have similarities in behavior and social interaction that are likely founded in differences in brain structure and physiology. What is our present understanding of differences seen in the brains in individuals with autism? How might these changes affect behavior and social interactions? We will review the most recent research findings on brain anatomy, structure and physiology in individuals with autism

Learner Outcomes: At the completion of this presentation, participants will be able to list at least three brain structures that have been associated with autism, describe how differences in brain structures in individuals with autism explain differences in behavior seen in autism, and describe the concept of pruning and how pruning may be important in understanding the brain in autism. Part 2 of this session will take place 11:00 am-12:30 pm (Session 7)

Session 3 Attention-Deficit/Hyperactivity Disorder and the Agave Ballroom Impact on Stuttering and Fluency - Part 1 Joseph Donaher, PhD, CCC-SLP, BCS-F

(Instructional Level – Intermediate) Attention-Deficit/Hyperactivity Disorder (ADHD) is characterized by reduced attention, increased impulsivity and increased hyperactivity. Additionally, ADHD has been linked with excessive talking and frequent disfluencies. This session will introduce the key characteristics of ADHD, discuss the emerging literature on ADHD and stuttering, and explore clinical intervention strategies.

Learner Outcomes: At the completion of this presentation, participants will be able to determine the diagnostic criteria and key characteristics of ADHD, identify various ways in which ADHD can affect a child’s ability to communicate effectively, discuss the literature base regarding stuttering, disfluency and ADHD, and describe intervention strategies based on specific speech patterns commonly demonstrated by children with ADHD. Part 2 of this session will take place 11:00 am-12:30 pm (Session 8)

Session 4 Interhemispheric Auditory Processing: Lab to Joshua Tree II Clinic Frank Musiek, PhD, CCC-A

(Instructional Level – Intermediate) Split brain research has lead to increased knowledge both in the basic and clinical sciences. It has opened the door to a better understanding of neuroanatomy as well as interhemispheric function and dysfunction. There have also been contributions to clinical understanding of interhemispheric transfer of auditory information. This, in turn, has bolstered our insight to the evaluation of various kinds of auditory processing disorders. This presentation will initially focus on the anatomy of the corpus callosum which is surprisingly specific and relatively straightforward. The physiology of interhemispheric interaction is highly invested in understanding the effects of human split brain surgery and this perspective will be folded into this segment of the presentation. Using the split brain as a model for auditory transcallosal interaction, a variety of disorders that can affect callosal function will be discussed. Derived from these dysfunctions will be an auditory profile that can be applied in the clinical arena. Also presented will be the key role that myelin has in the long maturational course of the corpus callosum and how demyelination is associated with aging as well as a number of neurological disorders . Also offered will be not only diagnostic but intervention strategies that have evolved from information on split brain effects on central auditory function.

Learner Outcomes: At the completion of this presentation, participants will be able to describe pertinent neuroanatomy of the corpus callosum, discuss the nature of auditory tests measuring interhemispheric dysfunction and outline key disorders that may compromise interhemispheric transfer.

Friday, April 297:00 am–7:30 pm Registration8:00 am–8:45 am Keynote Address9:00 am–10:30 am Presentations10:30 am–11:00 am Break, Exhibits, Silent Auction11:00 am–12:30 pm Presentations12:30 pm–1:30 pm Lunch – Turquoise III1:30 pm–2:30 pm Technical Sessions 11:30 pm–3:00 pm Presentations3:00 pm–3:30 pm Break, Exhibits, Silent Auction3:30 pm–4:15 pm Technical Sessions 23:30 pm–5:00 pm Presentations5:00 pm–5:30 pm Happy Hour – Last Territory5:30 pm–7:00 pm Praxis Bowl – Last Territory

Friday’s Sessions8:00 am–8:45 am Keynote Address Session 1 Split Brain Research: A Personal Perspective Turquoise I-II Frank Musiek, PhD, CCC-A

(Instructional Level – Introductory) Split brain research has perhaps impacted our knowledge of the brain as much as any category of research over the past 50 plus years. With advances in controlling seizure disorder, commissurotomy surgeries have dwindled and split brain investigations have almost stopped. It seems appropriate to review some of the many advances brought to us by this unique kind of research. This presentation will provide a personal perspective of the speaker who was on the research team at Dartmouth Hitchcock Medical Center when the commissurotomy procedure was reintroduced in the late 1970’s and 1980s. A history of split brain research will be reviewed highlighting key advances and the people behind these advances. Also provided will be a “behind the scenes” look at this amazing time in neurological surgery and research. In addition, a perspective on how this research, which likely lead to Roger Sperry’s Nobel prize, was viewed by patients, medicine and scientists.

Learner Outcomes: At the completion of this presentation, participants will be able to discuss the history of split brain research, outline key advances in brain research resulting from commissurotomy surgery and discuss the rationale for split brain surgery.

Program Key:

Program & Speakers are subject to change.You may move freely between tracks.

Please note: A few presentations have been divided into two or three segments. It is recommended that you attend all of the presentation segments to

gain the full education experience.

P MI A Pediatrics Medical Multi-Interest Audiology

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9:00 am–10:30 am Session 5 Medicare 101 Joshua Tree I Lisa Naylor, MA, CCC-SLP

(Instructional Level – Introductory) Medicare laws, regulations and oversight require audiologists and speech-language pathologists (SLPs) to understand the current rules and make informed decisions. There has been increased attention by Medicare and the Office of the Inspector General for audits, resulting in a recovery of funds, or in extreme cases, prosecution for fraudulent billing practices. Not knowing the rules is not an excusable reason in a Medicare audit and the rules change annually. Audiologists and SLPs need resources and mentors to help them navigate the ever-changing Medicare system. The state associations and ASHA have partnered to create a Network of local members to assist audiologists and SLPs with their Medicare questions and refer to ASHA for additional technical assistance. The State Advocates for Medicare Policy (StAMPs) meet monthly to discuss current topics, rules and trends specific to Medicare audiology and speech-language pathology services. This presentation will assist members with understanding some of the fundamentals about Medicare and connect them to their StAMP representative.

Learner Outcomes: At the completion of this presentation, participants will be able to identify the StAMP representative and the mechanism to contact them with questions, describe the difference between Medicare Part A and Medicare Part B services and locate the online Medicare enrollment tool

Session 6 Speaking and Swallowing With Noninvasive Coronado II Positive-Pressure Ventilation (NPPV) Deanna Britton, PhD, CCC-SLP; Jeannette Hoit, PhD, CCC-SLP

(Instructional Level – Intermediate) Many people with neuromuscular impairments (such as muscular dystrophy, amyotrophic lateral sclerosis and spinal cord injury) are not able to breathe on their own and require a ventilator (respirator) to sustain life. The ventilator must also be used to support speech; however, ventilator-supported speech is often abnormal because the way the ventilator delivers the breath is different than the way that a healthy individual moves air in and out of the lungs. Some work has been done to improve speech in ventilators that are connected to the person via a tracheostomy (Garguilo, et al. 2013; Hoit, et al. 2003; Lohmeier and Hoit 2003; Prigent, et al. 2010). However, in medical practice there has been a recent movement away from tracheostomy and an increased use of a noninvasive positive-pressure ventilation (NPPV) where the ventilator-delivered air is routed through the mouth and/or nose. This form of ventilation poses a completely different set of challenges for speaking and swallowing, including coordination of speaking and swallowing with breathing. In this presentation, we will provide an overview of NPPV, along with preliminary data from a qualitative study examining the impact of NPPV on speaking and swallowing in individuals with neuromuscular disorders.

Learner Outcomes: At the completion of this presentation, participants will be able to describe selected forms of NPPV, understand the potential impact of various forms of NPPV on speaking and understand the potential impact of various forms of NPPV on swallowing.

11:00 am–12:30 pm Session 7 Autism and the Brain: What is Going on Up Coronado I There? Part 2 Sydney Rice, MD, MS

(Instructional Level – Intermediate) See Session 2 for abstract and learner outcomes.

Session 8 Attention-Deficit/Hyperactivity Disorder and the Agave Ballroom Impact on Stuttering and Fluency - Part 2 Joseph Donaher, PhD, CCC-SLP, BCS-F (Instructional Level – Intermediate) See Session 3 for abstract and learner outcomes.

11:00 am–12:30 pm Session 9 Living Better Through Assistive Technology Joshua Tree II Heidi Lervik, MA

(Instructional Level – Introductory) Speech-language pathologists and audiologists often struggle to determine which assistive technology would best meet their patients’ needs. Speech and hearing professionals spend valuable time researching equipment options which, in turn, limits important clinical time with the patient. Additionally, many patients purchase expensive equipment which is often unused or abandoned. AzTAP aims to address these issues by providing resources, demonstrations and complimentary loaner equipment.

Learner Outcomes: At the completion of this presentation, participants will be able to identify the nine categories of technology AzTAP provides, appropriately refer patients for AzTAP services and identify the two types of financial resources AzTAP provides.

Session 10 Recruitment and Retention of Related Service Joshua Tree I Providers in Arizona Schools Catherine Bacon, MA, CCC-SLP; Jennine Davidson, MEd

(Instructional Level – Introductory) A Community of Practice has been recently formed to address the shortage of speech-language pathologists in Arizona’s schools. This group of stakeholders includes representation from the Arizona Department of Education/Exceptional Student Services, institutions of higher education (including NAU, U of A, ASU, Midwestern and Estrella Community College), public education agencies, local and national professional organizations, students and parents who are all collaborating to improve recruitment and retention of speech, occupational and physical therapists for our Arizona Schools. This presentation will provide updates on the activities of the group and plan for the community of practice to begin to develop solutions to address speech-language, occupational and physical therapy services in schools across the state of Arizona.

Learner Outcomes: At the completion of this presentation, participants will be able to identify the challenges in recruitment and retention of SLPs, OTs, and PTs to Arizona schools, describe how professionals, parents, teachers and administrators can join the Community of Practice on the recruitment and retention of related service providers and list possible solutions to address the shortage of speech-language services in the schools.

Session 11 Consideration of Pulmonary Defenses and Coronado II Function in Dysphagia Assessment Deanna Britton, PhD, CCC-SLP

(Instructional Level – Intermediate) An important objective in the assessment of swallowing includes an estimation of the individual’s relative risk for development of aspiration pneumonia. Owing to the multi-factorial complexity in individual risk for pneumonia, it is challenging for speech-language pathology clinicians to accurately estimate risk for development of aspiration pneumonia. A solid understanding of human pulmonary defenses and measures of pulmonary function can aid clinical decision making in the context of dysphagia assessment. A review of research and theory behind human pulmonary defenses will be provided, along with a basic tutorial in interpretation of selected measures of pulmonary function.

Learner Outcomes: At the completion of this presentation, participants will be able to describe pulmonary defense mechanisms, interpret selected measures of pulmonary function and understand how impairments of pulmonary defense mechanisms can contribute to risk for pneumonia.

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1:30 pm–3:00 pm Session 12 Behavioral Challenges and Children With Coronado I Language Impairment Kacey Chandler, PhD, NCSP

(Instructional Level – Intermediate) Language is the number one vehicle for children to access their wants and needs as well as engage in social interaction. Impaired language disrupts one’s ability to effectively interact with peers and adults and establish relationships on all levels. Research has established a positive correlation between language skills and behavioral regulation in children. Communication and behavior disorders are common comorbid conditions. In fact, it is not uncommon for children with emotional disabilities and learning disabilities to have language delay in early childhood. Moreover, all children with autism have communication challenges. Many language impaired children have communication challenges throughout elementary and middle school years. Language services are often dismissed when children reach high school age. Speech-language pathologists (SLPs) are the psychoeducational team members charged with the task of evaluating and intervening with dysfunctional communicators; however, these language impaired children are complex beings often requiring behavioral intervention as well. The flip side of this dilemma is that psychologists and behavioral specialists who intervene with maladaptive behaviors of children may miss critical sources of the behavior if the nuances of the child’s communication challenges are overlooked. Inclusion of the SLP in the process of conducting a functional behavior assessment is critical in determining the source of maladaptive behavior in many children. SLP expertise is also critical in the process of developing an effective behavioral support plan. Collaborative efforts from all team members supporting behaviorally dysregulated children are imperative in developing effective interventions.

Learner Outcomes: At the completion of this presentation, participants will be able to identify comorbid disorders with language impairment in children, identify steps to developing a functional behavior assessment for behaviorally dysregulated children with communication impairment and identify interventions to support behavioral regulation in language impaired children.

Session 13 AAC in the Borderlands: What We Need to Know Agave Ballroom Sharon Hendrickson-Pfeil, MEd, CCC-SLP

(Instructional Level – Intermediate) This is a clinical presentation focusing upon AAC services provided to Spanish-speaking children and adults in Arizona. The field as it applies to this population is reviewed from a historical perspective. Advances in language options will be reviewed and available AAC device vocabularies and Spanish AAC apps will be described and discussed with reference to specific populations. The discussion will include a review of Spanish vocabularies for Saltillo’s TouchChat Suite, Spanish WordPower based vocabularies, Proloquo 4.1’s bilingual vocabulary and Unity based vocabularies, and AVAZ Español. The advantages of providing AAC users with access to the language of the home are discussed, and videotaped conversations with Spanish-speaking parents are included. Culturally appropriate strategies for inclusion of family members in device selection, customization of vocabulary and device training are presented.

Learner Outcomes: At the completion of this presentation, participants will be able to compare and contrast three Spanish AAC vocabularies available for AAC users, name three barriers to successful AAC outcomes in the Spanish-speaking community, describe three strategies helpful in supporting families as they facilitate AAC device usage across multiple communication contexts and list three considerations in customizing vocabulary for bilingual users.

Session 14 Real-Time Embedded Coaching Joshua Tree II Catherine Creamer, MEd, LSLS Cert. AVEd

(Instructional Level – Intermediate)

This presentation will focus on the specific strategies and techniques of Real-Time Embedded Coaching. Real-Time Embedded Coaching is the process of a person who has specific knowledge or skills coaching a parent, caregiver, student or other provider during the process of the activity rather than waiting for the activity to be over to provide suggestions and feedback. Organization of a Real-Time Embedded Coaching session

is based on the characteristic of coaching outlined in The Early Childhood Coaching Handbook (Rush & Shelden, 2011) and includes joint planning, observation, action/practice, reflection and feedback. The focus of the session will be on the skills needed to provide embedded coaching, identifying areas of strength and those that need support, identifying strategies and techniques in a Real-Time Embedded Coaching session and planning a coaching session.

Learner Outcomes: At the completion of this presentation, participants will be able to identify three reasons to use Real-Time Embedded Coaching, identify three strategies that will support Real-Time Embedded Coaching, and explain and demonstrate Real-Time Embedded Coaching.

1:30 pm–3:00 pm Session 16 Transitioning Into the Best Therapist for the Coronado II Transgender Client Janet Hawley, MS, CCC-SLP

(Instructional Level – Intermediate) Speech-language pathologists are ideal providers for transgender individuals who want to develop gender-congruent communication behaviors because of our understanding of the mechanics of behavior change, as well as our training in voice, verbal and non-verbal language. This presentation will include evidence-based and creative approaches to working with these individuals.

Learner Outcomes: At the completion of this presentation, participants will be able to list five vocal features to target in voice feminization therapy, compare and contrast male versus female language behaviors and list five stereotypical female and five stereotypical male non-verbal behaviors.

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TECHNICAL SESSIONS – SESSION 17

Joshua Tree I

1:30 pm–1:45 pm College Athletes, Classrooms and Concussions Shauna Baker, MS, CCC-SLP; Tamiko Azuma, PhD

(Instructional Level – Intermediate) Athletes who participate in contact sports have an increased likelihood of experiencing concussions and post-concussive syndrome (PCS). PCS is often associated with attention and memory impairments, which can detrimentally affect academic performance. Specific cognitive consequences of PCS include reduced processing speed, working memory (WM) deficits, and selective, divided and sustained attention impairments (e.g., Cicerone and Azulay, 2002). These cognitive deficits may be relatively subtle and less noticeable until the individual must perform tasks with high attentional and WM demands, such as those required in college classes. In addition to encoding lecture material and monitoring verbal information for notes, a student must also inhibit irrelevant or distracting information. This study examined verbal memory and attention in college athletes with a self-reported history of concussion. Participants learned information in a lecture format and then completed a memory test. They were also administered WM and attention tasks. Analyses focused on assessing the predictive power of those task scores on memory test performance.

Learner Outcomes: At the completion of this presentation, participants will be able to identify academic performance issues in student athletes with a history of concussion, describe how working memory relates to note-taking and lecture test performance and list one way in which to provide accommodations to this population.

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TECHNICAL SESSIONS – (continued)

Joshua Tree I

1:45 pm–2:00 pm Comparing Two Children With Speech Deficits and Overlapping Chromosomal Deletions Amna Fares, MS, CCC-SLP; Caitlin Vose, MS, CCC-SLP; Hope Lancaster, PhD; Beate Peter, PhD, CCC-SLP

(Instructional Level – Intermediate) Current research suggests genetic etiologies for a variety of communication disorders. This study investigates the speech patterns of two children with speech sound disorders (SSDs) and overlapping deletions on chromosome 6. We show evidence that the overlapping deletions are associated with specific characteristics of their SSDs and differences in severity.

Learner Outcomes: At the completion of this presentation, participants will be able to describe chromosomal deletions, understand the association of chromosomal deletion and speech characteristics, and relate the implications of genetic variations to clinical practice.

2:00 pm–2:15 pm Student Health Outreach for Wellness: Health Literacy for the Homeless Jean C. Brown, MA, CCC-SLP

(Instructional Level – Intermediate) The purpose of this session is to present the Student Health Outreach for Wellness Literacy Project. The project’s focus is to screen the health literacy and cognitive skills of homeless adults by fostering interprofessional student education and promoting self-advocacy by clients when interacting with their health care providers. A secondary purpose is to recruit speech-language pathologists in the community to undergraduate and graduate students as they interact with other pre-service professionals.

Learner Outcomes: At the completion of this presentation, participants will be able to describe the purpose of the Student Health Outreach for Wellness project.

2:15 pm–2:30 pm Ultrasound Imaging of Swallowing Subsequent to Feeding and Myofunctional Interventions Michelle McKay; Juliet Weinhold, PhD, CCC-SLP

(Instructional Level – Introductory) The purpose of this project was to examine swallowing patterns using ultrasound technology. Ultrasound research in the realm of swallowing is sparse, yet has potential clinical application. In using ultrasound, this study outlines a protocol for utilization of a hand-held probe and reinforces a particular protocol described in the literature. Real-time ultrasound recordings of swallows for 21 adult subjects were made. Baseline swallow patterns were compared to swallows after implementation of one therapeutic intervention common in both feeding and myofunctional therapy, and one intervention more commonly associated with myofunctional therapy. Changes in swallowing patterns are described, and similarities of interventions across the two professions are discussed. Participants with oromyofunctional disorder are compared to a group with typical swallowing and differences in ultrasound patterns are described. Analysis includes relative duration of swallowing stages compared to the total duration of the swallow, measurements of tongue height after implementation of the interventions and the number of swallows required for the bolus to be cleared from the oral cavity.

Learner Outcomes: At the completion of this presentation, participants will be able to identify oral structures on an ultrasound display.

3:30 pm–5:00 pm Session 18 Sentences to Stories: Spoken Language RtI Coronado I With At-Risk Learners Colin Macpherson, MA, CCC-SLP; Katie Squires, PhD, CCC-SLP

(Instructional Level – Intermediate) This session will report the findings of an implementation study that addressed the use of a Response to Intervention (RtI) approach for oral language instruction. The use of a universal screening tool for language (i.e., Structured Photographic Expressive Language Test Preschool 2), student tier assignment, teacher education for tier 1 and 2 instruction, dialogic book reading curriculum design and the role of the SLP in the RtI project will be discussed. Data obtained through universal language screening at three different time points will be presented at both individual and group level of statistical comparison. Language facilitation approaches utilized across all three tiers of oral language instruction will be discussed in detail. Findings from this preliminary study suggest that the use of an RtI model for oral language instruction may assist the SLP in identifying and supporting children with weak oral language skills in the regular education classroom.

Learner Outcomes: At the completion of this presentation, participants will be able to describe the relationship between Low-SES status, oral language skills and academic underachievement, describe the essential components of an RtI approach for oral language instruction and identify and describe oral language instruction and intervention approaches appropriate for different tiers of instruction.

Session 19 Assistive Technology Tools & Strategies to Agave Ballroom Support Executive Functions in the Classroom Mary Keeney, MA, CCC-SLP; Ann Gortarez, MEd

(Instructional Level – Intermediate) You know what executive dysfunction looks like in the classroom, but do you know what to do about it? Come to this fast-paced session and get your hands on lots of AT supports, from low tech to high tech and everything in between. Bring your camera!

Learner Outcomes: At the completion of this presentation, participants will be able to match AT tools with executive dysfunction, identify at least three places to obtain AT tools for trial use in public school settings and list at least three barriers to classroom success imposed by executive dysfunction.

Session 21 What IDEA Says, What Parents Say and What it Joshua Tree I Means Fe Murray, EdD, CCC-SLP

(Instructional Level – Intermediate) This study looked at what families experienced at IEP meetings. Five families of children with speech-language disorders participated in this study. Qualitative analysis of the interviews completed before and after the meetings revealed three common emergent themes: a subordinate relationship, negotiating subordination and undeniable caring. The experiences of the families in this study are reported at an individual level; however, larger institutional and ideological contexts may have played a role in how these families experienced the IEP meeting. Recommendations made based on best practices encourage collaboration and cultural reciprocity between Dinè parents and schools. The data gathered through this study could potentially promote knowledge of the special education system among the Navajo community, empower parents of all ethnicities, and promote collaboration between speech-language pathologists, special education providers and caregivers.

Learner Outcomes: At the completion of this presentation, participants will be able to compare/contrast what the federal law says about the role of the parent in an IEP meeting, versus what Navajo parents in this study perceived their role to be, identify the emergent themes experienced during the IEP process by the parents in this case study and list three recommendations to encourage true collaboration between families of children with special needs, and schools.

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3:30 pm–5:30 pm Session 22 Beginning With the End in Mind: Outcome Coronado II Based Aphasia Treatment Stephanie Christensen, PhD, CCC-SLP

(Instructional Level – Intermediate) This session will review the components of the Living with Aphasia-Framework for Outcome Measurement (A-FROM; Kagan et al., 2008) model. Several approaches to treatment will be reviewed (e.g. impairment based approaches, psychosocial approaches) in regard to the A-FROM model. The effects of different treatment approaches on outcome across the domains of aphasia severity, life participation, and personal and environmental factors will be discussed. Participants will be asked to consider their own approach to aphasia treatment in light of the domains of the A-FROM model. Through an interactive session, participants will learn to address aphasia treatment across the continuum of care using backward design principles. By reframing their typical treatment approach within the model discussed, participants will learn to tailor their treatment to make the greatest impact in the lives of clients with aphasia.

Learner Outcomes: At the completion of this presentation, participants will be able to list the four domains of the A-FROM model, identify which components of the A-FROM model different treatment approaches target, identify two new ways they can adapt their typical treatment approach to begin with the end in mind and have a greater impact on the life of a person with aphasia.

3:45 pm–4:00 pm Applying Learning Theory to the Acquisition of Academic Vocabulary Ashley Bourgoyne, BS

(Instructional Level – Intermediate) This study was designed to determine if high-variability visual input would facilitate the development of conceptual representations of academic vocabulary for typical and language-learning disabled college-aged students. Students were trained on vocabulary in high- and low-variability conditions. Their learning was assessed via a post-test which required them to identify, out of a field of four, both trained and novel images. Participants also rated novel images, both accurate and inaccurate, on a scale of one to nine (accurate/inaccurate) in order to assess their conceptual representations of the new vocabulary. Results showed that both typical and language-learning disabled participants were equally accurate on trained and novel items in the high-variability condition, but were less accurate on novel items only in the low-variability condition, though the language-learning disabled participants showed less learning overall. Participants were more successful at rating accurate items in the high-variability condition than the low-variability condition, but were equivalently bad at successfully rating the inaccurate images. High-variability learning conditions may facilitate learner generalization to novel representations and recognition of accurate examples of academic concepts in typical and language-learning disabled college students.

Learner Outcomes: At the completion of this presentation, participants will be able to articulate why variability of input might be helpful for learners, identify the benefits of high-variability input on learning and identify the different effects of high-variability input on learning by typical learners versus individuals with language-learning disabilities.

4:00 pm–4:15 pm NTrainer: A Tool for Aiding Oral Skill in Pediatrics Keegan Gallagher, MS, CCC-SLP; Randi Morgan, MA, CCC-SLP

(Instructional Level – Intermediate) The NTrainer system is a medical tool typically used in the NICU to improve non-nutritive sucking with medically fragile newborns. However, our clinic has performed exploratory treatment with the NTrainer system to determine its effectiveness improving oral awareness and oral motor skills for feeding with children from a wide range of ages and diagnoses. The treatment protocol, findings and ongoing plans will be reviewed.

Learner Outcomes: At the completion of this presentation, participants will be able to describe the function of the NTrainer system, distinguish two populations that are appropriate to use the NTrainer system with and name three areas of improvement seen following NTrainer system use.

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Joshua Tree II

3:30 pm–3:45 pm Clear Speech Production in Real Versus Imagined Noise Conditions Alana Baxter, BA; Kate Bunton, PhD, CCC-SLP

(Instructional Level – Intermediate) A common recommendation for communication partners of people with hearing loss is to speak clearly, but how effective is this simple instruction? Can clear speech be affected by real or imagined background noise? This study examined the acoustic properties of conversational and clear speech produced under four different conditions. Twelve subjects (eight female, four male) with a mean age of 20 years were recorded reading three passages and a set of sentences under four conditions. The first condition for every subject was to read conversationally as though speaking to a friend. In the other three conditions, given in random order, subjects were instructed to speak as clearly as they could while listening to multitalker babble or speech shaped noise over headphones, or imagining that they were in a noisy room. Acoustic measures reflected rate, frequency and intensity. Results of this study will inform audiologists and speech-language pathologists about whether they are giving helpful instructions related to clear speech production to communication partners of hearing impaired patients.

Learner Outcomes: At the completion of this presentation, participants will be able to identify the importance of clear speech, describe conditions that elicit clear speech production and identify acoustic measures that reflect clear speech production.

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Saturday, April 307:00 am–5:00 pm Registration7:30 am–9:00 am Business Meeting/Awards Breakfast9:00 am–10:30 am Presentations10:30 am–11:00 am Break, Exhibits, Silent Auction11:00 am–12:30 pm Presentations12:30 pm–1:30 pm Technical Sessions 312:30 pm–1:30 pm Lunch – Turquoise III1:30 pm–3:00 pm Presentations3:00 pm–3:30 pm Break, Silent Auction Pick-Up – Palo Verde3:30 pm–5:00 pm Presentations

Saturday Sessions9:00 am–10:30 am Session 24 Assessment/Treatment of Speech Sound Coronado I Disorders in Monolingual and Bilingual Children - Part 1 Christina Gildersleeve-Neumann, PhD, CCC-SLP

(Instructional Level – Intermediate) Children with moderate to severe speech sound disorders (SSDs), including childhood apraxia of speech (CAS) can present substantial challenges for the SLP. However, there are ways to increase effectiveness in assessing and treating the speech of these children. This session will expand on the understanding of speech development, integrating motor, somatosensory, auditory, linguistic and socio-cultural information. A thorough assessment protocol for SSDs and ways to differentiate CAS will be provided. Current treatment approaches that are effective in treating speech sound disorders will be presented, as well as ways to adapt treatment for the needs of individual children. We will explore motor learning principles as a foundation for treating motor-based SSDs. Assessment and treatment of bilingual children with SSDs will be included, emphasizing Spanish-English backgrounds.

Learner Outcomes: At the completion of this presentation, participants will be able to describe the articulatory and phonological components of speech development and speech sound disorder, describe current treatment approaches for moderate to severe speech sound disorders, including childhood apraxia of speech, utilize motor learning principles in treatment for speech sound disorder and adapt current treatment approaches to match the needs of individual clients. Part 2 of this session will take place 11:00 am-12:30 pm (Session 30)

Session 25 Dysphagia in Children With Neurodevelopmental Coronado II and Related Disorders Jennifer Casteix, MS, CCC-SLP

(Instructional Level – Intermediate) Children with neurodevelopmental and related disorders frequently have associated oral and/or pharyngeal dysphagia with possible silent aspiration. Quite often, parents and caregivers are not made aware of these risks, and therefore are not prepared to support the child in safe feeding and swallowing practices. Likewise, speech-language pathologists in school settings may not have the resources to support children with underlying dysphagia during the school day. In this session we will review some of these disorders and associated risks, and discuss ways to support safe eating and swallowing at home, at school and in the community.

Learner Outcomes: At the completion of this presentation, participants will be able to describe the differences between oral and pharyngeal dysphagia and associated risks with each, name at least one neurodevelopmental or related disorder that has been shown to have risk factors for oral and/or pharyngeal dysphagia and discuss ways to support safe eating and swallowing in a child with a neurodevelopmental or related disorder at home, school or in the community.

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9:00 am–10:30 am Session 26 Socially Thinking - Practically Speaking: The Turquoise I & II Social Mind at Work and Play - Part 1 Pamela Crooke, PhD, CCC-SLP

(Instructional Level – Introductory) Is it still enough to simply infuse and model good social “skills” in our classrooms? Interestingly, administrators, teachers and staff are reporting a spiral downward in the baseline skills of students entering into schools around the globe – both in general and special education settings. Surviving the boring moment, suppressing the blurt and knowing how to join the group should be considered as critical for success in school as language arts and math. The educational standards, when viewed with the right lens, provide a pathway for justifying targeted strategies for those students who excel in their science smarts, but struggle with social smarts. In this session, we will explore why it’s not enough to simply teach social rules and basic skills for some individuals with social learning issues. We will explore hands-on activities for tackling the skill, as well as the thinking. The Social Thinking® methodology is an evidence-based practice that allows for exploration of the basic underpinnings of the social mind, while providing ideas for teaching common sense strategies for negotiating the ever-changing social world. Skills needed by all students not only in achieving academic success, but also for success in adulthood and life in general.

Learner Outcomes: At the completion of this presentation, participants will be able to describe the differences between teaching social skills and social thinking, list two key social thinking vocabulary and the research base underlying each, describe three of the six layers of research-based evidence related to the Social Thinking methodology and discuss the impact of social media/technology on social emotional skills.Part 2 of this session will take place 11:00 am-12:30 pm (Session 32)

Session 27 Muscle Tension Dysphagia - Part 1 Joshua Tree II Christina Kang, MS, CCC-SLP; David Lott, MD

(Instructional Level – Intermediate) The objective is to introduce primary and secondary muscle tension dysphagia as a clinical classification of dysphagia. This is a primary laryngeal muscle tension disorder manifested as a swallowing disorder rather than a voice or breathing disorder. Symptomology, theoretical framework for diagnosis and algorithm for care will be discussed in-depth.

Learner Outcomes: At the completion of this presentation, participants will be able to describe multiple characterizations of laryngeal sensory neuropathy, describe disorders of laryngeal hyperresponsiveness, recommend appropriate treatment for patients with laryngeal muscle tension disorders and identify therapy techniques targeting unloading of laryngeal muscle tension.Part 2 of this session will take place 11:00 am-12:30 pm (Session 33)

Session 28 Current Developments for Patients Fit With Joshua Tree I Cochlear Implants Michael Dorman, PhD

(Instructional Level – Intermediate) This session will describe the outcomes of recent studies of patients fit with cochlear implants (CI). The patient groups will include single CI, bilateral CI, hearing preservation CI (i.e., low-frequency acoustic hearing in both the implanted ear and the contralateral ear), bimodal CI (CI plus low-frequency acoustic hearing in the contralateral ear) and single-sided deaf (SSD) fit with CI. The performance of the patients in these groups on tests of speech understanding in quiet and in complex listening environments (simulations of a restaurant and a cocktail party) and tests of sound source localization will be described. The value of having two ears (two CIs or two ears with low-frequency acoustic hearing) will be explored. Finally the interaction of visual information with speech understanding and sound source localization will also be explored.

Learner Outcomes: At the completion of this presentation, participants will be able to describe the speech understanding abilities of multiple groups of patients fit with a CI, describe the sound localization abilities of multiple groups of patients fit with a CI and describe the value of visual information for speech understanding by patients fit with a CI.

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ArSHA Convention Program9:00 am–10:30 am Session 29 Language Basis of Reading Comprehension: Agave Ballroom Profiles, Assessments and Interventions - Part 1 Tiffany Hogan, PhD, CCC-SLP

(Instructional Level – Intermediate) Multiple pathways to reading comprehension impairment will be described based on recent findings from several longitudinal studies. Implications for the evidence-based assessment and efficacious treatment of children with communication disorders and reading comprehension difficulties will be overviewed.

Learner Outcomes: At the completion of this presentation, participants will be able to explain the role language processes play in a child’s ability to comprehend texts across grades, summarize the major pathways to breakdowns in reading comprehension based on findings from several recent longitudinal studies, and describe evidence-based assessments and efficacious treatments of reading comprehension difficulties.Part 2 of this session will take place 11:00 am-12:30 pm (Session 35)

11:00 am–12:30 pm Session 30 Assessment/Treatment of Speech Sound Coronado I Disorders in Monolingual and Bilingual Children - Part 2 Christina Gildersleeve-Neumann, PhD, CCC-SLP

(Instructional Level – Intermediate) Part 3 of this session will take place 1:30 pm-3:00 pm (Session 37)See Session 24 for abstract and learner outcomes.

Session 31 Tongue Thrust Remediation - A Behavior Coronado II Modification Approach Joy Leslie, MS, CCC-SLP

(Instructional Level – Intermediate) Tongue thrust occurs when a client demonstrates a forward tongue position at rest, during speech and/or when swallowing. This tongue-forward position can negatively affect speech (frontal lisp) and dental growth (open bite, overbite). During this session, a behavior modification approach will be outlined and articulation strategies will be discussed.

Learner Outcomes: At the completion of this presentation, participants will be able to identify symptoms of tongue thrust, design a behavior modification approach to remediate incorrect oral postures, and list three therapy strategies to improve articulation skills affected by a tongue-forward position.

Session 32 Socially Thinking - Practically Speaking: The Turquoise I & II Social Mind at Work and Play - Part 2 Pamela Crooke

(Instructional Level – Introductory) See Session 26 for abstract and learner outcomes.

Session 33 Muscle Tension Dysphagia - Part 2 Joshua Tree II Christina Kang, MS, CCC-SLP; David Lott, MD


Session 34 Cochlear Implants: A Team Approach Joshua Tree I Jacqueline Busen, AuD; Kate Helms Tillery, PhD, CCC-SLP

(Instructional Level – Intermediate) In a recent survey of medical care recipients, 83% of respondents indicated that team-based care improved their health outcomes (jhartfound.org). Despite this, many allied health professionals work in isolation. Approaches to coordinated cross-disciplinary care will be discussed, with emphasis on evidence-based management of services for cochlear implant recipients.

Learner Outcomes: At the completion of this presentation, participants will be able to describe the differences between interdisciplinary and multidisciplinary teams, explain the key characteristics of an effective care team, describe how to integrate care for effective management of cochlear implant patients.

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Joshua Tree I

12:30 pm–12:45 pm Analysis of Tinnitus Support Group Management Questionnaires Hailey Corthell, BA; O’neil Guthrie, PhD, CCC-A; Megan MacIlroy, BS

(Instructional Level – Introductory)The Northern Arizona University (NAU) Tinnitus Support Group is a free and open forum for members of the community and university to share their experiences with each other and acquire information about tinnitus from providers/professionals (e.g., audiologists and psychologists) in the community. This support group was modeled after the American Tinnitus Associations Tinnitus Support Group Leader Help Book. This model can be likened to the third hierarchical level of the Progressive Audiologic Tinnitus Management, where group education is used to provide counseling by audiologists or other health providers (Henry et al, 2009). In order to continually improve the support group and acquire feedback on creating a new tinnitus clinic, a quality improvement questionnaire is provided to participants during the monthly meetings. This quality improvement questionnaire is an open set of questions regarding goals, suggestions and logistics for tinnitus support group meetings and a tinnitus clinic. Although, the information from the questionnaire will be used to improve the services we provide (e.g., improve the support group and design a future tinnitus clinic) at NAU, we also recognize that this information will be valuable to other providers and facilities across the country.

Learner Outcomes: At the completion of this presentation, participants will be able to list three benefits of a tinnitus support group, list three common logistical suggestions for a tinnitus support group posed by its members and identify focus areas for a tinnitus clinic.

12:45 pm–1:00 pm Color Versus Black and White Picture Naming and Description in Individuals With and Without Aphasia Laura Hook, BA, BS; Emi Isaki, PhD, CCC-SLP

(Instructional Level – Introductory)Research involving colored stimuli for naming for individuals with acquired anomia has yielded mixed results. This project investigates the use of colored stimuli for naming and language production in individuals with aphasia and matched controls. Clinical implications for assessment will be addressed with respect to the results.

Learner Outcomes: At the completion of this presentation, participants will be able to describe implications of color versus black and white stimuli for naming for individuals with anomia, describe implications of color versus black and white stimuli for expressive language (nouns, verbs, adjectives and total number of words) in individuals with anomic aphasia, describe qualitative analysis of stimulus preference.

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11:00 am–12:30 pm Session 35 Language Basis of Reading Comprehension: Agave Ballroom Profiles, Assessments and Interventions - Part 2 Tiffany Hogan, PhD, CCC-SLP (Instructional Level – Intermediate) Part 3 of this session will take place 1:30 pm-3:00 pm (Session 42)See Session 29 for abstract and learner outcomes.

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Joshua Tree I

1:00 pm–1:15 pm Thumb, Sumb, Fumb: Development of Interdental Fricatives Kelsey Raab, BA; Gretchen Bergstrand, BA; Anna Sosa, PhD, CCC-SLP

(Instructional Level – Introductory)This study investigates the patterns of development of voiced and voiceless interdental fricatives in children ages 2;6 to 7;11 with typical speech and language. Word productions from the GFTA 2, EVT 2, CAAP 2 and SPAT D II were analyzed and patterns will be discussed. Preliminary results indicate that the production of /f/ for the voiceless interdental fricative is the most common substitution pattern among children ages 2;6-7;11. This process can therefore be considered “typical” with regard to development of the voiceless interdental fricative and, for the purpose of this research, has been named Interdental Fronting. Identification of this phonological process in typical speech and language development will aid clinicians in diagnostic decision-making and intervention planning.

Learner Outcomes: At the completion of this presentation, participants will be able to identify the primary substitution patterns of interdental fricatives in children ages 2;6-7;11, identify age groups with the highest and lowest variability of voiceless interdental fricative production and differentiate accuracy of interdental and non-interdental fricatives in syllable onset versus syllable coda positions (across age groups).

1:15 pm–1:30 pm A Comparison of Articulation Assessments Anna Sosa, PhD, CCC-SLP; Taylor Johnson, BS; Danika Knight, BS; Holly Fowler, BA

(Instructional Level – Introductory)Standard and percentile scores for 40 children between the ages of four and seven on the Goldman-Fristoe Test of Articulation - 2 (GFTA), Clinical Assessment of Articulation and Phonology - 2 (CAAP) and Structured Photographic Articulation Test - 2 (SPAT) were compared to identify differences between articulation assessments.

Learner Outcomes: At the completion of this presentation, participants will be able to identify strengths and weaknesses of three commonly used articulation assessments, identify how validity is established for three commonly used articulation assessments and interpret the study’s results in order to select an appropriate articulation assessment.


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1:30 pm–3:00 pm Session 37 Assessment/Treatment of Speech Sound Coronado I Disorders in Monolingual and Bilingual Children - Part 3 Christina Gildersleeve-Neumann, PhD, CCC-SLP

(Instructional Level – Intermediate) Part 4 of this session will take place 3:30 pm-5:00 pm (Session 43)See Session 24 for abstract and learner outcomes.

Session 38 SLPs and Families: Working Together in Early Coronado II Intervention Kathe McGrath, MS, CCC-SLP

(Instructional Level – Intermediate) This session will provide participants with ways to encourage family participation with speech and language goals. Apps for iOS, books, toys, routines, websites and resources will be discussed.

Learner Outcomes: At the completion of this presentation, participants will be able to name three iOS apps that families can use to encourage language, identify two websites that encourage family participation in enriching children’s language and name three household routines that families can use to encourage language.

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1:30 pm–3:00 pm Session 39 How Do I Work With an SLPA? Turquoise I & II Amy Hill, MA, CCC-SLP; Jeffrey Meeks, EdD, CCC-SLP

(Instructional Level – Intermediate) Join us for this session where we discuss obstacles and pose possible solutions to help you effectively work with a speech-language pathology assistant (SLPA). With rising caseloads and challenging students, we often find ourselves working tirelessly at our jobs. Working with an SLPA seems like more work, doesn’t it? Let’s debunk the myths and talk about the reality including both the pros and cons of using SLPAs. Topics will include licensure requirements and scope of work with examples of how other SLPs have found the use of an SLPA beneficial. Authorities on SLPA licensure and scope of practice in Arizona will answer the following questions as well as others you may have: How do I use an SLP/SLPA model to meet speech language needs? What are the best things an SLPA can assist me with? How do I keep good communication with my SLPA so we can efficiently meet the demands of a challenging caseload? What are the licensure requirements I need to be aware of? How do I document and provide appropriate supervision? What duties are best delegated to my SLPA? Is my license in jeopardy when I supervise an SLPA? How do I help my SLPA understand their role?

Learner Outcomes: At the completion of this presentation, participants will be able to identify the licensure requirements for supervision of an SLPA, list three benefits of using an SLPA and identify what an SLPA can and cannot do per Arizona law.

Session 40 A-A-Ask a P-P-Person Who S-S-Stutters Joshua Tree II Judith Eckardt, MS, CCC-SLP

(Instructional Level – Introductory) Speech-language pathologists will have the opportunity to ask questions to a panel of adults who stutter. These adults range in age from 21- 72 years and function “well” in life. What has helped them the most? When students train to be speech-language pathologists, their exposure to theory of stuttering development and therapy in course work is often very limited. The practicum for stuttering involving observation and practice is also minimal and students can graduate with no therapy experience. The kind of speech therapy that a person who stutters receives is often based upon the knowledge and training of their speech-language pathologist. The therapy procedures can focus on fluency shaping and/or fluency modification. However, is reduction of percentage of stuttering a measure of success? Or, is it a point in time measure that could quickly change in other communication situations? It is much more important to determine the negative effects of stuttering. Does your client have negative reactions to his stuttering such as feelings of helplessness, anger, shame, frustration and guilt? Consequently, the stutterer will develop many avoidance behaviors for different communication situations. Their career choices are often determined by how handicapping they perceive their stuttering to be. Maybe after hearing this adult panel of people who stutter, speech-language pathologists will begin to change their orientation in goal writing. Their orientation will focus on helping the clients reduce the negative experiences of stuttering with the primary goal being effective functional communication with some stuttering.

Learner Outcomes: At the completion of this presentation, participants will be able to state why using “percentage of stuttering” is dangerous in writing IEP Goals, state five possible negative effects of stuttering upon a child or student and write three IEP goals to reduce specific negative effects of stuttering.

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1:30 pm–3:00 pm Session 41 Hearing Loss, Cognition and Healthy Aging - Joshua Tree I Part 1 Nicole Marrone, PhD, CCC-A; Suzanne Moseley, MA; James Shehorn, BS; Elizabeth Glisky, PhD

(Instructional Level – Intermediate) In this session, we will adopt a healthy aging approach to understanding the cognitive and psychosocial consequences of hearing loss with implications for clinical practice in audiology, speech-language pathology and psychology. There is an increasing public health interest in the connections between acquired hearing loss and health in older adulthood. Older adults with and without hearing loss are at risk for experiencing speech communication difficulties. Communication challenges are often under-diagnosed and under-managed, which may negatively impact quality of life and health. Collaborative research efforts are beginning to illuminate the associations between hearing loss and various health outcomes including cognition, but a comprehensive model is still lacking. Although cognitive impairment may contribute to communication problems, it is also likely that hearing loss itself contributes to problems in cognition, via increased cognitive load, changes to brain structure and function, and/or social disengagement. A major question is whether hearing loss is a modifiable risk factor for adverse cognitive and health outcomes. We will review existing and emerging evidence on how hearing loss and cognition are interrelated and consider the implications within the context of illustrative cases. Among the issues to be addressed are common clinical challenges, such as navigating differential diagnosis in a population in which both hearing loss and cognitive impairment are prevalent. Interventions and strategies to support communication, cognition and psychosocial health throughout older adulthood will be discussed.

Learner Outcomes: At the completion of this presentation, participants will be able to discuss the evidence on the links between hearing loss, cognition and healthy aging, identify the impact of hearing ability on common tests of cognitive ability and explain how speech-language pathologists and audiologists can provide support to older adults with hearing loss and their families.Part 2 of this session will take place 3:30 pm-5:00 pm (Session 47)

Session 42 Language Basis of Reading Comprehension: Agave Ballroom Profiles, Assessments and Interventions - Part 3 Tiffany Hogan, PhD, CCC-SLP (Instructional Level – Intermediate) Part 4 of this session will take place 3:30 pm-5:00 pm (Session 48)See Session 29 for abstract and learner outcomes.

3:30 pm–5:00 pm Session 43 Assessment/Treatment of Speech Sound Coronado I Disorders in Monolingual and Bilingual Children - Part 4 Christina Gildersleeve-Neumann, PhD, CCC-SLP


Session 44 Common Elements in Therapeutic Approaches Coronado II to Apraxia Barbara Dabul, PhD, CCC-SLP

(Instructional Level – Intermediate) The motor speech disorder of apraxia has been difficult to remediate in both adults and children. Beyond developing her own therapeutic approach to apraxia (published in 1976), the presenter has spent almost forty years identifying the common elements in successful treatments for apraxia. In this session, those elements will be listed, defined and described. They will then be applied to popular treatments and participants will be invited to share treatments they are currently using or planning to use for examination of the presence of these elements.

Learner Outcomes: At the completion of this presentation, participants will be able to demonstrate the “feel” of apraxia by repeating exercises performed in the session, list and describe up to ten common elements in successful approaches to apraxia, apply the list of elements to at least one common therapeutic approach and assess that approach’s potential for success with their client.

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3:30 pm–5:00 pm Session 45 Guidance Document for School Based SLP/SLTs Turquoise I & II and Intervention Strategies Crystal Brooks, MA, CCC-SLP; Mary Keeney, MA, CCC-SLP

(Instructional Level – Intermediate) The Arizona Department of Education along with several participating SLPs around the state have created a document to provide guidance to those working in the school based setting. This document will be reviewed, highlighting topic areas addressed and how to use this document to promote the value of the SLP/SLT. Learn more about the special education process, the IDEA templates to support screenings and intake, evaluations that guide evidence based practice within the IEP and practices that support the unique cultural and linguistic diversity within Arizona.

Learner Outcomes: At the completion of this presentation, participants will be able to understand the purpose of the guidance document, use the guidance document to promote best practice in the school based setting, use the guidance document to promote the value of the SLP/SLT in the school based setting.

Session 46 Realize Language: Using Data Collection to Joshua Tree II Guide AAC Intervention LaConda Walker, MA; Jeremy Legaspi, MS, CCC-SLP

(Instructional Level – Introductory) Creating evidence-based goals with augmentative and alternative communication (AAC) users can often be time consuming, confusing and difficult. Data collection methods exist on AAC systems but often times this data isn’t collected and used to guide therapy plans. Realize Language is a new online service that gives parents and professionals powerful ways to monitor, measure and maximize a child’s use of an AAC speech device. This session will discuss language development and how to use data collection from AAC devices with Realize Language to help guide intervention and develop evidence-based goals.

Learner Outcomes: At the completion of this presentation, participants will be able to identify and describe Brown’s five stages and how they relate to the process of goal writing, identify and describe three evidence based instruments to use when conducting a language sample with an AAC user and identify five ways in which Realize Language assists in guiding intervention.

Session 47 Hearing Loss, Cognition and Healthy Aging - Joshua Tree I Part 2 Nicole Marrone, PhD, CCC-A; Suzanne Moseley, MA; James Shehorn, BS; Elizabeth Glisky, PhD


Session 48 Language Basis of Reading Comprehension: Agave Ballroom Profiles, Assessments and Interventions - Part 4 Tiffany Hogan, PhD, CCC-SLP (Instructional Level – Intermediate) See Session 29 for abstract and learner outcomes.

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CO

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nce

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ril 1

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AM 8:00

9:00

10:0

011

:00

PM 12:0

01:

002:

003:

004:

005:

00

AUDIO

LOGY

Sess

ion

4 –

Josh

ua T

ree

IIInterh

emisp

heric

Aud

itory

Proc

essin

g: L

ab to

Clin

ic (M

usiek)

9:00

am

- 1

0:30

am

MED

ICAL

Sess

ion

2 –

Cor

onad

o I

Autis

m a

nd th

e Br

ain: W

hat i

s Going

on

Up T

here

? Pa

rt 1

(Rice)

9:00

am

- 1

0:30

am

Sess

ion

7 –

Cor

onad

o I

Autis

m a

nd th

e Br

ain: W

hat i

s Going

on

Up T

here

? Pa

rt 2

(Rice)

11:00

am - 1

2:30

pm

Sess

ion

5 –

Josh

ua T

ree

IMed

icare

101

(Nay

lor)

9:00

am

- 1

0:30

am

Sess

ion

6 –

Cor

onad

o II

Spea

king

and

Swallowi

ng

With

Non

inva

sive

Posit

ive-

Pres

sure

Ven

tilatio

n (N

PPV)

(Britton;

Hoit)

9:00

am

- 1

0:30

am

Sess

ion

11 –

Cor

onad

o II

Cons

ider

ation

of P

ulmon

ary

Defens

es &

Fun

ction

in

Dysp

hagia

Asse

ssmen

t(B

ritton)

11:00

am - 1

2:30

pm

Sess

ion

22 –

Cor

onad

o II

Beginn

ing

With

the

End

in M

ind:

Outco

me

Base

d Ap

hasia

Tre

atmen

t(C

hristens

en)

3:30

pm

- 5

:30

pm

MULT

I-IN

TERES

T

Sess

ion

1 –

Turq

uoise

I & II

Split

Brain

Rese

arch

: A

Person

al

Perspe

ctive

(Mus

iek)

8:00

am

- 8

:45

am

Sess

ion

9 –

Josh

ua T

ree

IILivin

g Be

tter T

hrou

gh A

ssist

ive

Tech

nology

(Ler

vik)

11:00

am - 1

2:30

pm

Sess

ion

12 –

Cor

onad

o I

Beha

viora

l Cha

lleng

es a

nd C

hildre

n W

ith L

angu

age

Impa

irmen

t(C

hand

ler)

1:30

pm

- 3

:00

pm

Sess

ion

21 –

Jos

hua

Tree

IW

hat I

DEA

Says

, Wha

t Par

ents

Say

and

Wha

t it M

eans

(Mur

ray)

3:30

pm

- 5

:00

pm

Sess

ion

10 –

Jos

hua

Tree

IRe

cruitm

ent a

nd R

eten

tion

of

Related

Service

Pro

vider

s in

Arizo

na S

choo

ls(B

acon

; Dav

idso

n)11

:00

am - 1

2:30

pm

Sess

ion

13 –

Aga

ve B

allro

omAA

C in th

e Bo

rder

land

s: W

hat W

e Ne

ed to

Kno

w(H

endr

icks

on-P

feil)

1:30

pm

- 3

:00

pm

Sess

ion

14 –

Jos

hua

Tree

IIRe

al-T

ime

Embe

dded

Coa

ching

(Cre

amer

)1:30

pm

- 3

:00

pm

Sess

ion

16 –

Cor

onad

o II

Tran

sitioning

Into th

e Be

st Th

erap

ist

for t

he T

rans

gend

er C

lient

(Haw

ley)

1:30

pm

- 3

:00

pm

PEDI

ATRI

CS

Sess

ion

3 –

Agav

e Ba

llroo

mAt

tention

-Defici

t-Hyp

erac

tivity

-Di

sord

er a

nd T

he Im

pact

on

Stutterin

g an

d Flue

ncy

- Pa

rt 1

(Don

aher

)9:00

am

- 1

0:30

am

Sess

ion

8 –

Agav

e Ba

llroo

mAt

tention-

Defic

it-Hy

pera

ctivit

y-Di

sord

er a

nd T

he Im

pact

on

Stutterin

g an

d Flue

ncy

- Pa

rt 2

(Don

aher

)11

:00

am - 1

2:30

pm

Sess

ion

19 –

Aga

ve B

allro

omAs

sistiv

e Te

chno

logy

Too

ls & S

trategies

to S

uppo

rt Ex

ecutive

Fun

ction

s in th

e Cl

assroo

m(K

eene

y; G

ortare

z)3:30

pm

- 5

:00

pm

Sess

ion

18 –

Cor

onad

o I

Senten

ces

to S

torie

s: S

poke

n La

ngua

ge

RtI W

ith A

t-Risk

Lea

rner

s(M

acph

erso

n; S

quire

s)3:30

pm

- 5

:00

pm

PM MI

A

Tech

nica

l Ses

sion

sSe

ssion

17Jo

shua

Tre

e I

1:30

pm

– 2

:30

pm

Tech

nica

l Ses

sion

sSe

ssion

23Jo

shua

Tre

e II

3:30

pm

– 4

:15

pm

Hap

py H

our

Last T

errit

ory

5:00

pm

– 5

:30

pm

Prax

is B

owl

Last T

errit

ory

5:30

pm

– 7

:00

pm


CO

NV

EN

TIO

N A

t-A

-Gla

nce

– S

atu

rday

Satu

rday

,Ap

ril 1

1, 2

015

AM 8:00

9:00

10:0

011

:00

PM 12:0

01:

002:

003:

004:

005:

00

AUDIO

LOGY

Sess

ion

28 –

Jos

hua

Tree

ICu

rrent D

evelop

men

ts fo

r Pa

tients

Fit W

ith C

ochlea

r Im

plan

ts

(Dor

man

)9:00

am

- 1

0:30

am

MED

ICAL

Sess

ion

27 –

Jos

hua

Tree

IIMus

cle T

ensio

n Dy

spha

gia

- Pa

rt 1

(Kan

g; L

ott)

9:00

am

- 1

0:30

am

Sess

ion

33 –

Jos

hua

Tree

IIMus

cle T

ensio

n Dy

spha

gia

- Pa

rt 2

(Kan

g; L

ott)

11:00

am - 1

2:30

pm

MULT

I-IN

TERES

T

Sess

ion

34 –

Jos

hua

Tree

ICo

chlear

Implan

ts: A

Tea

m A

ppro

ach

(Bus

en; Helms

Tille

ry)

11:00

am - 1

2:30

pm

Sess

ion

41 –

Jos

hua

Tree

IHe

aring

Loss

, Cog

nitio

n an

d He

althy

Aging

- Pa

rt 1

(Mar

rone

; Mos

eley

; Sh

ehor

n; G

lisky

)1:30

pm

- 3

:00

pm

Sess

ion

47 –

Jos

hua

Tree

IHe

aring

Loss

, Cog

nitio

n an

d He

althy

Aging

- Pa

rt 2

(Mar

rone

; Mos

eley

; Sh

ehor

n; G

lisky

)3:30

pm

- 5

:00

pm

Sess

ion

26 –

Tur

quoise

I &

IISo

cially

Think

ing

- Pr

actic

ally

Spea

king:

The

Socia

l Mind

at W

ork

and

Play

- P

art 1

(C

rook

e)9:00

am

- 1

0:30

am

Sess

ion

32 –

Tur

quoise

I &

IISo

cially

Think

ing

- Pr

actic

ally

Spea

king:

The

Socia

l Mind

at W

ork

and

Play

-

Part

2 (C

rook

e)9:00

am

- 1

0:30

am

Sess

ion

40 –

Jos

hua

Tree

IIA-

A-As

k a

P-P-

Person

Who

S-S

-St

utters

(Eck

ardt)

1:30

pm

- 3

:00

pm

Sess

ion

46 –

Jos

hua

Tree

IIRe

alize

Lan

guag

e: U

sing

Data C

ollection

to G

uide

AAC

Interven

tion

(Walke

r; Le

gasp

i)3:30

pm

- 5

:00

pm

Sess

ion

39 –

Tur

quoise

I &

IIHo

w do

I W

ork

With

an

SLPA

? (H

ill; M

eeks

)1:30

pm

- 3

:00

pm

Sess

ion

45 –

Tur

quoise

I &

IIGuida

nce

Docu

men

t for

Sch

ool B

ased

SL

P/SL

Ts

(Bro

oks; K

eene

y)3:30

pm

- 5

:00

pm

Sess

ion

44 –

Cor

onad

o II

Common

Elemen

ts in

The

rape

utic

Appr

oach

es to

Apr

axia

(Dab

ul)

3:30

pm

- 5

:00

pm

PEDI

ATRI

CS

Sess

ion

24 –

Cor

onad

o I

Asse

ssmen

t/Tr

eatm

ent o

f Sp

eech

Sou

nd D

isord

ers

in

Mon

olingu

al a

nd B

ilingu

al

Child

ren

- Pa

rt 1

(Gild

erslee

ve-N

euman

n)9:00

am

- 1

0:30

am

Sess

ion

30 –

Cor

onad

o I

Asse

ssmen

t/Tr

eatm

ent o

f Sp

eech

Sou

nd D

isord

ers

in

Mon

olingu

al a

nd B

ilingu

al

Child

ren

- Pa

rt 2

(Gild

erslee

ve-N

euman

n)11

:00

am - 1

2:30

pm

Sess

ion

37 –

Cor

onad

o I

Asse

ssmen

t/Tr

eatm

ent o

f Spe

ech

Soun

d Di

sord

ers

in M

onolingu

al a

nd

Bilin

gual C

hildre

n -

Part

3(G

ilder

slee

ve-N

euman

n)1:30

pm

- 3

:00

pm

Sess

ion

43 –

Cor

onad

o I

Asse

ssmen

t/Tr

eatm

ent o

f Spe

ech

Soun

d Di

sord

ers

in M

onolingu

al a

nd B

ilingu

al

Child

ren

- Pa

rt 4

(Gild

erslee

ve-N

euman

n)3:30

pm

- 5

:00

pm

Sess

ion

25 –

Cor

onad

o II

Dysp

hagia

in C

hildre

n W

ith

Neur

odev

elop

men

tal a

nd

Related

Diso

rder

s(C

asteix)

9:00

am

- 1

0:30

am

Sess

ion

31 –

Cor

onad

o II

Tong

ue T

hrus

t Rem

ediat

ion - A

Be

havio

r Mod

ification

App

roac

h(L

eslie

)11

:00

am - 1

2:30

pm

Sess

ion

38 –

Cor

onad

o II

SLPs

and

Fam

ilies:

Workin

g To

gether in

Ea

rly In

terven

tion

(McG

rath)

1:30

pm

- 3

:00

pm

Sess

ion

29 –

Aga

ve B

allro

omLa

ngua

ge B

asis

of

Read

ing

Compr

ehen

sion:

Pr

ofile

s, A

sses

smen

ts a

nd

Interven

tions

- P

art 1

(Hog

an)

9:00

am

- 1

0:30

am

Sess

ion

35 –

Aga

ve B

allro

omLa

ngua

ge B

asis

of

Read

ing

Compr

ehen

sion:

Pr

ofile

s, A

sses

smen

ts a

nd

Interven

tions

- P

art 2

(Hog

an)

11:00

am - 1

2:30

pm

Sess

ion

42 –

Aga

ve B

allro

omLa

ngua

ge B

asis

of R

eading

Co

mpr

ehen

sion:

Pro

files, A

sses

smen

ts

and

Interven

tions

- P

art 3

(Hog

an)

1:30

pm

- 3

:00

pm

Sess

ion

48 –

Aga

ve B

allro

omLa

ngua

ge B

asis

of R

eading

Co

mpr

ehen

sion:

Pro

files, A

sses

smen

ts

and

Interven

tions

- P

art 4

(Hog

an)

3:30

pm

- 5

:00

pm

Tech

nica

l Ses

sion

sSe

ssion

36Jo

shua

Tre

e I

12:3

0 pm

– 1

:30

pm

M PMI

A

Busine

ss M

eetin

g/Aw

ards

Bre

akfa

stTu

rquo

ise

III7:

30 a

m –

9:0

0 am


Handouts on the Web

Speaker handouts will remain on the

ArSHA website until May 16, 2016

ArSHA Praxis Bowl

Friday, April 295:30 pm (.1 CEU)

ArSHA is excited to announce the 6th Annual Praxis Bowl competition for Arizona’s university programs. Top students from graduate programs throughout the state have been invited to test their knowledge and mental speed as they answer Praxis test questions in a fun, competition style setting. All students, faculty, interested alumni and curious Convention attendees are encouraged to attend to test your own knowledge and cheer on your favorite team! Come early for Happy Hour starting at 5:00 pm.

University teams comprised of top-notch students compete in a “quiz bowl” format to see which team can answer the most Praxis practice questions correctly! This session is designed for students preparing to take the Praxis examination, as well as professionals who want to refresh their basic knowledge skills while learning in a fun, interactive and competitive environment.

Learner Outcomes: After attending this session, participants will be able to identify the nature of speech, language, hearing, swallowing and communication disorders; including etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates, identify evaluation procedures for speech, language, hearing, swallowing and communication disorders, identify interventions for speech, language, hearing, swallowing and communication disorders.

Level of Instruction: Intermediate

Kimberly A. Farinella, PhD, CCC-SLP, is a clinical associate professor and clinic director at Northern Arizona University, and has a research appointment at the University of Arizona. Her research interests and clinical expertise include speech motor control and speech disorders of neurogenic origin in children and adults. She completed her post-doctoral fellowship in the Division of Speech Pathology, Department of Neurology at the Mayo Clinic and her doctoral training at the University of Arizona.

THANK YOU to our Praxis Bowl Sponsors:• EBS Healthcare• Learn It Systems

Support EMERGE! Center Against Domestic Abuse by bidding on an item in our Silent Auction located in Palo Verde.

Items can be picked up Saturday, April 30 3:00 pm – 3:30 pm.

We appreciate your support for this wonderful organization!

Thank you to the following people and organizations for donating to this year’s Silent Auction!

Thank you to the 2016 Convention Team! We could not have done this without you!

Jeff MeeksLorri Andrews

Amy HillKim Farinella

Cass FauxAmy Caye

Christine DeHartLori Taniguchi

Laurie Flitner and the Honors CommitteeAll of our wonderful student volunteers

Cyber Café

Sponsored by OticonThank you to Oticon for providing the attendees of ArSHA with free WiFi. The Cyber Café is located in the Exhibit area. Please stop by to check email, download your handouts or search the internet. Don’t forget to stop and see some of the wonderful exhibitors while you are there.

Lorri AndrewsJeannette Hoit

Teresa KarjalainenCheryl LeeperMolly Andrews

Fe’ MurrayAnn Lehn

Karen La BrozziPrentke Romich

Mary Keeney

Speech MusingsDebra Venkatesh

Hilton Tucson El Conquistador Golf and Tennis Resort

Lori TaniguchiSTARS

Arizona Cardinals Football ClubCinemark

Phoenix Art MuseumTucson Museum of Art


ExhibitsConvention Center Lobby

Thank You to Our Valued Sponsors

Join us in the Exhibit Hall to see what’s new this year! Exhibit Hours:

Friday, April 29 – 7:30 am – 5:00 pmSaturday, April 30 – 7:30 am – 3:30 pm

Save the DateArSHA Convention 2017

April 28–29, 2017Returning to the Hilton Tucson El Conquistador

Tucson, Arizona

Join ArSHA at the Hilton Tucson El Conquistador in Tucson, Arizona, as we once again bring forth an excellent Convention program. You can count on ArSHA offering a variety of high-quality, local and national speakers to fulfill your continuing education needs. Convention also provides a wonderful forum for networking opportunities! We look forward to seeing you there!

Thank You to Our Valued Exhibitors

AzTAPCochlear Americas

Dynamite Therapy, LLCEBS Healthcare

Futures EducationInnovaDX

Learn It Systems-TEAM EdMidwestern University

MSR West, Inc.National Stuttering Association

Navajo County ESAOticon, Inc.

Prentke Romich CompanySaltillo Corp.

STARSTMC

Tucson Unified School DistrictUsborne Books & More

VOCES Bilingual Speech Pathology

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SONORAN

CONQ

UISTADOR

LOUNGE

WEST BALCO

NY

EAST BALCON

Y

SABINO

BREAK

AREA

PIMA

BREAK

AREA

ELEVATOR

LOBBY

MESQUITE

LO B BY L E V E L

E XECUTIVE CONFERENCE CENTEROur 11,000ft2 Executive Conference Center is an exceptional venue for your next meeting. Featuring eight distinct meeting rooms, including a boardroom with a built-in 70” LED television for presentations. All rooms are equipped with state-of-the-art audio/visual equipment, ergonomic seating, work tables with non-reflective surfaces, built-in outlets and specially-designed energy efficient lighting.

MEE TINGSWith over 100,000ft2 of flexible indoor and outdoor meeting space, we can accommodate events of any size, from small to grand gatherings. Offering two 11,000ft2 ballrooms, an Executive Conference Center, as well as spectacular outdoor venues with views of Pusch Ridge. Additionally, our team of catering professionals will help ensure your event is both successful and memorable.

56th Annual ArSHA Convention€¦ · 2016 ArSHA Convention - 3 - I am delighted to welcome you to...

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Transcript of 56th Annual ArSHA Convention€¦ · 2016 ArSHA Convention - 3 - I am delighted to welcome you to...