Thursday Feb 6 9:00am-9:30am

Session 1: Cognitive Reserve Takes Center Stage

Presenter(s): Jacqueline Jones-Brown, EdD., CCC-SLP, Porsche' Battle, SLPD, CCC-SLP, Shirlain Darby, M.A.,CCC-SLP
Research consistently demonstrates that involvement in theatre can significantly benefit cognitive reserve, promoting brain elasticity and enhancing quality of life. By engaging older adults in creative expression, we can foster improved recall, enhanced socialization, and overall well-being. A review of existing research reveals that theatrically-based interventions for older adults (average age: 65-82) lead to notable improvements in cognitive functions, problem-solving abilities, and social engagement. These findings underscore the efficacy of theatrical training as a means of enriching the lives of older adults.

Participants will enjoy a live performance of "Dirty Dishes," while simultaneously learning about the cognitive benefits of theatre.

Learning Outcomes

1)      identify positive effects of theatrical engagement on cognitive reserve and brain elasticity in aging adults

2)      integrate therapeutic practices to enhance memory, problem-solving skills, and social interaction for older adults.

3)      assess how theatrical participation fosters social connections among older adults, contributing to improved cognitive resilience.

 
Thursday Feb 6 10:00am-11:30am

Session 2: Strengthening Leadership Pathways in Speech-Language Pathology

Presenter(s): Carrie J. Hinnant, M.A., CCC-SLP, BCBA, CAS, Dr. Elise Davis-McFarland, CCC-SLP, BCS-L
Leadership is vital for the professional growth of speech-language pathologists. This presentation will explore the essential leadership skills needed to succeed in our field. It will also introduce SCSHA’s revitalized Leadership Development Program (LDP), designed to nurture the next generation of leaders. Attendees will learn how to leverage LDP resources and mentoring to define their leadership style, refine strategic thinking, and build lasting professional relationships. Whether you're an emerging leader or seeking to enhance your skills, this session offers actionable insights for active participation in leadership roles.

Learning Outcomes

1)      Attendees will know how to list key leadership skills required for effective professional growth and advancement in the field of speech-language pathology.

2)      Participants will describe various leadership pathways to enhance their leadership roles within SCSHA and their workplaces.

3)      Attendees will identify how to utilize the resources and mentoring opportunities provided by the SCSHA Leadership Development Program (LDP) to refine their leadership style, strategic thinking, and relationship-building skills.

Thursday Feb 6 10:00- 11:30

Session 3: The State of the State Department of Education in Speech-Language Pathology

Presenter(s): Angie Neal, M.S. CCC-SLP,
The “State of the State Department of Education in SLP” will be an opportunity for participants to hear from and ask questions of the State SLP Contact. Topics that will be addressed in this session will include highlights of the recently updated Standards for Evaluation and Eligibility Document (SEED).

Learning Outcomes

1)      Summarize key points related evaluation in the school setting based on the requirements of IDEA and state law.

2)       Explain eligibility according to state and federal laws in the school setting.

3)     Discuss consequences of inaccurate initial and/or ongoing eligibility.

Thursday Feb 6 10:00-:10:30

Session 4: Analyzing and Interpreting a Fiberoptic Endoscopic Swallow Evaluation (FEES) The Basics from a Student’s Perspective

Presenter(s): Theresa Hopkins-Rossabi, Ph.D., CCC-SLP, BCS-S,, Alena Joyce, Gabrielle Katz, Celeste Pascarella, Amy Roesch
This presentation will describe a path to basic clinical competency for analyzing and interpreting FEES studies. The presenters will review basic anatomy and how to analyze the physiological components of swallowing. The presenters will describe how to objectively rate elements of the swallow and then refine the ratings to maximize consistency. In addition, a discussion of the nuances of achieving consistent analysis across studies and within the group will provide an example of how these presenting students gained competency. This presentation will be informative for those less familiar with FEES and for educators inspired to develop competency in their students.

Learning Outcomes

1)      1. The audience will be able to identify structures observed during a FEES.

2)      2. The audience will be able to complete ratings of swallowing physiology used during a FEES.

3)      3. The audience will be able to describe how to objectively define how to improve accuracy and competency in rating a FEES.

Thursday Feb 6 10:00-:10:30

Session 5: SLPs Perceived Self-Efficacy in Culturally Sensitive Assessments for CLD Students - CANCELLED

Presenter(s): Alexis Lawton, MS+30, CCC-SLP,

Thursday Feb 6 11- 11:30

Session 7: Vestibular Disorders: Understanding the Implications for Audiologists and SLPs

Presenter(s): Jason P. Wigand, AuD, CCC-A - Board Certified in Audiology,
The vestibular system is a critical part of the auditory system, providing vital contributions to motor skills, auditory processing, and visual-motor integrations. Vestibular or balance assessment is a vital component of the practice for both audiologists and speech-language pathologists. It enables professionals to recognize, diagnose, and treat a wide range of conditions that affect balance, hearing, swallowing, and communication. By understanding and addressing vestibular issues, audiologists and SLPs can provide more comprehensive, effective, and holistic care to their patients, improving their independence, enhance patient safety, quality of life, and functional abilities for daily living.

Learning Outcomes

1)      Explain the physiological mechanisms underlying vestibular function and balance.
2)      Identify the connections between the vestibular system and auditory, visual, and proprioceptive systems.
3)      Implement intervention strategies for managing vestibular-related communication disorders.

Thursday Feb 6 11:45am-12:45om

Session 8: Unveiling Strengths: Cognitive Advantages in African American English Speakers

Presenter(s): Lakeisha Johnson,
The cognitive benefits associated with bilingualism have been extensively researched and documented.This session explores the unique cognitive strengths observed in children who speak African American English (AAE) to determine whether a similar cognitive advantage is present. By examining the linguistic features of AAE and the relation between dialect density and performance on an executive functioning task, this presentation highlights how bidialectalism may foster cognitive flexibility. Educators, speech-language pathologists, and other practitioners will be provided with strategies to better support AAE-speaking children while encouraging a strength-based approach to understanding language variation, challenging traditional deficit perspectives and promoting culturally responsive practices.

Learning Outcomes

1)      Identify the linguistic features of African American English and how it is differentiated from General American English.

2)      Examine the research supporting cognitive advantages in other languages and discuss the parallels between bilingualism and bidialectalism.

3)      Describe how practitioners can support AAE-speaking children in a way that fosters both their linguistic identity and language and literacy development.

Thursday Feb 6 11:45am-12:45om

Session 9: SLP Knowledge Bowl

Presenter(s): Samantha Walker M.S., CCC-SLP,
Get ready to put your SLP knowledge to the test in this interactive and engaging Knowledge Bowl: SLP Trivia session! Designed to reinforce key concepts and spark friendly competition, this live Kahoot game will challenge participants across a variety of speech-language pathology topics. Whether you're preparing for exams or just want to sharpen your skills, this session offers a fun, judgment-free environment to learn, and connect with fellow SLP peers. Come ready to play, learn, and celebrate your progress in this high-energy trivia experience.

Learning Outcomes

1)      As a result of this course, participants will be able to: recall key concepts in speech-language pathology through an interactive trivia format.

2)      As a result of this course, participants will be able to: apply critical thinking skills to answer clinically relevant SLP knowledge questions.

3)      As a result of this course, participants will be able to: identify areas for further review and study in preparation for SLP exams.

Thursday Feb 6 1:00pm-2:30pm

Session 10: Teamwork Makes the Dream Work: AuD & SLP

Presenter(s): Jamy Claire Archer, M.S., SLP, LSLS, Cert. AVT, Laura Droege, AuD, CCC-A
Audiologists and SLPs often work as parallel professionals; we move in the same direction but intersect infrequently. When those complex cases arise, and we collaborate, we don’t often understand how our professional colleague has influenced the client’s progress. This class will explore the collaboration between the two professions for two cases. We will specifically address when to refer and why. It will encompass each professional’s perspective, strategies used by each professional that can be carried over to the other’s treatment, and ongoing collaboration opportunities. Presenters will also discuss collaboration challenges such as differing environments, communication difficulties, and caregiver involvement/education.

Learning Outcomes

1)      Describe collaborative benefits for SLPs and audiologists.

2)      Identify collaborative opportunities with complex cases.

3)      identify opportunities for referrals to SLPs or audiologists.

Thursday Feb 6 1:00pm-2:30pm

Session 11: Signing with Children Birth-3 and Beyond

Presenter(s): Jill Eversmann, MS, CCC-SLP
This is a fun, interactive introduction to sign language workshop. It covers 30+ single ASL signs, the manual alphabet, and numbers 1-10. Participants will learn and practice the signs and learn tips for teaching signs to children. It also covers how sign language can encourage speech and language development, encourage emergent literacy skills, enhance overall communication and reduce frustration for children who are not yet able to effectively communicate using speech.

Learning Outcomes

1)      recognize and demonstrate 30 early ASL signs

2)      demonstrate the letters of the manual alphabet and numbers 1-10

3)      list 3 benefits of using sign language with young children

Thursday Feb 6 1:00pm-2:30pm

Session 12: SCSHA G.E.M. 2025 "Grace, Empowerment, and Motivation

Presenter(s): Jacqueline Jones-Brown,EdD.,CCC-SLP, Dr. Porsche Battle, SLPD, CCC-SLP, Dr. June Bethea, PhD, CCC-SLP Felicia Lawrence EdS CCC-SLP
The SCSHA G.E.M. 2025 event, themed "Grace, Empowerment, and Motivation: You Belong Here!" invites speech-language pathologists to engage in a transformative dialogue centered around the essential values of grace, empowerment, and motivation within our profession. In a field dedicated to improving communication skills, it is equally important to prioritize our own well-being. This session will present a panel of professionals who will share ways to create a supportive environment, innovative methods and personal experiences that promote resilience, empower colleagues, and inspire self-motivation.

Learning Outcomes

1)      demonstrate strategies for cultivating grace in their professional practice, enhancing resilience and self-compassion as SLPs.

2)      Identify empowerment techniques that can be utilized to uplift clients and colleagues, fostering a culture of growth and confidence.

3)       explain motivational practices that inspire personal and professional development, ultimately improving the quality of care provided to clients.

Thursday Feb 6 1:00 -2:30pm

Session 13: Trauma-Informed Clinical Rapport Building: Affirming, Patient-Centered Approaches

Presenter(s): AC Goldberg PhD CCC/SLP,
During this lecture and interactive workshop, participants will learn the basic tenets of trauma-informed care through the lens of affirming transgender and non-neurotypical populations. Because of institutional trauma and the intersections of race, neurotype and disability, trauma-responsive practices are necessary for fostering positive clinical relationships with minoritized backgrounds. Learning what person-centered care entails when working with transgender and non-neurotypical people will enable participants to act with the cultural and clinical sensitivity required to address the needs of this diverse segment of the population, leading to optimal outcomes. From TBI to strokes to stuttering to mental health to CAPD to voice disorders to school students…every person is more than just a diagnosis, neurotype, race, culture or SES bracket. Let's dive in!

Learning Outcomes

1)      Participants will explain terminology related to gender, neurotype and intersectionality and its relevance to service provision

2)      Participants will distinguish the tenets of trauma-informed care

3)      Participants will devise ways to foster trusting relationships with populations who have experienced institutional trauma

Thursday Feb 6 3:00pm-4:30pm

Session 14: Dismantling Barriers with AI: Empowering SLPs and Multilingual Learners

Presenter(s): Cavin Fertil, MS CCC SLP,
Children with language disorders who are multilingual learners face significant challenges accessing equitable services due to the lack of multilingual speech-language pathologists. Similar barriers are faced by other culturally and linguistically diverse groups. Clinicians must develop skills to address these barriers. This course explores how artificial intelligence (AI) can support speech-language pathologists in assessment and intervention, offering strategies to enhance these individuals’ communication and participation across family, community, and school settings for both monolingual and multilingual professionals.

Learning Outcomes

1)      Participants will identify AI tools that support speech-language assessment and intervention for multilingual learners.

2)      Participants will describe strategies for integrating AI in delivering linguistically responsive services.

3)      Participants will be able to show how to apply AI technologies to enhance communication and participation for multilingual children in various settings.

Thursday Feb 6 3:00pm-4:30pm

Session 15: “Spanish Speaking Families: Connecting Theory with Practice”

Presenter(s): LSLS CERT. AVT Juliana Gebhardt, Lab Birdi Manager-B.S. Kimberly Briseño, B.S in Psychology Letizia Tamburini, Dr. Lisa Fitton
In South Carolina, we frequently tend to observe Spanish-speaking children starting school with varying levels of proficiency in both Spanish and English. A significant group of Spanish-speaking students often lacks the English skills necessary to effectively grasp academic content during their early years in kindergarten. This presentation will introduce recommended bilingual assessment tools for evaluating these children's language abilities to distinguish between typical patterns of bilingual language acquisition versus signs of language disorder. We will also explore strategies to help Spanish speakers develop English vocabulary and grammar while acquiring academic skills. For example, explicitly addressing phonological similarities between words in both languages and introducing vocabulary within meaningful grammatical contexts can support comprehension. Additionally, pronouncing words at an intentional pace allows the child to process their meaning and practice through repetition. These considerations are crucial for fostering language development in bilingual learners. The presentation will also include time for questions and discussion.

Learning Outcomes

1)      Interpret the assessment tools available for evaluating the language skills of Spanish-English bilingual kindergarteners.

2)     Describe therapy strategies to apply to practice with Spanish-speaking children to help them improve their overall vocabulary and grammar.

3)     Discuss and summarize how to coach parents to translate objectives and strategies into everyday routines.

Thursday Feb 6 3:00pm-3:30pm

Session 16: SLP Career Discovery Day: Introducing Students to the SLP Profession

Presenter(s): Rebekah Wada, PhD, CCC-SLP, Frances Burns, PhD, CCC-SLP & Michele Norman, PhD, CCC-SLP
Throughout the nation, there is a need for qualified speech-language pathologists (SLPs) from diverse backgrounds. The racial and ethnic background of practicing SLPs in South Carolina continues to differ significantly from the population of the state. For example, only 3.29% of ASHA certified SLPs in South Carolina are Black or African American (ASHA, 2024) which differs from the state breakdown of 25% (United States Census Bureau, 2020). Therefore, it is essential for SLP graduate programs to recruit and train students, specifically those from diverse backgrounds. One key barrier to recruitment is a lack of student awareness about the SLP profession (Bellon-Harn & Weinbaum, 2017). This presentation will describe the development and execution of an event to provide high school and college-age students with knowledge about the SLP profession and hands-on experiences.

Learning Outcomes

1)      Describe the need to recruit diverse students to the SLP profession.

2)      Identify the importance of providing students with learning experiences about the SLP profession.

3)      Demonstrate a learning experience that can be used with high-school age students.

Thursday Feb 6 3:00pm-4:30pm

Session 17: Grow Through It: Progress, Not Perfection.

Presenter(s): Samantha Walker M.S., CCC-SLP,
Perfectionism can feel like a badge of honor, but for aspiring and new SLPs, it often hinders growth, risk-taking, and confidence. This presentation, Grow Through It: Progress, Not Perfection, empowers students and clinicians to embrace imperfection as a natural and essential part of their professional journey. Participants will explore how perfectionism impacts decision-making and clinical growth, learn strategies to reframe mistakes as opportunities, and develop a mindset focused on progress and resilience. Walk away ready to let go of perfection and embrace your unique path as an SLP.

Learning Outcomes

1)      As a result of this course, participants will be able to: recognize how perfectionism impacts professional growth and decision-making as an SLP.

2)      As a result of this course, participants will be able to: apply strategies to embrace mistakes as tools for learning and progress.

3)      As a result of this course, participants will be able to: cultivate a growth mindset to build resilience and confidence in clinical practice.

Thursday Feb 6 4:00pm-4:30pm

Session 18: Beyond Borders: Developing Cultural Responsiveness in Uganda

Presenter(s): David Eoute, Jr. PhD., CCC-SLP,
Therapy abroad offers critical speech, language, and hearing services to individuals in third-world and developing nations and provides the therapist with cultural experiences unavailable in a classroom or workshop. Cultural responsiveness increases with the awareness of our biases and the appreciation of the values held by others. Taking therapy skills to other countries allows clinicians to make a difference in the world while embracing the unfamiliar, learning from real-world experiences, and adapting to a different climate, culture, and language.

Learning Outcomes

1)      Determine personal biases that limit cultural responsiveness.

2)      Identify the benefits of a clinical travel experience in improving cultural competence.

3)      Explore practical considerations for planning a clinical travel experience.

Thursday Feb 6 4:00pm-4:30pm

Session 19: SLP guide to Total Laryngectomy Counseling and Care

Presenter(s): Sarah Reviel, MA, CCC-SLP, NA
Speech-language pathologists (SLPs) play a crucial role in counseling patients and families before and after total laryngectomy. This presentation emphasizes the SLP's role in educating patients about surgical outcomes, managing expectations, and providing support for communication and swallowing rehabilitation. It also highlights advocacy for early SLP involvement in the multidisciplinary team, ensuring a patient-centered approach that enhances recovery and quality of life. Through comprehensive education, counseling, and advocacy, SLPs are key to improving patient outcomes in post-laryngectomy care.

Learning Outcomes

1)      Demonstrate an understanding of the role of the SLP in pre- and post-operative counseling for total laryngectomy.

2)      Identify strategies for effective advocacy for early SLP involvement in surgical care teams.

3)      List strategies to support patients’ communication and swallowing rehabilitation post-laryngectomy.

Friday, Feb 7 9:00 am-10:30 am

Session 20: General Session ASHA Featured Speaker Session: Literacy and Justice for All

Presenter(s): Dr. Ryan Lee James

Our country is facing an illiteracy crisis and has been for decades. Currently, less than one third of children in the United States are reading at or above proficient level by 4th grade. Speech-language pathologists are uniquely positioned to improve the state of state for the general population as well as for students with language-based learning disabilities. From a public health perspective, this presentation will discuss the critical role of SLPs in advancing language and literacy as a fundamental civil and human right to which all children should have access.

Learning Outcomes

Friday, Feb 7 11:00am- 12:30pm

Session 21: South Carolina Advocacy

Presenter(s): Kelly Caldwell, MA, MS, CCC-SLP, Wanda Crotwell
Each year the lobbyist for SCSHA and the VP of Government Affairs team up to bring the SCSHA members up to date on advocacy accomplishments and goals for the future. This discussion will review the public policy agenda, outcomes on Medicaid advocacy, and provide talking points for efforts to improve access to care by updating licensing, provide a status update on the interstate compact, review issues that act as “pain points” for the practice of Speech-Language Pathology and Audiology.

Learning Outcomes

1)      Describe 2 goals for the current public policy agenda.

2)      Discuss information on pain points in professional practice.

3)      Create action plans to solve difficulties in accessing care in SLP and Audiology.

Friday, Feb 7 11:00am- 12:30pm

Session 22: Let's Talk About Effective SLP-A Supervision

Presenter(s): Leigh Ann Spell, Ph.D., CCC-SLP, Adrienne Davis, M.S.P., CCC-SLP and Julis Smith, M.C.D. CCC-SLP
Given the demanding schedules of speech-language pathologists (SLPs), establishing an effective supervisory relationship with speech-language pathology assistants (SLP-As) can be challenging. This session will clarify the roles and responsibilities of SLP-As and their supervising SLPs across various clinical contexts. We will provide an overview of SC licensure requirements and national certification options for SLP-As. Additionally, we will share a practice-based coaching (PBC) supervisory model (Dennis et al., 2023) and offer specific strategies (McCready, 2007) designed to foster a reciprocal partnership between SLPs and SLP-As. The session will also highlight several examples of successful SLP/SLP-A teams currently working in South Carolina.

Learning Outcomes

1)      Explain the roles and responsibilities of SLP-As and supervising SLPs.

2)     List licensure/certification requirements required for SLP-As in South Carolina.

3)     Describe strategies to create an effective partnership between SLP-As and their supervising SLPs.

Friday, Feb 7 11:00am- 12:30pm

Session 23: Monitoring Ethics in the Social Media Abyss

Presenter(s): Lizbeth Dooley-Zawacki. MS, CCC-LSP, BCS-CL,
Digital environments are part of our daily life- both personally and professionally. How often do we consider the depth and potential impact of the many social media and digital forums, especially with regard to ethical practice? Well…maybe it is time to explore ethics and social media as it impacts clinical practice.

This workshop will examine components of civility; requirements of ASHA’s Code of Ethics; and practice dilemmas often associated with social media use. Opportunities to examine your knowledge and use of social media will be reviewed. Case studies will be presented as time allows.

Learning Outcomes

1)      Explain the relationship between ASHA’s principles of civility to the ASHA Code of Ethics.

2)      Analyze their digital ( e)dentity and its’ relationship to their clinical practice.

3)      Identify and apply 3 good habits to employ when using social media.

Friday, Feb 7 12:30pm-2:30pm

Session 25: Empowering Future Leaders: The Role of Student Engagement in Advancing Speech-Language Pathology and Audiology

Presenter(s): Christina Yeager Pelatti, Ph.D., CCC-SLP, Alathia Moona, Ever Curry, Wesley Kephart
Abstract (75-100 words): As future members and leaders of the profession, students play a vital role in advancing SCSHA’s mission to support and shape the future of the fields of speech-language pathology and audiology. To achieve this, it is essential for students to feel connected to both the field and the organization, empowering them to contribute meaningfully to the broader SCSHA community. To highlight the importance of student engagement, three students representing diverse academic, professional, and personal experiences will participate in a Student Panel during the Awards Ceremony lunch. This unique opportunity allows students to ensure their voices and insights as future professionals are heard and represented, and their participation underscores the significance of mentorship, knowledge exchange, and the connection between academic study and clinical practice. We are excited to celebrate the valuable contributions of students as future colleagues and leaders in our profession.

Learning Outcomes

1)      Describe the role of students in advancing the professions

2)      Explain how student engagement fosters mentorship and facilitates knowledge exchange to enrich the professional community.

3)      Identify strategies to support and empower students to contribute meaningfully to the SCSHA community

Friday, Feb 7 2:45pm-3:15pm

Session 26: Supervision Is Not One Size Fits All

Presenter(s): Carson C. Walker, Ed.D., CCC-SLP,
Supervision is not one size fits all. The supervision needs of speech pathology and communication sciences disorders fields are as diverse as their workforce. A well-rounded supervisor needs to know how to address their supervisees differently depending on the required responsibilities. ASHA has released supervision requirements that differ for each profession or educational level. Still, beyond the supervision requirements, a supervisor must know the various ethical standards, leadership skills, and relationship strengths they bring to their supervisees. Supervisors will learn how to tailor the experience to supervise, mentor, and lead CFs, SLPAs, and SLPs.

In this session, attendees will gain insight and strategies for a successful supervisory experience. This session does not target the supervision requirements for Clinical Educators (those supervising CMSD students). This session is geared towards those who may be supervising now or interested in learning more about supervision. ASHA’s supervision requirements and SC LLR requirements will be reviewed. The formal and informal differences between the supervision of CFs, SLPAs, and mentoring SLPs will be outlined. This content is relevant to supervisors, supervisees, lead SLPs, and managers.

Learning Outcomes

1)      Identify ASHA’s supervision requirements and SC LLR requirements.

2)      Describe the formal and informal differences between the supervision of CFs, SLPAs, and mentoring SLPs

3)      Identify qualities in themselves of a well-rounded supervisor by addressing their supervisees differently depending on the required responsibilities.

Friday, Feb 7 2:45pm-3:15pm

Session 27: Bridging the gap: functional communication in aphasia & diverse recovery journeys

Presenter(s): Sara Sayers, M.S., CCC-SLP, Allison Croxton, M.S.P., CCC-SLP; Mary Aitchison, Ph.D., CCC-SLP; Stephanie Cute, M.A., CCC-SLP
Aphasia, a language disorder often caused by stroke, affects approximately 20% of stroke survivors, with around 60% experiencing chronic impairments beyond six months. Every PWA presents with a unique impairment profile and are navigating diverse recovery journeys. Impacts of aphasia affect everyday life, relationships and the ability to reintegrate into the community. Exploring recent research and case studies, we aim to bring awareness of factors that influence language recovery in post-stroke aphasia, importance of community reintegration as well as how SLPs can integrate functional communication in assessment and treatment for meaningful communication that can lead to improved quality of life.

Learning Outcomes

1)      Increase SLP awareness of factors that influence language recovery in post-stroke aphasia through exploration of case studies and recent research findings.

2)      SLPs will learn ways that they can get their patients with post-stroke aphasia involved in the community.

3)      Increase SLP awareness on ways that functional communication can be incorporated into assessment and treatment in clinical practice and research.

Friday, Feb 7 2:45pm-3:15pm

Session 28: Morphology the Missing Link to Literacy Success

Presenter(s): June Graham Bethea, Shirlain Darby, M.A., CCC-SLP Jacqueline Jones-Brown, EdD CCC-SLP Felicia Lawrence, EdS, CCC-SLP
The intersection of morphology and literacy development has emerged as a pivotal area of focus for speech-language pathologists (SLPs) seeking to enhance their students' academic success. This presentation is designed to highlight the significance of morphological awareness as a foundational element of literacy intervention, bridging the gap between traditional reading components and the nuanced understanding of word structure. By integrating morphological strategies into literacy education, SLPs can foster deeper comprehension and enriched vocabulary among students. Highlighting evidenced based, innovative approaches for morphological intervention, will provide practical tools for SLPs to implement.

Learning Outcomes

1)      explain the significance of morphological awareness in literacy development and its relationship to the five pillars of reading.

2)       create individualized intervention plans that incorporate morphological strategies.

3)       implement effective strategies to incorporate morphological awareness in the therapy session.

Friday, Feb 7 2:45pm-3:15pm

Session 29: Beyond Standard Scores: Aligning School-based Assessments with the 2024 SEED
Michelle Jordan, MSP, CCC-SLP
Standardized tests are a snapshot of a moment in time, but they do not tell the whole story of a child’s skills. According to their own manuals, standard scores are not always the most reliable indicators of a disability, either. Join us as we look at other - often free - criterion-referenced, non-standardized, research-based assessments SLPs can use to easily collect the data outlined in the new 2024 SEED. We’ll discuss how to analyze and report that data to more fully answer the questions of IDEA to ultimately help teams make appropriate, informed eligibility decisions for students.
Learning Outcomes

1)      Identify at least three criterion-referenced, research-based assessments that can be used to collect non-standardized speech-language data in a school-based evaluation

2)       Describe how the data collected by each instrument applies to the IDEA questions of eligibility

3)       Explain how to easily incorporate the use of criterion-referenced assessments into professional practice

Friday, Feb 7 4:00pm-5:30pm

Session 30: Building Leadership Skills for Effective Advocacy in Speech-Language Pathology and Audiology

Presenter(s): Christina Yeager Pelatti, Ph.D., CCC-SLP, Kelly Caldwell, MS, MA, CCC-SLP; Graciela Vazquez
Leadership is crucial for advocacy in speech-language pathology and audiology; core components include: strategic thinking, communication, and influencing others. However, most students and early-career professionals do not feel well-prepared or confident in these areas. Thus, the aim of this presentation is to provide students and professionals a strong foundation in the leadership skills necessary to advocate for our fields. We will share specific ideas, strategies, and experiences that audience members will be able to immediately implement into their professional practice. We will embed real-life scenarios to engage audience members.

Learning Outcomes

1)      Describe the importance and significance of leadership in advocating for the fields of speech-language pathology and audiology

2)      Identify and discuss actionable strategies for immediate implementation to advance advocacy efforts in the professions

3)      Generate and explore advocacy initiatives specific to the state of South Carolina

Friday, Feb 7 4:00pm-5:30pm

Session 31: Nurturing the Art of Social Pragmatic Communication

Presenter(s): Timothy P Kowalski, M.A.,CCC-SLP, ASDCS,
It’s easy to identify someone with a Social Pragmatic deficit but how do you define the reasons why? Peers are quick to use non-politically correct terms and for those of us who are not deficient in this area, we immediately review our behavior and change it accordingly. But what if you don’t know what you did? What if you thought you were doing the right thing at that moment? This presentation will discuss how to acquire the information necessary to develop an appropriate intervention strategy. It will employ first hand evaluation techniques using video samples as well as allow participants the opportunity to engage in intervention activities that are designed to produce positive change.

Learning Outcomes

1)      List reasons why most evaluations fail to yield meaningful information

2)      Define the four foundations for social pragmatic success

3)      List evidence based intervention strategies to produce meaningful change

Friday, Feb 7 4:00pm-5:30pm

Session 32: Expanding SLPs Linguistic Diversity within the Deaf Culture: Basic ASL for SLPs

Presenter(s): Jacqueline Jones-Brown,EdD.,CCC-SLP, Katherine (Katie) M.A.,CCC-SLP,
Linguistic diversity in the United States continues to impact how speech-language pathologists (SLPs) and audiologists conduct their daily work. Across the lifespan of a Speech Language Pathologist career, there is an opportunity to work in a variety of settings and with a variety of populations, which means there is a strong possibility of serving members of the Deaf Community. During this presentation, participants will have an immersive learning experience as a member of the Deaf community (a native ASL Signer) will join in teaching the ASL manual alphabet, numbers 1-20, important expressions, greetings, Wh-?s questions, short stories, and songs that will assist Speech Language Pathologists in learning introductory level aspects of American sign language. The authors of this presentation are dedicated to the process of teaching colleagues to learn ASL and evolving into impactful advocates of the Deaf community through education and research. Participants will receive a list of free resources useful to support continued practice/learning of ASL.

Learning Outcomes

1)      explain the importance of Cultural Humility and define relevant terms (ie., audism).

2)      demonstrate their awareness of the importance of SLPs learning basic signs in ASL.

3)      perform a minimum of 25 common ASL handshapes, classifiers, and/or signs.

Friday, Feb 7 4:00pm-5:30pm

Session 33: Adverse Educational Impact: Speech-Language Impairment and the SC 2024 CCR ELA Standards

Presenter(s): Angie Neal, M.S. CCC-SLP,
This session will empower school-based SLPs with the information and confidence needed to support initial and ongoing eligibility based on state and federal laws relative to documentation that supports adverse educational impacts.

Learning Outcomes

1)      Outline areas of language within the SC 2024 CCR ELA Standards

2)      Explain IDEA’s requirement for evaluation and eligibility specific to adverse educational impact.

3)      List a variety of methods and data that supports adverse educational impact.

Friday, Feb 7 5:30pm-7:00pm

CE Poster Sessions 34: Parkinson’s Patients’ Self-Reported Quality of Communication Measures

Presenter(s): Amelia Mudd, Graduate Student, Genna Cunningham, Angela N McLeod, Ph.D., CCC-SLP
Parkinson’s disease (PD) gradually affects individuals’ ability to communicate and may ultimately impact social interactions, relationships, and vocational success, among other areas. Consequently, quality of life can be compromised. Research indicates that integrating patients’ perspectives contributes to better healthcare outcomes, so reliable assessments of the impact of communication difficulty are essential. Quality of communication studies among individuals with aphasia and other neurological conditions have guided SLPs’ practice to date. However, there are limited investigations on the effects of Parkinson’s-related communication impairments. A summary of the patient-reported impact of communication difficulty on quality of life among individuals with PD is presented.

Learning Outcomes

1)      Describe common speech or communication difficulties reported by individuals who have PD.

2)      Assess several evidence-based interventions and clinical tools for supporting PD patients.

3)      List benefits and advantages of developing patient-centered interventions for clients/patients who are medically compromised.

CE Poster Sessions 34: Dysphagia recovery within the first few weeks after a stroke

Presenter(s): Gabrielle Katz, Janina Wilmskoetter

Dysphagia (swallowing impairments) affects the vast majority of patients with an acute stroke. While many patients recover, some patients continue to present with dysphagia with potentially detrimental consequences including death, malnutrition, dehydration, pneumonia, and a decreased quality of life. Here, we assessed the dysphagia recovery of 21 acute first-ever ischemic stroke patients who received 2 modified barium swallow studies (MBSSs) within the first 2 weeks. While the patients did not significantly improve in their oral total scores (p=0.10), they did significantly improve in their pharyngeal total scores (p=0.002). We will discuss demographic and medical factors that were predictive of improvement.
Learning Outcomes

1) List demographic factors contributing to dysphagia recovery after stroke

2) List medical factors contributing to dysphagia recovery after stroke

3) Discuss phenotypes of swallow impairments during acute stroke

CE Poster Sessions 34: Bridging the Gap: a Tool for SLPs to Authentically and Altruistically Connect with Bilingual Clients

Presenter(s): Kimberly Briseno, Andrea Cervantes, Lisa Fitton, PhD, CCC-SLP

As educators and Speech-Language Pathologists, our clients often come from different language backgrounds from our own. Appreciating these differences and modifying intervention strategies to support development across all languages is key to holistic treatment. Our goal with this presentation is to help SLPs and educators recognize the features of typical language and literacy development in bilingual children, observe indicators of dyslexia and developmental language disorders, and adapt the resources they have within their toolbox. While our overall team’s perspective is focused on Spanish-English speakers, we encourage SLPs to adapt the information to suit the needs of their bilingual clients.
Learning Outcomes

1)      Analyze the dynamic relationship between language acquisition and literacy development in bilingual children.

2)      Identify the differences between language differences and language disorders in bilingual children.

3)      Modify and integrate resources during intervention that facilitate language development in both languages for bilingual children.

CE Poster Sessions 34: SLP Students in an Interprofessional Pro Bono Clinic

Presenter(s): Alison Schuler, Alena Joyce, Lori-Ann Ferraro, Ph.D., CCC-SLP
SLP students at MUSC have the unique opportunity to participate in an interprofessional student-run pro bono clinic for uninsured adults in South Carolina. The current model includes second-year students as lead therapists and first-year students as observers. Students also have an opportunity to serve on committees which help manage the clinic. Student clinicians gain experience in treatment methods, learn continuity of care in an adult outpatient setting, and gain exposure to the functions of an interprofessional care team.

Learning Outcomes

1)      Describe the learning model that SLP student therapists under-go as participants in the clinic.

2)      Identify how students learn and work as a part of a student-run interdisciplinary team, including documentation for continuity of care.

3)      Show how patient progress is recorded and evaluated in a student-run pro-bono clinic.

CE Poster Sessions 34: Reducing Hypertension and Hearing Loss in African Americans

Presenter(s): Celine Benedico, B.S., Mike Leonard, ME, M.Ed., Jean Neils-Strunjas Ph.D., CCC-SLP

Speech-Language Pathologists (SLPs) play an important role in making recommendations for health and hearing management as part of their practice with African American clients. Hypertension disproportionately affects African Americans, and hearing loss is associated with hypertension. This poster highlights evidence-based methods, such as active listening, culturally tailored messages, and addressing health literacy, as well as effective counseling strategies for SLPs to communicate with African Americans. Key strategies include promoting a low-sodium diet, regular exercise, audiological exam, and blood pressure monitoring. By fostering cooperation, SLPs can raise awareness, encourage early detection, and support prevention for better health outcomes.

Learning Outcomes

1)      Identify key lifestyle modifications and counseling strategies that can help reduce the risk of hypertension and hearing loss in African American communities.

2)      Demonstrate culturally sensitive communication skills to effectively counsel African Americans on preventing hypertension and hearing loss.

3)      Define the relationship between hypertension and hearing loss in African Americans and how they can be interrelated risk factors.

CE Poster Sessions 34: Boost and Build: Preschool Summer Book Sharing Unfolded

Presenter(s): Kira Cooley, Graduate Student, Angela N McLeod, PhD, CCC-SLP, Leah Weston, MSP, CCC-SLP;  Catherine Stromberg, MCD, CCC-SLP

A number of evidence-based book reading/sharing instructional preschool programs have been made available to SLPs, acknowledging the importance of early literacy intervention/instruction for children who are at risk. In contrast, there are few literacy assessment tools available for very young children, especially those who are under age 4. The Preschool Early Literacy Indicators (PELI) measures alphabet knowledge, vocabulary and oral language, comprehension, and phonological awareness skills of children aged 3 and above. This presentation summarizes early literacy performance trends of young children, reporting their PELI performance before and after their participation in an evidence-based book sharing literacy instructional program.
Learning Outcomes

1)      Describe procedures for assessing preschool literacy performance.

2)      List evidence-based literacy instructional programs available for serving young children.

3)      Summarize risk factors for literacy difficulties that clinicians can identify early among very young children.

CE Poster Sessions 34: SSD and Socio-Pragmatic Deficits in Children

Presenter(s): Lindsey Plunkett, Student Clinician, Brittany Lane, Student Clinician, Brittany Lane, Student Clinician

Speech sound disorders (SSDs) are defined as any difficulty in the perception, motor production, or phonological representation of speech sounds (American Speech-Language-Hearing Association, 2024). Children with an SSD have intelligibility levels and speech patterns that may interfere with successful communication when compared to their typically developing peers. Numerous studies have found that if a child has an SSD disorder, they may experience social, emotional, and/or academic interference. This research study will explore the link between SSD and socio-pragmatic deficits in South Carolina elementary-aged children. The results of the study will be presented and application to clinical practice discussed.
Learning Outcomes

1)      Identify the socio-pragmatic deficits that commonly co-occur with SSD.

2)      Explain the prevalence of the co-occurrence of SSD and socio-pragmatic deficits with elementary-school students in SC.

3)      Describe one strategy for treating students with SSD and socio-pragmatic deficits.

CE Poster Sessions 34: Threes Who Thrive: Early Literacy Self-Efficacy Reports

Presenter(s): Veronica Snell, Graduate Student, Angela N McLeod, Ph.D., CCC-SLP, Gina Crosby-Quinatoa, Ph.D., MSP, CCC-SLP; Jamy Claire Archer, MS, CCC-SLP

Research indicates that children’s self-efficacy, defined as their beliefs regarding their abilities to perform tasks, can influence literacy performance. Higher self-efficacy has contributed to better literacy performance. Self-efficacy research among older students exists, but little is known about preschoolers. Stakeholders agree that proactive early instruction is better than reactive response to difficulties, especially when children have been identified with speech and/or language difficulties. This presentation summarizes self-efficacy reports of 3-year-olds preceding and following their participation in a summer literacy program. Children’s initial enrollment in formal educational settings often occurs at this age, making explorations of their responses pertinent.
Learning Outcomes

1)      Summarize expected literacy milestones for 3- and 4-year-old children.

2)      Define self-efficacy as related to literacy performance.

3)      List and describe instructional activities that facilitate early literacy development and performance.

Saturday, Feb 8 8:30am-10:00am

Session 35: Childhood Apraxia of Speech: Practical, Manageable, and Evidence-Based Treatment Strategies

Presenter(s): Catherine Hunter Stromberg, MCD, CCC-SLP, Gandy M. Stromberg, Undergraduate Student
Participants will bridge the gap between previously learned evidence-based practices and their application to treating children with Childhood Apraxia of Speech (CAS). We will explore well-known approaches, such as minimal pairs and the cycles approach, discussing when they are appropriate for children with CAS based on factors like severity, intelligibility, and other characteristics. Multiple treatment modalities will be examined to determine the most effective strategies. By combining theoretical understanding with practical application, participants will leave the course equipped to easily identify and implement the most suitable treatment techniques and best practices. A detailed case study from a family’s perspective will provide real-world insight into the daily challenges and experiences of those supporting children with CAS.

Learning Outcomes

1)      1. Identify appropriate evidence-based practices based on individual client factors such as severity, intelligibility, and other relevant characteristics

2)      2. List at least four evidence-based practices suitable for treating childhood apraxia of speech.

3)      3. Identify the effect of functional communication on treatment selection and its importance in choosing appropriate therapy strategies.

Saturday, Feb 8 8:30am-10:00am

Session 36: Examining the Relationship between SLPs and Interpreters - - CANCELLED

Presenter(s): Alexis Lawton, MS+30, CCC-SLP,

Saturday, Feb 8 8:30-9:00

Session 37: Utilization of Effective Strategies to Help Struggling Supervisees Succeed

Presenter(s): Juliana O. Miller, MS, CCC-SLP, NA
Supervising students and clinical fellows can be a fun and rewarding experience that supports the future of our field, but what happens when supervisees struggle to improve their clinical or professional skills? Supervisors will learn to implement evidence-based supervision strategies in a time-effective way. This session will help attendees to utilize organization, empathy, cultural humility, and proactive communication to assist supervisees who need extra support to succeed.

Learning Outcomes

1)      Describe three ways to encourage success for all supervisees from day one

2)      Describe three ideas for providing effective feedback

3)      Describe three strategies for supporting supervisees who are struggling to perform

Saturday, Feb 8 8:30-9:00

Session 38: Health Care Professionals’ Experiences with Aphasia in Acute Care

Presenter(s): Hannah Folks, M.S. CCC-SLP,
To investigate the experiences of health care professionals with people with aphasia (PWA), a survey was conducted at a comprehensive stroke center. Thirty-three neuroscience RNs, physical therapists, and occupational therapists responded, overwhelmingly reporting that communication challenges impact the quality of care they provide. While they didn’t necessarily report a lack of confidence working with PWA, they were only able to name an average of 2 strategies for communication, regardless of years of experience or discipline. The results suggest that speech-language pathologists may have a role in providing ongoing aphasia education, resources, and communication partner training to health care professionals.

 Learning Outcomes

1)      describe common communication barriers between health care professionals and people with aphasia.

2)      assess health care professionals’ perspectives on aphasia at their own facilities.

3)      identify potential SLP interventions to improve the knowledge and skills of health care professionals working with people with aphasia.

Saturday, Feb 8 9:30-10:00

Session 39: SC SLPs' Confidence, Preparedness, and Support in Assessing Bilingual/Multilingual Children

Presenter(s): Tyler Louise Brown, B.S., Kristine Griffith, B.S.; Emery McCutcheon, B.S.; Niki Patel, B.S.; Caroline Robinson, B.S.; Frances Burns, Ph.D.
Speech-language pathologists (SLPs) find assessing bilingual/multilingual children challenging. Research shows that SLPs have low confidence in their ability to assess the language skills of bilingual/bicultural individuals due to a lack of resources including appropriate assessment tools, trained interpreters, and limited access to multicultural/multilingual courses or continuing education (Williams & McLeod, 2012). This study examines statistical relationships between the levels of preparedness, confidence, and support of SLPs in South Carolina in assessing bilingual/multilingual children ages birth to seven. Participants (N=100) will be randomly selected to complete the 20-minute survey via a link provided through Facebook, Instagram, and e-mail.

 Learning Outcomes

1)      Identify the levels of confidence SLPs in South Carolina have regarding their knowledge and skill set for assessing bilingual/multilingual children.

2)      Identify the levels of preparedness SLPs in South Carolina have regarding assessing bilingual/multilingual children.

3)      Identify the levels of support SLPs in South Carolina receive to assess bilingual/multilingual children.

Saturday, Feb 8 9:30-10:00

Session 40: TEP Problem Solving

Presenter(s): Sarah Reviel MA, CCC-SLP, NA
This presentation focuses on problem-solving strategies for SLPs managing patients with tracheoesophageal punctures (TEP). Attendees will explore common complications, such as leakage, granulation tissue, and prosthesis dislodgement, that can affect voice and swallowing outcomes. Additionally, participants will learn the common signs/ symptoms of these complications to inform their patients to be aware of. Through case-based examples and evidence-based techniques, participants will learn practical approaches to addressing these challenges, enhancing their ability to optimize patient care. Emphasis will also be placed on interdisciplinary collaboration, underscoring the importance of coordinated efforts between SLPs, surgeons, and other professionals in achieving successful TEP management.

Learning Outcomes

1)      Identify Common Complications in TEP Management: The objective is for attendees to recognize and understand the common issues that may arise in patients with tracheoesophageal punctures, such as leakage, granulation tissue formation, or prosthesis dislodgement.

2)      Demonstrate an Understanding of Effective Problem-Solving Strategies for TEP Complications: The goal is for SLPs to learn specific techniques and interventions to address and resolve TEP complications, improving patient outcomes in voice restoration and swallowing function.

3)      List Ways to Promote Interdisciplinary Collaboration in TEP Management:  This objective focuses on fostering teamwork between SLPs, surgeons, and other healthcare professionals to ensure comprehensive and effective care for patients experiencing TEP-relate

Saturday, Feb 8 10:15am-11:45am

Session 41: Collaboration between ABA and Speech-Language Pathology: Pathways to Improved Interdisciplinary Care

Presenter(s): Carrie J. Hinnant, M.A., CCC-SLP, BCBA, CAS,
This session explores the critical collaboration between Applied Behavior Analysis (ABA) and Speech-Language Pathology (SLP) in addressing the complex needs of clients. It highlights common barriers, including differences in scope of practice and treatment approaches, that often hinder effective teamwork. Participants will gain practical strategies for fostering interdisciplinary collaboration, ultimately enhancing client outcomes. Through case studies and research, this presentation provides actionable insights for ABA and SLP professionals to improve care coordination and achieve better results for clients and their families.

 Learning Outcomes

1)      Participants will be able to recognize and articulate the common barriers to effective collaboration between ABA and Speech-Language Pathology professionals, including misconceptions about scope of practice and treatment approaches.

2)      Attendees will learn practical strategies and techniques to foster collaboration, enhancing the integration of ABA and SLP services for improved client outcomes.

3)      Participants will demonstrate an understanding of their code of ethics and scope of practice for both ABA and SLP disciplines, as well as the critical implications of collaboration for providing ethical and effective client care.

Saturday, Feb 8 10:15am-10:45am

Session 42: Providing communication and swallowing support for people with ALS

Presenter(s): Janina Wilmskoetter, Tiffany Johnson, CCC-SLP
Nearly all people with Amyotrophic Lateral Sclerosis (pALS) will experience communication and /or swallowing difficulties at some point during their disease progression. As Speech Language Pathologists, our role is to educate pALS and their caregivers and offer individualized and evidence-based treatments and resources. In this presentation, we will provide an overview of our current SLP services within the interdisciplinary ALS clinic at the Medical University of South Carolina and discuss recommendations for supporting pALS to maintain communication and swallowing abilities for as long as possible.

Learning Outcomes

1)      Discuss how ALS may affect swallowing and communication

2)      List assessments/tools to diagnose communication and swallowing difficulties in people with Amyotrophic Lateral Sclerosis (pALS)

3)      Discuss communication and swallowing treatments for pALS and their evidence

Saturday, Feb 8 10:15am-10:45am

Session 43: SLPAs & SLP Supervisors: The Dynamic Duo for School Success

Presenter(s): Dr. Christine Lewis, CCC-SLP, Madeline Ross, BA, SLPA; Jonothan Robbins, BA, SLPA
This session aims to explore the evolving role of Speech-Language Pathology Assistants (SLPAs) within South Carolina's educational system. As SLPAs increasingly become integral to supporting speech-language services in schools, this session will provide insights into effective collaboration, practical strategies for maximizing SLPA contributions, and navigating the unique challenges faced in school settings. Participants will gain an understanding of the regulatory framework, supervision requirements, and best practices for leveraging SLPAs to enhance student outcomes. The session will explore the groundwork and steps used in implementing SLPAs in schools within a SC School District.

Learning Outcomes

1)      Gain a comprehensive understanding of the roles and responsibilities of SLPAs in South Carolina schools, including their scope of practice, legal and ethical considerations, and the importance of effective supervision.

2)      Will learn practical strategies for fostering effective collaboration/supervision between SLPAs, Speech-Language Pathologists (SLPs), to enhance the delivery of speech-language services and improve student outcomes.

3)      Identify best practice for implementation of the SLP and SLPA model in SC Schools

Saturday, Feb 8 10:15am-11:45am

Session 44: Navigating Contemporary Issues in Autism: Bridging Clinical and Caregiver Perspectives

Presenter(s): Catherine Hunter Stromberg, MCD, CCC-SLP, Emma Neuhauser, MS - SLP Student
Participants will delve into the essential role of stimming behaviors, understand their necessity for self-regulation, and learn effective strategies to modify inappropriate stimming. This course offers a comprehensive exploration of contemporary issues in Autism Spectrum Disorder (ASD). A detailed case study from a family perspective will offer real-world insights into the daily experiences and challenges faced by those supporting individuals with ASD. The course also addresses the often-overlooked emotional and psychological impact of caregiving by presenting recent research on caregiver depression and stress. The course will discuss common barriers to accessing quality care and support services. Additionally, the course addresses difficult behaviors commonly associated with ASD, providing evidence-based management techniques to promote positive outcomes. By integrating theoretical knowledge with practical applications, this course equips participants with the skills and understanding needed to support individuals with Autism and their families effectively.

Learning Outcomes

1)      Identify the negative impacts on caregivers as supported by current research.

2)     List the benefits of stimming and identify ways to modify inappropriate stemming.

3)     List research-based management techniques for difficult behaviors commonly associated with ASD.

Saturday, Feb 8 11:15-11:45

Session 45: Caregiver perspectives: Dating with Down syndrome

Presenter(s): Madden Finn, Allison Taylor & Dr. Christina Yeager Pelatti Ph.D., CCC-SLP
Individuals with Down syndrome, much like their peers, desire and benefit from romantic relationships and highlights the importance of social relationships, education, and support in fostering healthy romantic relationships. However, young adults with Down syndrome often face challenges, including limited social opportunities, lack of accessible education on dating, and varying perspectives from caregivers and loved ones. Thus, the purpose of the current study is to investigate caregivers’ perspectives on dating with their young adult children with Down syndrome. 

Learning Outcomes

1)      Describe caregiver perspectives on dating with their young-adult child with Down syndrome.

2)      Discuss why dating is an important topic with young adults with Down syndrome.

3)      Discuss how SLPs can embed information about dating in their complex communication goals with their patients with Down syndrome.

Saturday, Feb 8 11:15-11:45

Session 46: Streamlining the Process for Enhancing AAC Care in ALS

Presenter(s): Jennifer Skinner MS CCC-SLP, Kaylie Mason : Graduate Student MUSC
This presentation highlights the essential role of speech-language pathologists (SLPs) in addressing the communication needs of individuals with amyotrophic lateral sclerosis (ALS). We will discuss the challenges SLPs face, including limited confidence in augmentative alternative communication (AAC) and resource constraints. Emphasis will be placed on the necessity of establishing a streamlined process for AAC evaluations, device procurement, and patient education. We will explore strategies such as collaboration with device vendors and the use of telepractice to enhance service delivery. Ultimately, the goal is to empower SLPs and provide comprehensive support for patients and caregivers navigating communication changes due to ALS.

Learning Outcomes

1)      Describe how speech language pathologists can use AAC vendors to streamline the AAC process

2)      Identify resources to assist patients and caregivers on making informed decisions when choosing a device

3)      Explain how a patient's voice may change throughout their disease and how to continue effective