Thursday, February 1, 2024 9:00 AM - 9:30 AM
Session: 1 Preserving the Past: Digitizing the South Carolina Speech and Hearing Association Archives
Presenter(s): Kala Dunn, MSIS, Erin Armstrong, ,
This presentation will demonstrate the collaboration between an undergraduate Speech and Language Pathology student at Columbia College, a Columbia College Librarian, and the South Carolina Speech and Hearing Association to preserve historical documents related to the formation and growth of the organization. The digitization process will be outlined and the project results will be displayed. Attendees will learn key points in the organization’s history, how they can access the digital archive, and how they can make additions to the archive in the future.
Learning Outcomes
"Participants will be able to locate and search for items within the SCSHA Digital Archives.
Participants will be able to identify influential people and events in SCSHA history.
Participants will be able to determine relevant and eligible additions to the SCSHA Digital Archives. "
Thurs. Feb. 1 10:00am-11:30am
Session: 2 TBI/Concussion in Athletes & The Role of SLPs
Presenter(s): Dr. Kelli A. Uitenham, CScD, CCC-SLP
Dr. Kelli A. Uitenham will discuss various types of sports-related traumatic brain injuries (TBIs) in athletes, including lesser-known conditions such as second impact syndrome and chronic traumatic encephalopathy (CTE). She provides education on the critical role SLPs play in assessing and treating brain injuries. As well as how SLPs can advocate by educating physicians, parents, teachers, coaches and referees on important signs and symptoms of concussions and TBIs. Dr. Kelli provides guidance on identifying tools and resources for athletes returning to the field and/or classroom.
Learning Outcomes
1. Define different kinds of traumatic brain injuries (TBIs)
2. Identify signs and symptoms of a concussion/TBI
3. Identify functional assessment and treatment tools.
Thurs. Feb. 1 10:00am-11:30am
Session: 3 Level-Up Morphology in the Middle
Presenter(s): Jacqueline Jones-Brown,EdD.CCC-SLP, Dr. June Graham Bethea, Shirlain J. Darby, Richlyn Williams
After years of research focused on identifying key factors in the improvement of language and literacy, evidence now points to Morphological Awareness as a "binding agent" between orthography, phonology, and semantics (Perfetti, 2007). The current body of research underscores the importance of Morphological Awareness in language and literacy skills (Kim,2020).
This presentation will examine one online morphology intervention and its impact on language improvement for middle school students identified as performing low on grade level language assignments and state level standardized assessments.
Learning Outcomes
1. Clearly state how morphology impacts phonology and semantics.
2. Explain how Morphological Awareness Intervention is beneficial to improving literacy in Middle school students.
3. Describe strategies in the provision of on-line morphology-based intervention.
Thurs. Feb. 1 10:00am-11:30am
Session: 4 Facilitating /r/ Articulation With Myofunctional Remediation Techniques
Presenter(s): Emily Parks, Graduate Student, Angela N McLeod, Ph.D., CCC-SLP, ,
Errors with /r/ and /r/ controlled vowels are common on the caseloads of SLPs. Because /r/ is a frequently occurring phoneme in American English, errors with its production could adversely influence intelligibility. Teaching accurate /r/ articulation can be challenging, and identifying effective interventions is important. While not all cases of /r/ errors are related to myofunctional difficulties, myofunctional therapy can be useful for facilitating the target in the cases that do warrant such interventions. This presentation details the clinician’s steps and strategies for helping a young child achieve /r/ articulation success upon identification of orofacial myofunctional difficulties.
Learning Outcomes
1) List features/characteristics that are suggestive of an orofacial myofunctional disorder.
2) Describe therapeutic strategies that facilitate speech sounds using a myofunctional approach.
3) Outline steps for deciding client candidacy for orofacial myology interventions.
Thurs. Feb. 1 10:00am-11:30am
Session: 5 Evaluating the Evidence: Staying Aware in a Digital Age
Presenter(s): Rebekah Wada, PhD, CCC-SLP, , ,
In a world where anyone can make a website, write a book, or become an influencer, it is important for professionals to be able to distinguish between facts backed by research from opinions or marketing schemes. During this presentation, attendees will learn how to evaluate research articles, websites, and videos to determine the credibility of the presenter and the information shared. Practical tips, tricks, and strategies will be shared so that attendees will leave feeling confident in their ability to identify high-quality evidence-based information relevant to their clinical practice.
Learning Outcomes
1. Identify conflicts of interest from information publishers, funding sources, and authors.
2. Utilize at least three strategies to evaluate the evidence basis of digital information.
3. Distinguish between high-quality and low-quality evidence.
Thurs. Feb. 1 10:00am-11:30am
Session: 6 Least Biased Assessment and Intervention for Young African American English Speakers
Presenter(s): Frances Burns, Ph.D., CCC-SLP, , ,
African American English (AAE) has linguistic properties that are not reflected in the mainstream variety of American English. Not understanding the linguistic markers for typical development and language disorder in young AAE speakers may lead to misclassification and under/overrepresentation of children in speech-language therapy. This presentation will provide information about the linguistic properties of AAE, ways to distinguish language difference from disorder, educational implications for young AAE speakers, and considerations for intervention when a developmental language delay/disorder is confirmed.
Learning Outcomes
1. Identify morpho-syntactic, phonological, and semantic properties of AAE.
2. Identify clinical markers for morphological and narrative language impairment in children who are learning AAE as their first American English language variety.
3. Identify strategies for least biased assessment/intervention for children who are learning AAE as their first American English language variety when a developmental language delay/disorder is suspected/confirmed.
Thurs. Feb. 1 11:45am-12:45pm
Session: 7 The Impact of the Pandemic and Screen Time on Development
Presenter(s): Angie Neal, M.S. CCC-SLP, , ,
Students who started Kindergarten in the 2024-2024 school year were one year of age when the pandemic began. Research has confirmed that children of this demonstrate an average drop of 33 points across composite values which is also significantly lower than any other year in the past decade (Deoni et al., 2021). This speaks specifically to impact on the oral language foundation necessary for learning to read. In addition, as the amount of screen time has increased the time spent in play has decreased. The impact of which being significant changes in the architecture of the brain as well as social-emotional and executive function development which are critical to academic success. This session will focus on understanding the “what, why, and how” to support a generation of students who have grown up in an environment unlike any other in history.
Learning Outcomes
Participants will be able to state the current recommendations by the American Academy of Pediatrics for screen use in children ages birth through six years and above.
Participants will be able to list key areas of development that are negatively impacted by excessive screen use and the pandemic.
Participants will be able to describe strategies that help improve negative consequences of excessive screen time and language poor environments.
Thurs. Feb. 1 11:45am-12:45pm
Session: 8 The Quiz Bowl
Presenter(s): Samantha Walker M.S., CCC-SLP, TSSLD, , ,
Join us for "The Quiz Bowl," an exciting and interactive game show designed to test your knowledge and prepare you for the Praxis examination. In this engaging and dynamic session, participants will compete against one another, answering questions that cover a wide range of topics featured on the Praxis exam. The Quiz Bowl offers a unique opportunity for attendees to learn and test their knowledge in a fun, game-based environment, fostering camaraderie and a sense of friendly competition. Don't miss out on this entertaining and educational experience that will help you build confidence for your upcoming Praxis exam!
Learning Outcomes
As a result of this course, participants will be able to:
Demonstrate increased knowledge and understanding of the key concepts and subject areas covered in the Praxis examination, effectively preparing them for the test.
Engage in a dynamic, game-based learning environment that reinforces critical thinking and problem-solving skills, enhancing their ability to apply acquired knowledge to real-life scenarios.
Reflect on their personal strengths and areas for improvement in relation to the Praxis examination, allowing them to identify targeted study strategies and resources to optimize their preparation efforts.
Thurs. Feb. 1 1:00pm-2:30pm
Session: 9 Thinking Outside the Box About Your Career Journey
Presenter(s): Dr. Kelli A. Uitenham, CScD, CCC-SLP, , ,
Dr. Kelli A. Uitenham will discuss a variety of nontraditional income options available to speech language pathologists. Traditionally, SLPs graduate, find a job, and work as an SLP. Some remain in the same setting for the majority or entirety of their careers. This route often leads to burn out and can result in some leaving the profession. SLPs are valuable and versatile, which allows for different/additional streams of income. This discussion provides information on how SLPs can leverage their value to earn more. Dr. Kelli explores travel therapy, starting a private practice, multi state licensure, Telepractice, parents/caregiver coaching, and more.
Learning Outcomes
1. Identify multiple sources of income
2. Understand earning potential
3. Develop plan of action for acquiring additional income
Thurs. Feb. 1 1:00pm-2:30pm
Session: 10 Communication and Swallowing Disorders in Individuals with Amyotrophic Lateral Sclerosis (ALS)
Presenter(s): Debra Suiter, PhD, CCC-SLP, BCS-S, , ,
Amyotrophic lateral sclerosis (ALS) is a neurodegenerative disease that often impacts swallowing and communication. Because it is a relatively rare disease, many speech-language pathologists do not have extensive experience in working with this patient population. In this session, we will discuss how ALS impacts speech and swallowing function. We will review the pathophysiology leading to dysarthria and dysphagia in patients with ALS and how this influences how we approach treatment with these patients.
Learning Outcomes
1. Participants will be able to describe 3 characteristics of dysphagia in individuals with ALS. 2. Participants will be able to list at least 3 components of a comprehensive evaluation of speech and swallowing function in patients with ALS. 3. Participants will be able to list 3 treatment approaches for speech and swallowing for patients with ALS.
Thurs. Feb. 1 1:00pm-2:30pm
Session: 11 Selective Mutism: What Do We Do?
Presenter(s): Catherine H. Stromberg, MCD, CCC-SLP, , ,
Selective Mutism is a pragmatics disorder that is driven by anxieties that center around verbal expression. The session will review historical perspectives important for successful intervention practices, evidence-based interventions, such as systematic desensitization and scaffolding, as well as the use and types of AAC that can be utilized as part of an Evidence-Based Intervention Program. The session will cover the roles and responsibilities of the SLP in diagnosing and treating Selective Mutism, the SLP role as a member of the interprofessional practices/interprofessional education, and the impact on functional communication and language.
Learning Outcomes
1. Describe the roles and responsibilities of the SLP with regards to diagnosis and treatment, and the SLP role as a member of the interprofessional practice/interprofessional education team.
2. Discuss Evidence-Based practices appropriate for intervention with patients with Selective Mutism.
3. Discuss the impact of selective mutism on functional communication and language, and the use of AAC to address those impacts.
Thurs. Feb. 1 1:00pm-2:30pm
Thurs. Feb. 1 1:00pm-2:30pm
Session: 12 "Diverse Tongues, Singular Focus: Beyond Spanish in Bilingual Speech-Language Therapy"
Presenter(s): Cavin Fertil, , ,
For over two decades, bilingual speech-language research has evolved, yet clinical advancements seem limited. A significant portion of the focus has been on differentiating language differences from disorders. While there's substantial emphasis on Spanish, other languages often don't receive the same attention. This trend is noticeable in much of the literature and workshops. Post-evaluation, therapists find limited guidance for functional goals and treatment, especially for languages that aren't as commonly represented. This session aims to spotlight and address these gaps, advocating for a more comprehensive approach.
Learning Outcomes
Participants will recognize common biases in bilingual evaluations that overly focus on Spanish.
Participants will acquire techniques for broader bilingual assessments, ensuring balanced evaluations.
Participants will gain a toolkit for immediate integration of inclusive treatment goals for diverse bilingual individuals.
Thurs. Feb. 1 1:00pm-2:30pm
Session: 13 Perspectives on Professional Leadership
Presenter(s): AnnMarie C. Knight, PhD, CCC-SLP, Christina Yeager Pelatti, Ph.D., CCC-SLP, Sarah Emory, MSP, CCC-SLP, Laura W. Deal, MCD, CCC-SLP
Professional leadership refers to the ability and skills of an individual to guide, inspire, and influence a group of people towards achieving common goals and objectives within a professional or organizational setting. It involves taking responsibility, making decisions, and providing direction to a team or organization in a way that fosters collaboration, innovation, and growth. In this presentation, four experienced CSD professionals will provide an overview of professional leadership in the field of CSD and practice steps for developing and utilizing your leadership skills to enhance SLP and Audiology service delivery at state and national levels.
Learning Outcomes
By the end of this presentation, the learner will be able to:
1. Define professional leadership.
2. Describe at least 3 types of professional leadership in the CSD field.
3. Describe at least 3 opportunities for professional leadership in the CSD field.
Thurs. Feb. 1 3:00pm-4:30pm
Session: 14 From Student to Clinical Fellow: Fostering a Positive Transition through Boundary-Setting and Self-Care"
Presenter(s): Samantha Walker M.S., CCC-SLP, TSSLD, , ,
In the upcoming webinar "From Student to Clinical Fellow: Fostering a Positive Transition through Boundary-Setting and Self-Care," we explore the vital importance of maintaining mental well-being as students navigate the complex journey from graduate school to clinical fellowship. Attendees will gain insights into effective strategies for setting healthy boundaries, enhancing self-care practices, and building resilience during this critical transition period. We will also touch upon the dynamics of clinical fellowship and supervisor relationships, emphasizing the roles of communication and collaboration in creating a supportive and balanced environment for professional growth. Join us as we delve into the challenges and triumphs of evolving from student to clinical fellow, providing valuable guidance to empower both students and supervisors on this transformative journey.
Learning Outcomes
As a result of this course, participants will be able to:
Identify and implement effective strategies for setting healthy boundaries and enhancing self-care practices during the transition from graduate student to clinical fellow.
Recognize the importance of open communication and collaboration in fostering positive clinical fellowship and supervisor relationships, and apply these principles to their professional interactions.
Assess and develop personal resilience, enabling them to better navigate the challenges and triumphs associated with the clinical fellowship experience and maintain mental well-being throughout their professional journey.
Thurs. Feb. 1 3:00pm-4:30pm
Session: 15 What Do You Suspect? Let's Talk CAS!
Presenter(s): Carol Koch, EdD, CCC-SLP, ASHA Fellow, BCS-CL, , ,
Children with sCAS or CAS often present challenges to SLPs. Effective clinical management requires differential diagnosis and effective treatment strategies for optimal outcomes. This session will explore assessment tasks that support differential diagnosis as well as key intervention strategies that facilitate optimal outcomes.
Learning Outcomes
1. Describe the primary discriminative diagnostic features of CAS
2. Describe primary strategies for CAS assessment
3. Describe primary strategies for CAS intervention
Thurs. Feb. 1 3:00pm-4:30pm
Session: 16 • Shifting the Lens on Culture in Speech-Language Pathology
Presenter(s): Gina Crosby-Quinatoa, Ph.D., CCC-SLP, LSLS CertAVT, Nadia Sabeh Ayon, ,
The development of culturally responsive skills is vital to the effectiveness of the clinical services of speech-language pathologists. This presentation provides an overview of best practices and principles necessary when working with individuals from diverse multilingual and multicultural backgrounds. We provide practical recommendations, including resources and tools that promote diversity awareness, inclusivity, and cultural responsiveness, through case study scenarios and personal experiences. Additionally, the presentation emphasizes the importance of cultural sensitivity as it relates to self-awareness and understanding, reflection practices, and individual levels of assessment and treatment when collaborating with patients and their families.
Learning Outcomes
1. Describe the 2-3 components of cultural and linguistic sensitivity and humility as related to clinical practice.
2. Report 2-3 sources of information for developing a culturally responsive action plan to apply to their own practice or clinical setting.
3. Identify at least 3 tools/strategies for supporting cultural self-awareness and development.
Thurs. Feb. 1 3:00pm-4:30pm
Session: 17 Sensory Loss, Communication, and Cognition in Aging; A Path to Brain Health in South Carolina
Presenter(s): Sarah Newman-Norlund, MS, Sarah Wilson, M.A., Allison Mehler, B.S.Ed, Samaneh Nemati, M.S.
We aim to increase SLP awareness of early aging sensory loss and its relation to cognition and brain health. Earlier detection for those at risk of cognitive decline may provide patients with more appropriate resources and community support. We will discuss research tools adaptable for clinical settings and introduce a state-wide Brain Health Network initiative. The network envisions a future of rural access to efficient yet thorough screening, enhanced assessment capabilities, and care resources.
Learning Outcomes
Understand the implications of sensory loss, swallowing behavior, communication, and cognition (MoCA) through normal aging data captured with Aging Brain Cohort Repository (ABC@USC).
Bridge the gap between aging research and clinical care with overlapping instruments and assessment tools.
Learn about the new SC Rural Brain Health Network (USC) that entails training SLPs, social workers, and neuropsychological referrals for earlier diagnosis of sensory and neurological disorders for potential intervention.
Thurs. Feb. 1 3:00pm-4:30pm
Session: 18 Communicating with AAC: Increasing Success and Dispelling Myths
Presenter(s): Sharon M. Walters, MA CCC-SLP, PhD, Hannah Genzink, M.A., CCC-SLP, ,
Augmentative and alternative communication (AAC) can be an academic and behavioral game changer for students with limited communication skills. Unfortunately, some AAC users experience limited progress learning how to use AAC for functional communication. In addition, teams may be unsure of how to facilitate the use of AAC with learners, especially those students who demonstrate challenging behaviors. This presentation will describe research-based techniques for teaching individuals how to use low and high tech AAC and will discuss AAC myths to avoid.
Learning Outcomes
1. Identify five core features of aided language modeling and describe how the features assist AAC users to acquire language and communication skills.
2. Explain strategies to address three challenging behaviors students may demonstrate when initially learning to use AAC devices.
3. Address four common myths of AAC implementation and offer solutions to overcome them.
Fri. Feb. 2 9:00am-10:30am
Session: 19 The State of the State Department of Education
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.
Learning Outcomes
• Summarize key points related to initial and ongoing eligibility under the IDEA
• List ways to discuss eligibility at every IEP meeting
• Explain the role of the SLP in evaluations for suspicion of autism
Fri. Feb. 2 9:00am-10:30am
Session: 20 CCC’s the day in chronic post-stroke recovery: Case studies, Community, and functional Communication
Presenter(s): Sara Sayers, M.S., CCC-SLP, Allison Croxton, M.S.P., CCC-SLP, Lauren Hammond, M.S., CCC-SLP,
The prevalence of chronic aphasia in the US is estimated at one million. Living life with aphasia after a stroke can bring upon continued challenges with communication that can impact relationships, work, health, and quality of life . We aim to increase SLP awareness of the community support for PWA through the USC Aphasia Lab, share case studies on individuals living with chronic aphasia, and provide an understanding of functional communication including current applications and envision future advancements that could lead to enhanced assessment, treatment, and ultimately, improved life participation, recovery, and well-being for PWA.
Learning Outcomes
1. Increase SC SLP awareness of community support for PWA through the University of South Carolina Aphasia Lab.
2. Increase awareness for SLP’s working with PWA of the potential for continued gains in communication skills, even years post-stroke, in individuals with chronic aphasia through shared case studies.
3. Equip participants with a comprehensive understanding of Functional Communication in persons with aphasia, while also encouraging them to critically examine its current applications and envision future advancements.
Fri. Feb. 2 11:00am-12:30pm
Session: 21 GPS for SSDs: A Roadmap for Intervention
Presenter(s): Carol Koch, EdD, CCC-SLP, ASHA Fellow, BCS-CL, , ,
Children with SSDs comprise a large portion of caseloads for SLPs working with pre-school and school-age children. Conducting an efficient, relevant, and informative assessment that supports selecting the most effective strategies is important to achieve optimal outcomes. This session will explore strategies to maximize assessment time, use of assessment information for determining intervention approaches and target selection, target selection strategies based on multiple oppositions, minimal oppositions, and the complexity approaches as well as strategies for eliciting /ɹ/.
Learning Outcomes
1. Describe key assessment information needed for making intervention decisions
2. Select targets for multiple oppositions, minimal oppositions, and complexity approaches
3. Describe contextual facilitation strategies for elicitation of /ɹ/.
Fri. Feb. 2 11:00am-12:30pm
Session: 22 Advocating for the Professions
Presenter(s): Tim Boyd, MPH, , ,
During this session, attendees will have the opportunity to develop an understanding of how ASHA works with its members to advocate for the professions of speech-language pathology and audiology. Participants will be able to identify why their participation in advocacy is essential, how to get involved with ASHA advocacy, and learn about current national policy trends.
Learning Outcomes
1. Identify key aspects of advocating for the professions through the policymaking process.
2. Identify policy trends affect audiology and speech-language pathology at the state and national levels.
3. Identify the steps ASHA takes to identify advocacy issues, develop a policy response, and implement solutions.
Fri. Feb. 2 11:00am-12:30pm
Session: 23 Clinical Education: New Ideas for a Changing Field
Presenter(s): Lori-Ann Ferraro, Ph.D., CCC-SLP, Christina Pelatti, Ph.D., CCC-SLP, Elizabeth "Lindsey" Davis, B.S.Ed.,
The current model for clinical education has not significantly changed in the past 70 years in speech-language pathology (SLP), and to address the adequate preparation of entry-level clinicians, AHSA formed an Ad Hoc Committee on Graduate Education for Speech-Language Pathologists (AHC-GESLP) in part to address this concern (American Speech-Language-Hearing Association, 2020). This talk will provide information regarding the shortage of placements in certain settings, alternative models of clinical education, and the importance of the connection between academic coursework and real-world clinical application. Reference: American Speech-Language-Hearing Association. (2020). Final report ad hoc committee on graduate education for speech-language pathologists. https://www.asha.org/ uploadedFiles/AHC-Graduate-Education-for-SLPs-Final-Report.pdf
Learning Outcomes
1. List at least three practice settings where clinical placements are difficult to secure.
2. Describe at least two clinical education models that help increase clinical placements.
3. Explain why clinical placements matched with academic coursework can increase the learning potential for SLP graduate students.
Fri. Feb. 2 11:00am-12:30pm
Session: 24 Artificial Intelligence (AI): Friend or Foe?
Presenter(s): Jill Eversmann, MS, CCC-SLP, , ,
This session will delve into how Speech-Language Pathologists (SLPs) and Speech-Language Pathology Assistants (SLPAs) are currently incorporating or contemplating the integration of Artificial Intelligence (AI) into their professional practices. We will explore how professionals are currently leveraging AI to enhance various aspects, such as administrative tasks, therapy activities, and more. Additionally, we will address potential drawbacks associated with AI. We will discuss the constraints, and ethical dilemmas, and stress the significance of exercising clinical judgment when incorporating AI into our practices.
Learning Outcomes
1. List three ways AI could benefit or support SLPs/SLPAs.
2. Define two limitations or negative aspects of AI for SLPs/SLPAs
3. Discuss the role of clinical judgment when using AI.
Fri. Feb. 2 11:00am-12:30pm
Session: 25 SLP Student Perceptions of Working in Schools: Barriers and Facilitators
Presenter(s): Joanna Scoggins, M.Ed., CCC-SLP, Michelle Jordan, MSP, CCC-SLP, Suzanne Adlof, Ph.D.,
Nationally, over 50% of practicing speech-language pathologists work in schools (ASHA, 2021a). However, the proportion of students who graduate from USC’s master’s program and enter the workforce in a school consistently ranges between 22-33%. To date, there has been little work on the perceptions of students that lead toward their choice of career path. Our team has been working to better understand the perceptions of SLP students toward working in the schools. We will share preliminary results from a mixed-methods, survey-based study. We will also talk about potential ideas to help districts and supervising SLPs recruit students into school-based jobs.
Learning Outcomes
1. Identify barriers to recruiting SLP students into school-based jobs.
2. Identify facilitators that SLP students perceive would make them more likely to choose a school-based job.
3. Discuss 2 ways to alter how we supervise and present information to students to help mitigate the barriers SLP students perceive about school-based settings.
Fri. Feb. 2 12:30pm-2:00pm
Awards Lunch - Session: 26 Leadership
Presenter(s): Ashlye V. Wilkerson, Ph.D., , ,
Winning from within! Each day, we should operate with one goal in mind- to become a better version of ourselves than we were the day before. Constantly striving for excellence positions us to tap into our full potential and achieve at high levels. We bring all of who we are to everything we do. Who and what are we bringing?
This keynote speech will share the obstacles Dr. Ashlye overcame as she seeks to live a life of impact. First, beginning with mindset, and then, developing and honing her skillset, she has truly learned and embodied how to win from within.
This presentation will outline key components that we all can use to achieve our goals, improve personal and professional performance, enhance our lives, strengthen our connections and relationships, and attain success on our own terms.
Learning Outcomes
Fri. Feb. 2 2:00pm-3:30pm
Session: 27 SCSHA G.E.M Reimagined!
Presenter(s): Jacqueline Jones-Brown, EdD, CCC-SLP, Shirlain Darby, M.A., CCC-SLP, June Graham Bethea,PhD.,CCC-SLP, Felicia Lawrence MA, CCC-SLP, Ed.S
Over the past several years we have endured a national pandemic that brought on unprecedented restraints and modifications. carried the potential to significantly add to existing causes burn and other health challenges. Mandates for social distancing and other COVID guidelines forced us to reimagine our personal lives, re-imagine service provision and so much more. As we continue to monitor and adjust, we are re-imagining SCHSA G.E.M. 2024 and beyond. The inception of this initiative was and continues to rest in two areas: Self-care as we care for others and philanthropy in support of the Sharonda Coleman Scholarship.
This session offers a panel of professionals from various levels of management and work settings who will share proven strategies documented to avoid SLP burnout and improve one’s overall Mental Health and Wellness.
Game Changers
Embracing
Mental Health & Physical Wellbeing
Learning Outcomes
- Identify Risk factors for SLP Burn out.
- Identify ways to embrace change and avoid burn out!
- Identify ways to maintain mental health and physical wellbeing.
Fri. Feb. 2 2:00pm-3:30pm
Session: 28 Advocacy Hot Topics in SC
Presenter(s): Tim Boyd, MPH, , ,
During this session, attendees will learn how ASHA works with SCSHA to advance its advocacy goals and discuss current advocacy hot topics in South Carolina. Participants will also learn about current ASHA resources available to SC-based members across all practice settings and have an opportunity to discuss how their work relates to pressing advocacy topics in the state.
Learning Outcomes
1. Identify ways ASHA works with SCSHA and other state associations to advance their advocacy goals.
2. Identify current policy issues being considered by policymakers in SC that affect audiologists and SLPs
3. Identify resources available to ASHA members on issues affecting different practice settings.
Fri. Feb. 2 2:00pm-3:30pm
Session: 29 The Yale Swallow Protocol: Evidence and Clinical Use
Presenter(s): Debra Suiter, PhD, CCC-SLP, BCS-S, ASHA-Fellow, , ,
Screening is the first step in the continuum of dysphagia evaluation. There are a large number of tools available for dysphagia screening, including the Yale Swallow Protocol. How, when, and why to implement this protocol are frequently-raised questions. In this presentation, we will discuss the development and rationale for the Yale Swallow Protocol. Research that led to development of the protocol will be discussed as will research in which use of the Yale Swallow Protocol has been examined. Recommendations for implementing it within various healthcare settings will be discussed.
Learning Outcomes
1. Describe how screening differs from an evaluation. 2. List the steps of the Yale Swallow Protocol. 3. Describe issues related to who, what, when, and how to screen.
Fri. Feb. 2 2:00pm-3:30pm
Session: 30 The Speech-Language Pathologist's Role in Infant Mental Health in Early Intervention
Presenter(s): Lori-Ann Ferraro, Ph.D., CCC-SLP, Kate Dunlavey, B.S., Rachell Harglerode, B.A., Katelyn Terrell, B.A.
Infant mental health can be embedded into any community program that involves pregnant women, young children, and their caregivers. Speech-language pathologists (SLPs) are integral members of the early intervention team and have a unique opportunity to support young children and their families through providing culturally sensitive and skilled therapy services that foster healthy attachments between children and caregivers that are foundational to all aspects of a child’s development and well-being. This session will provide practical information regarding infant mental health, toxic stress, and adverse childhood experiences (ACEs) to guide clinicians in best practices when working with young children.
Learning Outcomes
1. Describe infant mental health and its multidisciplinary nature.
2. Explain how toxic stress and ACEs can interfere with healthy attachments between children and their caregivers.
3. List three ways SLPs can incorporate culturally sensitive practices into their skilled therapy that can promote the well-being of children.
Fri. Feb. 2 2:00pm-3:30pm
Session: 31 SLP/SLPA Partnership in Schools
Presenter(s): Gabrielle "Gabi" Hilliard, MSP, CCC-SLP, Deborah Phillips, MS, CCC-SLP, Hannah Arnold, B.A. SLPA, Eandra Goldsmith, B.A. SLPA
A school-based SLP’s workload can be daunting. A school SLP’s day may include measuring progress of students, documentation, scheduling meetings and writing IEPs, evaluating students, consulting with teachers, parents, caregivers, administrators, reviewing evidence-based practice methods, serving on MTSS/intervention teams, and any number of other tasks. These extensive responsibilities pose challenges for the school SLP. In this session, the presenters will share from personal experience how teaming up with a highly trained SLPA can alleviate some of the workload and allow the SLP to work at the top of their license.
Learning Outcomes
By the end of this presentation participants should be able to:
Discuss the scope of practice of an SLPA
List 3 ways in which an SLPA can help alleviate the workload of the school-based SLP
Discuss ways to advocate with district leadership to employ SLPAs.
Fri., Feb. 2 4:00pm-5:30pm
Session: 32 Coffee Shop Conversations and Elevator Speeches
Presenter(s): Wanda Crotwell, Kelly Caldwell, MA, MS, CCC-SLP, ,
In our annual convention session with SCSHA’s lobbyist, we will be exploring professional advocacy with a South Carolina lens on communication style, adapting to circumstances, and consolidating big issues into elevator speeches. The session will be highly interactive with the lobbyist and SCSHA leaders. We desire participation in a generative discussion on SCSHA advocacy goals, Medicaid, Reimbursement, and current issues in South Carolina. Bring your own coffee or beverage of choice for a coffee-shop style session, be vulnerable in problem solving with us, and leave the session with use-it-on-Monday tips to make each member of our association a better professional advocate.
Learning Outcomes
1. Participants will write a 2 minute elevator speech.
2. Participants will list 2 perspectives that contribute to success or failure of any advocacy goal.
3. Participants will discuss 2 current issues that require consideration in establishing goals for the professions in South Carolina.
Fri., Feb. 2 4:00pm-5:30pm
Session: 33 Harnessing what multilingual/bilingual students bring to the classroom
Presenter(s): Elizabeth Ijalba, Ph.D., Associate Professor, Queens College, City University of New York, , ,
Multilingual/bilingual students have expanded linguistic experiences and metacognitive abilities that can be harnessed for literacy in the classroom. They acquire phonological-orthographic representations by speaking, reading, writing across languages; they establish expanded lexical repertoires, morpho-syntactic-grammatical rules, and narrative discourse styles across socio-linguistic contexts. In this workshop I will focus on English and Spanish to describe the expanded linguistic knowledge and metacognition that bilingual students bring to the classroom. I will provide a pedagogical framework to support use of both languages in the classroom. I will describe reading acquisition (biliteracy), ongoing dynamic assessment practices, and the assessment of reading across languages.
Learning Outcomes
1. Participants will describe 3 characteristics of metacognition associated with multilingualism and biliteracy that can be used in the classroom.
2. Participants will explain a pedagogical framework to support use of English and Spanish in the classroom across speaking, listening, reading, and writing modalities.
3. Participants will describe dynamic assessment practices to support assessment of language and reading and intervention across languages.
Fri., Feb. 2 4:00pm-5:30pm
Session: 34 Mental Health First Aid Certification Training (Part I)
Presenter(s): Tori West Oluseyi, Veteran Mental Health First Aid Instructor, Cindye Richburg Cotton, Reginald Rearden, Mark Sellers, Certified Mental Health First Aid Trainer
According to the United States Department of Education, the mental health crisis for children and youth has reached a critical point. The national pandemic exacerbated existing alarming trends in mental health concerns. As schools and programs have returned to full in-person learning, there is an unprecedented need to equip speech language pathologists with resources needed to recognize and respond appropriately in the face of a possible mental health crisis.
This Mental Health First Aid Certification training is designed to teach Speech Language Pathologists how to help children and youth (ages 12-18) who are experiencing mental health or addiction challenges. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including ADHD), and eating disorders.
Learning Outcomes
At the end of this session participants will be able to:
1. Define mental health
2. Define mental health crisis
3. Recall the steps required to assess risk factors related to suicide.
4. Recall the steps required to listen nonjudgmentally.
Fri., Feb. 2 4:00pm-5:30pm
Session: 35 Navigate Tough Talks: How to Address the Elephant in the Room
Presenter(s): Amy Lerman, MA, CCC-SLP, , ,
We have all been in a parent meeting that involved hard to hear news. Either we avoid the uncomfortable conversation, make mistakes in the delivery, or conduct a thoughtful and empathetic dialogue. Amy will provide participants with tools to navigate tough talks with first-hand accounts, research, and clinical experience.
Learning Outcomes
• As a result of this presentation, the participant will be able to analyze a variety of parent perspectives as they relate to identification of language and communication delays/disorders in their children.
• As a result of this presentation, the participant will be able to connect how nonverbal language and time are integral tools in delivering hard to hear news to parents/caregivers.
• As a result of this presentation, the participant will describe at least three verbal positive strategies that will help them to better navigate tough talks.
Fri., Feb. 2 4:00pm-5:30pm
Session: 36 Success with Stuttering: Holistic Therapy K-12
Presenter(s): Tim Mackesey, CCC-SLP, BCS-F, , ,
Stuttering is a complex communication disorder that often has concomitant anxiety and avoidance behaviors associated with it. The best practices of speech therapy for stuttering will be illustrated. CBT is an essential skill for clinicians but it is not part of most graduate programs. CBT will be introduced through the lens of stuttering and social anxiety and expand to a broader application of CBT for clinicians. The concepts of CBT and counseling will positively impact each working day as an SLP.
Learning Outcomes
1) Identify three fluency enhacing techniques that help in oral reading and in conversation
2) List four of the most common cognitive distortions that lead to anxiety and avoidance in pws
3) Identify four ways to increase disclosure and advocacy for pws
Sat., Feb. 3 8:30am-10:00am
Session: 37 Self-regulated learning and dynamic-assessment of oral/written language in multilingual students
Presenter(s): Elizabeth Ijalba, , ,
Multilingual/bilingual students have parallel phonological/orthographic representations that are active when speaking and during silent reading and writing. This parallel activation is influenced by language proficiency, such that there is activation of the first-language (L1) when speaking, reading/writing in the second/additional language (L2); but reduced activation in L2 when speaking/reading/writing in the L1. These findings have consequences for speech-language interventions and for the assessment of oral/written language in multilingual students. A multisensory framework, translanguaging, and self-regulated learning are crucial to integrating individual differences in multilingual students. I will discuss sensory profiles, self-regulated learning and dynamic interventions and assessment in multilingual students.
Learning Outcomes
1. Participants will explain how language proficiency influences speaking/reading/writing across languages in multilingual students.
2. Participants will describe individual differences in the sensory profile and self-regulated learning of multilingual students.
3. Participants will describe dynamic interventions and assessment that can be used with multilingual students.
Sat., Feb. 3 8:30am-10:00am
Session: 38 Mental Health First Aid Certification Training (Part II)
Presenter(s): Tori West Oluseyi, Veteran Certified Mental Health Instructor, Cindye Richburg Cotton, Ed. D, MBA, MS, Reginald Rearden, Project Manager, Mark Sellers, Certified Mental Health First Aid Trainer
Earn Your Mental Health First Aid Certificate (Part II)
According to the United States Department of Education, the mental health crisis for children and youth has reached a critical point. The national pandemic exacerbated existing alarming trends in mental health concerns. As schools and programs have returned to full in-person learning, there is an unprecedented need to equip speech language pathologists with resources needed to recognize and respond appropriately in the face of a possible mental health crisis.
This Mental Health First Aid Certification training is designed to teach Speech Language Pathologists how to help children and youth (ages 12-18) who are experiencing mental health or addiction challenges. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including ADHD), and eating disorders.
Learning Outcomes
At the end of this session participants will be able to:
1. Define Mental Health
2. Define Mental Health Challenges
3. Recall the steps required to give reassurance and critical information.
4. Recall the steps required to encourage appropriate professional help.
Sat., Feb. 3 8:30am-10:00am
Session: 39 Private Practice & Billing 101
Presenter(s): Carrie Hinnant, M.A., CCC-SLP, CAS, Matt Nowicki, Billing Specialist, ,
Get ready to dive into the world of private practice and billing here in the Carolinas. Join us as we delve into the complex world of insurance and credentialing, the ABCs of billing, avoiding fraudulent claims, and reimbursement strategies. Discover resources and explore the benefits (and challenges) of establishing your own private practice. This introductory presentation will support your confidence and competence in ethical billing strategies and building your foundations in the private practice setting.
Learning Outcomes
1. Attendees will gain a comprehensive understanding of key insurance definitions and terminology, equipping you to navigate the intricacies of private practice and billing with confidence.
2. Attendees will demonstrate knowledge of resources to improve reimbursement outcomes and collectively enhance the financial viability of private practice.
3. Attendees will demonstrate understanding of ethical billing and practical resources that will streamline your reimbursement processes, ensuring efficient and effective billing practices.
Sat., Feb. 3 8:30am-10:00am
Session: 40 A review of the oral motor exam including cranial nerves and musculature for the SLP in any setting.
Presenter(s): Theresa Hopkins-Rossabi, , ,
A review of knowledge and skills needed to complete an oral motor exam will provide an opportunity for SLPs to re-focus on the clinical skills needed for the appropriate assessment of their ever-changing patient/client population. This presentation will provide a review of the primary structures, musculature, and innervation involved in speech and swallowing. This will allow audience members with varied clinical experience to critically analyze how the muscular, structures, and innervation can facilitate the diagnosis and treatment of the patients/clients we serve.
Learning Outcomes
1. The audience will identify muscles and structures critical to speech and swallowing.
2. The audience will be able to identify innervation critical to speech and swallowing.
3. The audience will be able to state the possible impact muscular weakness, or incoordination could have on speech and swallowing
Sat., Feb. 3 8:30am-10:00am
Session: 41 AAC and Implementation Science: What to Try When Buy-In Seems Impossible
Presenter(s): Stephen Kneece, , ,
This session will explore the challenges of implementing Augmentative and Alternative Communication (AAC) strategies in clinical practice. Drawing upon the principles of Implementation Science (IS), attendees will learn practical techniques for overcoming resistance and promoting buy-in from clients as well as communication partners. Through case studies and interactive discussions, participants will gain an understanding of the key factors that contribute to successful AAC implementation, including assessment, training, and ongoing coaching. By the end of the session, attendees will be equipped with a toolkit of evidence-based strategies and resources to help them navigate the complex landscape of AAC implementation and improve outcomes fro individuals with Complex Communication Needs (CCNs).
Learning Outcomes
1. Define AAC and Implementation Science terminology.
2. Design AAC implementation plans that are individualized for each client.
3. Apply Implementation Science principles in their clinical practice.
Sat., Feb. 3 10:15am-11:45am
Session: 42 Mental Health First Aid Certification Training (Part III)
Presenter(s): Tori West Oluseyi, Veteran Mental Health First Aid Instructor, Cindye Richburg Cotton, Ed. D, MBA, MS, Reginald Rearden, Project Coordinator for Mental Health Awareness Training,
According to the United States Department of Education, the mental health crisis for children and youth has reached a critical point. The national pandemic exacerbated existing alarming trends in mental health concerns. As schools and programs have returned to full in-person learning, there is an unprecedented need to equip speech language pathologists with resources needed to recognize and respond appropriately in the face of a possible mental health crisis.
This Mental Health First Aid Certification training is designed to teach Speech Language Pathologists how to help children and youth (ages 12-18) who are experiencing mental health or addiction challenges. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including ADHD), and eating disorders.
Learning Outcomes
1. Define the nonlinear framework required to utilize in recognizing a crisis:
Assess for risk of suicide or harm.
Listen nonjudgmentally.
Give reassurance and information.
Encourage appropriate professional help.
Encourage self-help and other support strategies.
2. Define Mental Health Crisis
3. Recall the steps required to give reassurance and information.
4. Recall the steps required to encourage appropriate professional help.
Sat., Feb. 3 10:15am-11:45am
Session: 43 Play-based Receptive Language Therapy: More Teaching, Less Testing
Presenter(s): Tara Shingleton, M.S., CCC-SLP, , ,
As speech-language pathologists we play a critical role in the development of receptive language skills. Though this is a major part of our role, little guidelines or evidence exist on the best ways to implement receptive language therapy into our sessions. This causes us to revert to writing goals that test our clients understanding, as opposed to teaching them the skills they need. This presentation will integrate research on language development, motor development, and play-based therapy to give us better guidelines for supporting receptive language development in our clients.
Learning Outcomes
- Explain the difference between teaching and testing in regard to receptive language therapy
- Identify and describe three strategies for teaching receptive language
- Describe three play-based strategies to implement into therapy sessions for receptive language
Sat., Feb. 3 10:15am-11:45am
Session: 44 Employment Law for Business Owners
Presenter(s): M. Malissa Burnette, Attorney, Juliana Miller, MS, CCC-SLP, ,
Going into private practice can be a rewarding and lucrative way to advance your career. Hiring employees is an exciting step in taking your business to the next level. However, many clinicians have not received training or education regarding employment law. Mistakes, such as misclassification with regard to exempt vs. non-exempt employees or providing 1099s instead of W2s, occurs frequently and can be costly to employers. This session will provide an overview of employment law for the benefit of employers and employees, so that employers can avoid penalties and employees may advocate for themselves.
Learning Outcomes
• Describe the legal difference between an employee and an independent contractor
• Contrast when to provide workers with a 1099 vs. a W2
• Describe how the Fair Labor Standards Act may affect minimum wage, overtime pay, and recordkeeping requirements
Sat., Feb. 3 10:15am-11:45am
Session: 45 SLP Management of patients with tracheostomy implications for communication, swallowing, and path to trach tube removal.
Presenter(s): Theresa Hopkins-Rossabi, , ,
This presentation will review the evidence-based anatomical and physiological changes that impact breathing, verbal communication, and swallowing in the tracheostomized patient. The timing and appropriate steps required to complete a speaking valve and swallowing evaluation with a tracheostomized patient will be reviewed. In addition, the role of a trach team in facilitating the management of the tracheostomized patient can provide the audience with an increased understanding of the progression to decannulation or removal of the trach tube. The positive changes in decannulation length and rates after initiating a trach team will be included in this presentation
Learning Outcomes
The audience will be able to describe how a tracheostomy compromises communication and swallowing.
2. The audience will be able to describe the role of the Speech-Language Pathologist in the management of patients with tracheostomy.
3. The audience will be able to describe the path to decannulation when appropriate for the tracheostomized patient.
Sat., Feb. 3 10:15am-11:45am
Session: 46 Working with English Language Learners (ELLs) as a Monolingual SLP in a Rural City
Presenter(s): Alexis Lawton, SLP-CF, , ,
Most speech-language pathologists (SLPs) in our field are Caucasian, whereas, in 2021, a survey was conducted reporting that only 8.2% of clinicians were bilingual. This statistic is astounding, considering that a 2020 study reported that English Language Learners (ELLs) made up 10% of the student population in the United States (“Migration Policy Institute tabulation of data,” n.d.). So, there’s a strong possibility that an SLP who only speaks one language must provide speech-language services to an ELL student. Add the fact that you’re living in a rural setting; there might be limited access to a trained interpreter. In this case, how can monolingual SLPs promote cultural responsiveness while at the same time remaining ethical? In this presentation, I plan to discuss common barriers (i.e., individual, organizational, etc.) to working with ELL students in a rural setting. Also, I will discuss what clinicians can do to improve their cultural competence to evaluate and treat a child who speaks a different language.
References available upon request.
Learning Outcomes
- Discuss common pitfalls to providing services to ELL students
- Understand cultural considerations for ELL students
- Explain how to effectively and ethically evaluate and provide services to ELL students
Sat., Feb. 3 12:00pm-1:30pm
Session: 47 Mental Health First Aid Part IV
Presenter(s): Tori West Oluseyi,Veteran Mental Health First Aid Instructor, Cindye Richburg Cotton, Ed. D, MBA, MS, Reginald Rearden, Project Coordinator for Mental Health Awareness Training,
Mental Health First Aid Certification Training (Part IV)
According to the United States Department of Education, the mental health crisis for children and youth has reached a critical point. The national pandemic exacerbated existing alarming trends in mental health concerns. As schools and programs have returned to full in-person learning, there is an unprecedented need to equip speech language pathologists with resources needed to recognize and respond appropriately in the face of a possible mental health crisis.
This Mental Health First Aid Certification training is designed to teach Speech Language Pathologists how to help children and youth (ages 12-18) who are experiencing mental health or addiction challenges. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including ADHD), and eating disorders.
Learning Outcomes
1. Define the nonlinear framework required to utilize in recognizing a crisis.
2. Recall psychosis and substance abuse disorders
3. Recall the signs and symptoms of suicidal and non-suicidal injuries.
4. Recall resources available to help children and youth at risk for mental health crisis
and/or suicidal behaviors.
Sat., Feb. 3 12:00pm-1:30pm
Session: 48 Ethics in Professional Practice and Supervision in Speech-Language Pathology - What's an SLP to do?
Presenter(s): Crystal A. Murphree-Holden, MA, CCC-SLP, Catherine H. Stromberg, MCD, CCC-SLP, ,
This session will discuss contemporary issues related to Ethics and Supervision in the professional practice of speech-language pathology across settings. Supervision is one of five professional practice domains and is considered "a distinct area of practice" within the Scope of Practice in Speech-Language Pathology (ASHA 2016). Ethical issues, challenges faced, and the impact on supervision and mentorship for the SLP will be discussed, incorporating supervision of students. CFs/licensed SLP interns, licensed SLPAs, and Speech-Language Therapist (SLTs) in schools. Case studies will be included for participants to discuss and apply a decision-making model, and examine possible outcomes.
Learning Outcomes
1. Describe a potential ethical practice dilemma and a process to prevent or resolve the ethical issue.
2. Discuss similarities and differences in supervision with regards to supervising students, SLTs in schools, CFs/licensed SLP interns, and licensed SLPAs.
3. Discuss components of the key components of the ASHA code of ethics and apply a decision-making model.
Sat., Feb. 3 12:00pm-1:30pm
Session: 49 SLPs: Making Sense of MTSS – A System of Supports for ALL Students
Presenter(s): Bernateen C. Bibb, M.A., CCC-SLP, Ed.D., Lynn Beach, M.A., CCC-SLP, Elizabeth Simonis, MCD, CCC-SLP, Elizabeth Strickland, MSP, CCC-SLP
Speech-language pathologists play an essential role in helping students develop appropriate communication skills while also achieving academic success in the school setting (SCCCR State Standards). This session will explore how the SLP can support general and special education students through collaboration and intervention. The presenters will introduce the MTSS framework for SLP’s along with strategies for implementation. Participants will gain insight from the presenter’s personal experiences and explore shared resources for providing MTSS support.
Learning Outcomes
1) Explore the MTSS Framework for early identification of students who may benefit from SLP services, 2) Learn strategies for collaboration between SLPs and other educators to provide targeted support, and 3) Identify how SLPs can track student progress and adjust interventions as needed.
Sat., Feb. 3 12:00pm-1:30pm
Session: 50 How to Contract Directly with Schools in Telepractice
Presenter(s): Sarah Kuhr, Melissa Jakubowitz, ,
In this course, therapists will review the steps to contract directly with a school district when providing services virtually. Information will be shared on setting yourself up for success and security before getting started in telepractice (e.g. ways therapists can protect themselves legally). Therapists will be guided on how to network and initiate contact with school districts in order to get a contract (e.g. phone calls, language for negotiating, etc.). Ways to maintain consistent communication with the district will be shared in order to be a reliable service provider when working remotely.
Learning Outcomes
Following this course learners will be able to:
1. List three strategies to set up for success as an independent contractor
2. Identify the process for establishing a virtual contact with a school district
3. Describe three strategies for maintaining communication with the district and families virtually
Sat., Feb. 3 12:00pm-1:30pm
Session: 51 Building Capacity in COMD: Exploring Doctoral Degree Options and Opportunities
Presenter(s): Dr. Christine Lewis, ClinScD, CCC-SLP, Dr. Jessica Berry, PhD, CCC-SLP, Dr. Chrisonia Williams-Busch, Ed. D, CCC-SLP,
As the demand for SLPs continues to increase across the nation, the need also increases for those with terminal degrees to provide the required education. To meet the demand for more practitioners there should be more opportunities and education related to doctoral level training. There are also current SLPs looking for ways to further their clinical education but unaware of the difference in terminal degree options. This session will allow guests to hear from professionals who have earned the Ph.D., Ed.D., SLPD, CScD degrees and what each of these degrees has prepared them for in practice. The session will cover pathways to each degree and potential funding sources and job opportunities.
Learning Outcomes
1. Participants will identify the different types of available terminal degrees available within the field
2. Participants will describe requirements for degree completion
3. Participants will describe job opportunities based on the terminal degree earned
