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Schedule of Events . . . . . . . . . . . . . . . . . . . . . . . . .4
What’s New for 2010 . . . . . . . . . . . . . . . . . . . . . . .5
Day Institutes . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Invited Speakers . . . . . . . . . . . . . . . . . . . . . . . . . .9
MSHA Cares . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Student Opportunities . . . . . . . . . . . . . . . . . . . . .12
MSHA Plus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Convention At-A-Glance . . . . . . . . . . . . . . . . .13-15
Session Summaries . . . . . . . . . . . . . . . . . . . . .16-32
Sessions by Topic . . . . . . . . . . . . . . . . . . . . . .33-34
AND LOTS MORE!
S.S. MSHA
2 – 2010 MSHA Pre-Convention Special
ROOM TYPE: (based on availability)
�� One Double Bed �� Two Double Beds �� Smoking �� Non-smoking
PLEASE PRINT:
Name___________________________________________________________________________________________________
Address ________________________________________________________________________________________________
City __________________________________________________ State ______________ Zip _________________________
Daytime Phone: ( ) _____________________________ E-mail:______________________________________________
Name(s) of person(s) sharing accommodations: ____________________________________________________________
________________________________________________________________________________________________________
�� Check or Money Order Enclosed
�� American Express
�� Visa
�� MasterCard
�� Diner’s Club
�� Carte Blanche
Total Amount: $___________________
CREDIT CARD ACCOUNT NUMBER EXPIRATION DATE
YOUR SIGNATURE
x
HOTEL RESERVATIONS MUST BE MADE DIRECTLY WITH TAN-TAR-A
CONVENTION TAN-TAR-A RESORT RESERVATION REQUESTOne Form Per Room Request
MAIL TO: Tan-Tar-A Resort, Golf Club, Marina& Indoor Waterpark ReservationsP.O. Box 188TT, Osage Beach, MO 65065
OR CALL: 1-800-TAN-TAR-A (800-826-8272)
OR FAX: 573-348-8629
OR ONLINE: www.tan-tar-a.com
For special group rates, be sure to use the following code:Group Access Code: MSLH
TAN-TAR-A regrets that it cannot hold your reservation after 4:00 p.m. on the day of arrival without guaranteeing the reservation with one of the payment arrangements below. In guaranteeing your reservation for late arrival (arrival after 4:00 p.m.), we require that you either:
1. Enclose a check or money order covering the first night’s stay. — OR —
2. Send us the ENTIRE number of your credit card.Include expiration date and signature.
April 16-18
Welcomes…
Convention Code: MSLH
Reservation must be received byMarch 17, 2010 and before the group
reservations block is filled to assure your room accommodations.
Please check rate requested:
�� Single . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$115.00
�� Double . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$115.00
�� Triple . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$115.00
�� Quad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$115.00
�� One Bedroom Suite . . . . . . . .$199.00
�� Two Bedroom Suite . . . . . . .$270.00
Total Enclosed $ ____________
I authorize the Lake of the Ozarks TAN-TAR-A Resort, Golf Club, Marina & Indoor Waterpark to charge my account for one night’s deposit and all applicable taxes. Check-outtime is 11:00 a.m. Rooms may not be available for check-in until after 4:00 p.m. A major credit card presented upon arrival will facilitate the check-in process at the FrontDesk. I understand that I am liable for one night’s room and tax which will be deducted from my deposit or billed to my credit card in the event that I do not arrive or cancelon the arrival date indicated. Room Type request subject to availability at time of arrival. All deposits are refundable upon 72-hour notice prior to date of arrival. All reservations subject to local sales tax.
Reservations requested beyond the cut-off date are subject to availability. Rooms may still be available after the cut-off date, but not necessarily at the above rate. All reservations are subject to applicable state and local taxes and a county lodging tax in effect at the time of check in.
Signature:______________________________________________________________________________________________________
Arrival Date Time
Departure Date Time
GOLF CLUB, MARINA& INDOOR WATER PARK
2010 MSHA Pre-Convention Special – 3
Dear Colleagues,
MSHA sure has enjoyed celebrating 50 years, but now it is time to lookahead to the future of MSHA and what is in store for all of us in 2010 andbeyond. Your 2010 MSHA Convention Planning Team (CPT) has put incountless hours to ensure that the upcoming convention provides plentyof opportunities, as you set out on this grand adventure into a new era.Check out the individuals spearheading this endeavor by taking a minuteto note the members of this CPT in the photo below. In addition, take alook at the bright beacon of invited speakers and the numerous profes-sionals that have offered up their talents to firmly anchor our 2010 con-vention program.
Prepare to set sail by attending the Pre-Convention Session, “Ask MSHA,”on Thursday evening. Fully embark on your journey as you cruise throughthe “Treasure Trove” of silent auction items and navigate the exhibit hallon Friday. Make sure you return to the exhibit hall on Friday evening soyou don’t miss out on those last-minute silent auction bids, a mouth-watering Italian dinner, and an exciting 50/50 drawing! You must be pres-ent to win the drawing and all proceeds will benefit Sertoma, this year’sspecial project. Consider supporting the silent auction by supplying adonation and/or bidding on a great variety of treasures! Keep Sertoma inmind, as well, by making a donation and/or participating in the 50/50 fun(additional information on Sertoma is available in this program). Takenote that this year’s Friday evening itinerary ends earlier than usual. Thisallows time for university get-togethers, as well as for a trip to the outletmall in Osage Beach, where you might just find an item that you have toadd to your collection of convention souvenirs.
We are excited about all of our speakers and events this year, and thePresident’s Luncheon speaker, Sherry Curtiss, is no exception. Read moreabout Sherry Curtiss in this program and prepare to be inspired bySherry’s inspirational, humorous, and educational presentation afterenjoying a satisfying lunch and awards program hosted by MSHAPresident, Jean Zimmer.
As we “Navigate Into a New Era,” prepare for some fresh highlights,including Saturday morning’s “Sunrise Stretch and Stroll.” This will be
your chance to welcome in a new day with the Convention PlanningTeam’s own Dana Fritz, as you walk or run through Tan-Tar-A’s beautifulgrounds. MSHA is also making a new effort to honor its published mem-bers. Make plans to attend the “MSHA Author” session to learn how to goabout publishing your own works, as well as to hear about this year’shighlighted authors.
MSHA is a supporter of students and this year is no different. Check outthe new “Student Interest” sessions highlighted on the schedule grids, fortopics geared toward our student attendees! Let these sessions help topoint your professional compass in the right direction as you prepare tonavigate into your new career. Of course you can also go overboard andget decked out in your university apparel as you hop on over to thethrilling Quest for the Cup tailgate party and competition sponsored byEBS Healthcare.
MSHA continues to help conserve the environment by reducing paper use.Make sure to retrieve your session handouts from the MSHA website(www.showmemsha.org) and stow them in your luggage prior to begin-ning the journey to convention.
Sign yourself up to be a lifesaver during the convention by volunteeringyour time as a lead or assistant tour guide at this exciting event. Allhands on deck make for a great convention experience. Let Jane Webbor Jill Josepher know that you would like to help out by completing theform on the MSHA website, sending in the form found in the Winter 2009issue of the MSHA News, or by emailing [email protected].
On behalf of the 2010 MSHA Convention Planning Team, we look forwardto setting out on this amazing journey with you. Set your compass towardthe lake and come aboard April 16th-18th, as we navigate with MSHA intoa new and exciting era!
Sincerely,
Jennifer Ponder, ChairIlene Ashbaugh, Co-Chair
MSHA is “Navigating Into a New Era” in 2010!
Front Row Left to Right: Carlotta Kimble, Jennifer Ponder, Kim Stewart, Katie Bullock, Teresa Kemper, Marisa Tayeau; Back Row Left to Right: Jane Webb, Jill Josepher, Ilene Ashbaugh, Robin Gaschler, Tori Sisson, Dana Fritz
the 2010 CP TeamVolunteers: Jane Webb and Jill Josepher
Silent Auction: Kim Stewart
Special Projects: Dana Rissler Fritz
MSHA Plus: Shirley Madden
Pediatric: Katie Bullock
Audiology: Robin Gaschler
Adult: Tori Sisson
Multi-Interest: Marisa Taveau
Day Institute: Teresa Kemper
Exhibitors: Carlotta Kimble and Corrina Stanfield
Student Activities: Janet Gooch
MSHA EB President: Jean Zimmer
MSHA Central Office: Kristen PeffermanChair: Jennifer Ponder Co-Chair: Ilene Ashbaugh
Need to get in touch with the CP Team?
If you are a first time Volunteer, please plan on attendingthe 20 minute volunteer training session Friday morningfrom 10:20-10:40. Jill Josepher and Jane Webb, VolunteerCo-chairs will lead the training to clarify your role as a volunteer. You will receive your packet of information atthat time. If you are returning as a volunteer, your session will be through e-mail, but you will need to stopby the Volunteer desk to pick up your materials uponarrival at the convention.
Friday, April 16 – 10:20 a.m. - 10:40 a.m.
Volunteer Training
4 – 2010 MSHA Pre-Convention Special
2010 MSHA Convention Planning TeamChairJennifer Ponder340 Villa Duschene Dr.Warrenton, MO 63383636-397-3111 (work)314-805-6557 (cell)[email protected]
Co-ChairIlene Ashbaugh2105 S. Franklin Apt. 518Kirksville, MO 63501660-349-7390 (cell)[email protected]
Day Institutes ChairTeresa KemperUniversity of Central MissouriMartin Building, Office 35Warrensburg, MO 64093660-543-8779 (work)816-525-3845 (home)816-665-8312 (cell)[email protected]
Pediatric ChairKatie Bullock826 Estes Park Dr.St. Peters, MO 63376314-368-9799 (cell)[email protected]
Adult ChairTori Sisson573-874-9771 (home)573-817-4752 (work)573-680-3938 (cell)[email protected]
Audiology ChairRobin Gaschler517 Centurion Ct.Grain Valley MO 64029816-550-1829 (cell)816-224-1334 ext. 315 (work)[email protected]
Multi-Interest ChairMarisa Taveau2015 Grand Blvd., #224Kansas City, MO 64108816-830-0510 (cell)816-736-5324 (work)[email protected]
Exhibitors ChairCarlotta KimbleUniversity of Central MissouriMartin Building, Office 63Warrensburg, MO 64093660-543-4993 (work)660-885-1515 (cell)[email protected]@yahoo.com
Exhibitors Co-ChairCorrina Stanfield1254 W. Westview St.Springfield, MO [email protected]
Student Activities ChairJanet GoochBarnett Hall 2400Truman State UniversityKirksville, MO 63501660-785-4672 (work)660-626-4694 (cell)660-627-1704 (home)[email protected]
Volunteer ChairJane Webb1333 Windsor Spring CourtKirkwood, MO 63122314-966-6491 (home)314-807-9888 (cell)[email protected]
Volunteer Co-ChairJill Josepher701 NW Rosaceae Dr.Blue Springs, MO 64015816-797-4949 (cell)[email protected]@raytownschools.org
Special Events ChairDana Fritz303 Lewis Hall - UMC Columbia, MO 65211 573-882-3873 216 N. Strawn Rd.Columbia, MO 65203 573-445-5484 (home)573-863-6633 (cell)[email protected]
Silent Auction ChairKim Stewart4402 NE 95th CourtKansas City, MO 64156816-736-7150 ext. 2928 816-447-2783 (cell)[email protected]@yahoo.com
MSHA Plus ChairShirley Madden3315 South AvenueSpringfield, MO 65807417-839-3066 (cell)[email protected]
MSHA EB PresidentBeverly Jean Zimmer2128 SW First StreetLee’s Summit, MO [email protected]
Schedule of EventsThursday, April 15 6:00pm-7:00pm.............................. MSHA Registration7:40pm-8:40pm.............................. Pre-Convention Session: ASK MSHA
Friday, April 168:00am-6:00pm.............................. MSHA Registration8:30am-5:00pm.............................. Day Institutes in Session10:20am-10:40am .......................... Volunteer Training10:30am ......................................... Exhibit Hall Opens10:30am-6:30pm............................ Silent Auction10:45am-11:45am .......................... Exhibitor Round Robin 12:00pm ......................................... Convention Sessions Begin2:45pm-3:45pm.............................. Snack and Beverage Break5:00pm-7:00pm.............................. Friday Social Event6:30pm ........................................... 50/50 Raffle Drawing
Saturday, April 17 6:00am-7:00am .............................. Sunrise Stretch & Stroll7:30am-6:00pm.............................. MSHA Registration7:30am-8:30am .............................. Continental Breakfast in Exhibit Hall7:30am-8:30am .............................. Poster Sessions and Exhibitor Round Robin8:00am ........................................... Convention Sessions Begin12:30pm-2:30pm............................ President’s Celebration12:30pm ......................................... Exhibit Hall Closes6:30pm ........................................... Tailgate Party7:30pm-8:30pm.............................. Quest for the Cup Competition
Sunday, April 18 7:30am-1:00pm.............................. MSHA Registration7:30am-8:30am .............................. Continental Breakfast8:00am ........................................... Convention Sessions Begin8:00am-9:00am .............................. Poster Sessions
2010 MSHA Pre-Convention Special – 5
MSHA’s Charity of ChoiceFor 11 years, MSHA Convention attendees have been gener-ously supporting a designated recipient of funds generatedthrough donations. MSHA is proud to sponsor “HearingCharities of America (HCOA).” See page 11 for more details.
Quest Tailgate PartyJoin Missouri’s future speech-language pathologists and audi-ologists for the Third Annual Quest Tailgate Party, as we gearup for the much anticipated Quest for the Cup Competitionimmediately following. This is a wonderful opportunity to per-sonally meet the teams, network with alumni and enjoy somedelightful appetizers before the fierce competition begins.
Internet Access for Convention AttendeesThe “CyberCafé” will be available again in 2010. Enjoy high-speed Internet access for all attendees during the Convention.This Café will be available in the Registration Area for your usefrom 7:00 a.m. to 10:00 p.m.
Continuation of our Improved CEU ProcedureWe tried something new the past couple of years, and youresponded overwhelmingly in support of the simplified CEUprocedure. Simply attend your sessions and complete theConvention CEU Record. At the end of the Convention, sign it,turn it in and receive one Certificate of Attendance for theentire Convention. What could be easier?
President’s Celebration, featuring Sherry CurtissPlease join the Executive Board and the Convention PlanningTeam for the President’s Celebration on Saturday, April 17,2010. We will enjoy a delicious lunch and dessert, Awards ofthe Association and our guest speaker, Sherry Curtiss, thePresident of the Council of State Assoc. Presidents (CSAP).Sherry is a practicing speech-language pathologist and herpresentation is inspirational, humorous and educational. Weknow you will enjoy her insight into the challenges of being a
working mother and busy professional. She will share herexperience and advice on being a leader. And remember, notonly will you have the opportunity to celebrate and reconnectwith friends; you receive one hour of continuing education.Come and enjoy!
Published Members Session:MSHA is featuring published members at the upcoming con-vention. Make plans to attend the one hour session honoringthe talent within our state association. Information on how topublish materials will also be discussed. Let MSHA CentralOffice know if you are a published member so your name canbe added to the database of MSHA authors!
Sunrise Stretch & Stroll:Join fellow MSHA members in welcoming a new day with ourfirst ever Sunrise Stretch & Stroll on Saturday, April 17 at 6:00a.m. Whether you are a walker or a long distance runner, therewill be something available for everyone. Grab a shower and aquick breakfast after your morning exercise, then head to thefabulous line-up of Saturday sessions.
Friday Night Social:All hands on deck as we navigate the exhibit hall, cruise onthrough the Treasure Trove and bid on your favorite trinkets.Join us in a 50/50 drawing to help support our worthy organi-zation, Sertoma, and a mouth watering Italian dinner. A guar-anteed fun filled evening; we look forward to seeing you.
MSHA Heard You!For the fifth year, the MSHA Executive Board voted NOT toincrease Convention fees for the 2010 MSHA Convention tokeep your state convention as affordable as possible! Comeand earn up to 1.8 CEUs at the Convention while enjoying awonderful weekend at Tan-Tar-A! Make plans now to attendwith your colleagues and catch up with friends from across thestate!
AHOY, AUDIOLOGISTS!In addition to ASHA and AAA CEUs, MSHA will again offerABA Tier I continuing education. Approval has also been sub-mitted for Kansas Board of Hearing Aid Examiners.Remember, this year you must have your ASHA membershipnumber in order to register for ASHA CEUs!
S.S. MSHA
What’s New for 2010?
MSHA wants to keep you up-to-date on Conventioninformation with Twitter.
Sign up to follow us on twitter.com/MOSPEECH andjoin us today!
MSHA "tweets" will provide Pre-Convention updates,as well as, any onsite changes or reminders.
Tweet You Soon!
Navigate Into ANew Era and JoinMSHA On TwitterTODAY!
6 – 2010 MSHA Pre-Convention Special
Enjoy all the fun of the 51st Anniversaryby volunteering at the Convention. The MSHA Convention would not be able to
function without the generous support of our many volunteers. If you have
volunteered in the past, we hope we can count on you again. We always welcome
new volunteers as well!
As a volunteer, you will:� need no prior experience;� be given a short training session and written instructions;� be assigned to help at a session you are already registered to attend;� have a reserved seat at the session;� have a guaranteed handout;� be acknowledged at the President’s Luncheon and in the MSHA News; and� receive a gift.
Check any or all positions for which you are willing to volunteer. You will be contacted by the Volunteer CommitteeChair prior to Convention with your assignment.
MSHA CONVENTION 2010
CALL FOR VOLUNTEERSHelp Navigate into a New Era!April 16-18, 2010Tan-Tar-A Resort • Osage Beach, Missouri
Indicate times and days you cannot volunteer:
If you have submitted a proposal for the Call for Papers, please list the title(s):
Name:
Phone: E-mail
MSHA makes it convenient for you to become involved!
• Simply complete this form and mail it to: Jill Josepher701 NW Rosaceae DriveBlue Springs, MO 64015
• Or e-mail the above information to: [email protected]
• Or sign up on the website at: www.showmemsha.org
S.S. MSHA
April 16-18, 2010Tan-Tar-A Resort / Osage Beach, MO
MSHA 2010 51st Annual Meeting & Convention
Sign-up as a volunteer in any of the following ways…
I will volunteer for anyposition as needed.
Lead Volunteer:Introduces the speaker and assists with any problems during the session.
Assistant Volunteer:Assists lead volunteer as needed (handouts, door prize drawings, etc.).
Student Volunteer:May assist in sessions, registration area,meet & greet, silent auction, etc.
Judge Student Posters
S.S. MSHA
MSHA 2010 51st Annual Meeting & Convention
2010 MSHA Pre-Convention Special – 7
The Missouri Speech-Language-Hearing Association is approved by the Continuing Education Board of the
American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in
speech-language pathology and audiology. This program is offered for up to 1.8 CEUs (various levels; professional
area). ASHA CE Provider approval does not imply endorsement of course content, specific products or clinical
procedures.
The 2010 MSHA Convention provides you with the opportunity to earn up to 18 clock hours; 1.8 ASHA CEUs; 1.8 AAA CEUs. Persons attending the
Convention from outside Missouri: We welcome you to the MSHA Convention. As a courtesy, we remind you that you are responsible for following
requirements as specified by the licensing entity in your state.
Audiology: Applications have been made for AAA
CEUs, as well as HIS CEUs in Missouri, Kansas and
Arkansas.
NOTE: Amount of CEUs subject to change due to
presenter cancellation and other events beyond
MSHA’s control.
Questions? Call MSHA Central Office at
(888) SAY-MSHA (729-6742) or E-mail
Continuing Education Units (Convention Only - does not include Day Institutes)
American Academy of AudiologyContinuing Education Units – AAAThe Missouri Speech-Language-Hearing Association has applied for AAACEUs for this activity with the American Academy of Audiology. Thisprogram may be worth up to a maximum of 1.8 CEUs. Academy approvalof this continuing education activity does not imply endorsement of coursecontent, specific products or clinical procedures.
This Continuing Education activity represents up to 3 Tier 1 continuing education hourstoward the American Board of Audiology™ recertification requirements.
PresidentBeverly Jean Zimmer, M.S., CCC-SLP2128 SW First StreetLee’s Summit, MO 64081816-517-2946816-246-7776 (fax)[email protected]
President-ElectCarlotta Kimble, Ph.D., CCC-SLP314 Flora AvenueClinton, MO 64735660-885-7121 (home) 660-543-4107 (office)[email protected]
Past PresidentKaren Kerns, M.S., CCC-SLP1019 Daren DrivePalmyra, MO 63461573-248-5352573-248-5364 (fax)[email protected]
Vice President for CommunicationJane Webb, M.S., CCC-SLP1333 Windsor Spring CourtKirkwood, MO [email protected]
Vice President for Legislative AffairsLynnette Cowherd, M.S., CCC-SLP24545 EE HighwayCarrollton, MO 64633660-584-7127 (w)[email protected]
Vice President for Audiology ServicesAmy F. Fleetwood, Au.D., CCC-A, F-AAA3527 W. Truman Blvd.Suite 200Jefferson City, MO 65109573-635-7901573-635-4805 (fax)[email protected]
Vice President for School ServicesBrenda Martien, M.S., CCC-SLP254 Mueller RoadOzark, MO [email protected]
Vice President for Clinical ServicesSharon Sowder M.A., CCC-SLP2308 Kay DriveWest Plains, MO 65775417-257-5959412-257-5814 (fax)[email protected]
Vice President for Professional & Public RelationsElizabeth McKerlie, M.S., CCC-SLP19712 East 6th Street NorthIndependence, MO 64056816-413-6760816-413-6765 (fax)[email protected]
Graduate Student Board MemberJenna Meyer, B.H.S.803 East Green Meadows RoadApt. 202Columbia, MO [email protected]
MSHA Central OfficeRobert Craven, Business ManagerKristen Pefferman, Account Manager2000 East Broadway, PMB 296Columbia, MO 65201-60091-888-729-6742 1-888-729-3489 (fax)[email protected]
Executive Board August 1, 2009 - July 31, 2010
MSHA Values Your OpinionAs a result of your input, the Convention Planning Team has made significant changes to the Convention. We have highlighted some of themon Page 5 of this program. Please take a minute to complete your Convention Evaluation form included in your welcome packet!
8 – 2010 MSHA Pre-Convention Special
2 0 1 0 M S H A C O N V E N T I O ND A Y I N S T I T U T E S
Implantable Hearing Devices: State of the ArtRobert Cullen, M.D.Friday, April 16, 2010 • 8:30 a.m. - 5:00 p.m. • .7 CEUs; 7 clock hours
Summary: Implantable hearing devices make a remarkable impact on the lives of the hearing impaired. The technology and products availableto our patients are evolving on a continuous basis. This course will discuss the history of implantable hearing devices, devices cur-rently available along with their indications, as well as technology being developed for the future. Cochlear implants, hybridcochlear implants, bone anchored hearing devices, semi-implantable hearing aids, and completely implantable hearing devices willbe discussed.
Level of instruction: IntermediateContent applicable: Adults, Early Childhood, School-AgedContent Areas: Hearing Impairments, Audiology, Amplification, Assistive Technology
A Clinical Update in Dysarthria and DysphagiaJohn C. Rosenbek, Ph.D., CCC-SLP, BC-NCDFriday, April 16, 2010 • 8:30 a.m. - 5:00 p.m. • .7 CEUs; 7 clock hours
Summary: This presentation will be clinical. The emphasis will be on methods, governed by principles, that clinicians can use on their next dayat work and students can try out during their clinical training. Specifically behavioral methods for treating dysarthric involvement ofthe respiratory mechanism, larynx, velopharynx and orofacila mechanism will be described and demonstrated with clinical examples.The latest treatments for the major signs of dysphagia including aspiration will also be described step by step. Newer methods fortreating speech and swallowing simultaneously such as respiratory muscle training will be featured.
Level of instruction: IntermediateContent applicable: AdultContent Areas: Neurogenic Speech, Swallowing
Implementing Social Thinking Concepts and Vocabulary into our School and Home Day: A Day to Develop Team CreativityMichelle Garcia WinnerFriday, April 16, 2010 • 8:30 a.m. - 5:00 p.m. • .7 CEUs; 7 clock hours
Summary: This workshop allows parents and educators to learn more about teaching social thinking and related skills to students. We willexplore how social thinking concepts develop the infrastructure for students to meet the educational standards, demonstrating howkey these concepts are to reading comprehension, written expression, etc.
We will define many social thinking concepts and how to apply the "social thinking vocabulary" across the school and home day.Conference participants work in teams to develop new creative social thinking lessons to fit their teaching environment. The focusof the day will be on making the teaching realizable across a variety of environments with the focus on helping students to carry theconcepts out of the treatment room and into their real lives. The social thinking lessons will be taught in the order they are introduced in Michelle's book, A Social Thinking Curriculum for School Aged Students.
Furthermore, we will explore how to work as part of an educational team. How do we share the workload when helping these kids?
Level of instruction: IntermediateContent applicable: School-AgedContent Areas: Language, Cognition, Pragmatics
ABA Tier 1 Continuing Education Hours toward the American Board of Audiology™ recertification requirements are available for this session.
Sherry Curtiss, M.A., CCC-SLPSherry Curtiss is a speech-language pathologist who graduated fromAppalachian State University in Boone, NC with a master’s degree inCommunication Disorders in 1995. She has been an active volunteersince graduation in the North Carolina Speech Hearing LanguageAssociation (NCSHLA). She was President of NCSHLA 2006-2007. Thetheme of her presidency was “Stay Connected” and opened up the door
for multiple areas of communication for the versatility of our professionals. Sherry iscurrently the President of the Council of State Speech-Language-Hearing AssociationPresidents (CSAP) where she communicates the theme of “We Are CSAP” and “More ofthe best to come.” She is the Chair of the NCSHLA Professional Affairs Committeeand Speech Language Pathology Editor of the Communiqué. Additionally, she is thePresident-Elect of the NC Association for Speech Language Pathology and AudiologySupervisors. She is the very proud mother of two beautiful daughters, Eden andGemma. Leadership, Advocacy, Education, Supervision, and Dysphagia Managementare among a few of her professional passions. Her passion for sharing successes inleadership have been motivated by being in the ASHA Leadership DevelopmentProgram for 2008 and being a member of Sigma Sigma Sigma Sorority where she haslearned to live the vision of “the more we give the more we receive.”
Marilyn Daniels, Ph.D.Dr. Marilyn Daniels is Professor of Communication Arts & Sciences atPennsylvania State University. She is a nationally & internationallyknown expert on using American Sign Language (ASL) to improve chil-dren’s literacy. For over two decades she has been teaching college,producing visionary research, writing, lecturing and instructing par-ents, caregivers, and educators on the benefits and use of ASL. Her
book, Dancing with Words: Signing for Hearing Children’s Literacy, is the most usedand quoted book in America on this subject.
Traveling across the United States, in the United Kingdom, Canada and Japan to con-duct research and present her findings, Dr. Daniels continues to painstakingly moldan effective argument for enabling typical & special needs children to become fullparticipants in language and communication with family and peers through the useof sign language. She has recently authored a series of books to help parents andchildhood educators successfully and informatively sign with children at each stageof development. Sign to Speak: Babies Can Talk and Sign to Speak: Toddlers at Playare the first two volumes in the collection.
In addition to being the author of five books, Professor Daniels has published morethan twenty-five articles in peer reviewed academic journals. Her research receivesattention in the popular media and is featured in magazines such as Business Weekand Family Circle, newspapers including the New York Times and the Toronto Star,plus radio and television segments on outlets like NPR’s Morning Edition and NBC’sEverybody is Talking.
Marilee L. Fini, M.A., CCC-SLPMarilee Fini, M.A., CCC/SLP is a practicing speech pathologist inCleveland, OH running her own private practice, MLF Speech Therapy.She graduated from John Carroll University with a B.A. inCommunications in 1991 and graduated from Kent State Universitywith a M.A. in Speech Pathology in 1993. Marilee regularly speaks onthe subject of stuttering throughout the U.S., often being an invited
speaker for speech and language conventions, as well as presenting for seminar com-panies, schools, hospitals and other agencies. In her workshops, she sheds a uniquelight on the subject of stuttering since she has spent most of her life dealing with herown stuttering.
Diane J. German, Ph.D.Diane German is a Professor at National-Louis University, Chicago, IL.She is holder of the Endowed Chair in Special Education; funded tosupport her research in Word Finding. She has also been selected as anASHA fellow and a fellow of the International Academy for Research inLearning Disabilities. She has conducted extensive research in WordFinding, published many articles, presented many technical papers,
and conducted numerous state, national, and international seminars in the area ofWord Finding. She is the author of the standard in Word Finding assessment: the Testof Word Finding - Second Edition (TWF-2), the Test of Adolescent/Adult Word Finding(TAWF), and the Test of Word Finding in Discourse (TWFD). Further, she has authoredthe Word Finding Intervention Program, Second Edition (WFIP-2) and a user friendlyself help book in word finding, It’s on the Tip of My Tongue, Word Finding Strategies ToRemember Names and Words You Often Forget.
Deborah Hayes, Ph.D.Deborah Hayes, Ph.D., holds the Kelley Family/Schlessman FamilyScottish Rite Masons Chair in Childhood Language Disorders in theDepartment of Audiology, Speech Pathology, and Learning Services, TheChildren’s Hospital (Colorado). She is also Professor, Physical Medicineand Rehabilitation, University of Colorado, School of Medicine; and
Professor, Speech, Language, and Hearing Sciences, University of Colorado - Boulder.Dr. Hayes has worked extensively in the area of newborn hearing screening, diagnosisof hearing loss in infants and young children, and amplification and intervention forbabies and young children with hearing loss. With colleagues at the Bill DanielsCenter for Children’s Hearing at The Children’s Hospital, Dr. Hayes participated indevelopment of a model program of early identification and intervention for childrenwho are deaf or hard-of-hearing. Dr. Hayes is the author of more than 30 journal arti-cles, book chapters, and proceedings. With her colleague, Dr. Jerry Northern, she is theco-author of the textbook, Infants and Hearing.
Mark Krumm, Ph.D.Dr. Krumm is an associate professor in the School of Speech Pathologyand Audiology at Kent State University in Kent, Ohio (USA). He hasbeen involved with telehealth applications for over a decade and haspublished a number of papers describing audiology telehealth use withpure tone audiometry, otoacoustic emissions, immittance, video-oto-scopy and the auditory brainstem response (ABR). Dr. Krumm has also
chaired the American Speech Language and Hearing Association (ASHA) committee onTelepractice and is presently the co-chair of the American Academy of Audiology (AAA)task force on telehealth.
Joanne Lasker, Ph.D., CCC-SLPDr. Joanne P. Lasker is currently an Associate Professor in theDepartment of Communication Disorders, College of Communication atFlorida State University. During the past 10 years, she has publishednumerous papers and chapters related to assessment and treatmentof adults living with acquired neurogenic communication disorderswho may benefit from augmentative and alternative communication
(AAC) techniques, in particular people living with aphasia. In collaboration with Dr.Kathryn L. Garrett, Dr. Lasker created an on-line assessment tool entitled theMultimodal Communication Screening Test for People with Aphasia (MCST-A),designed for people with aphasia who may be suitable for AAC intervention. She hasreceived funding from Florida State University to systematically investigate a treat-ment technique combining speech generating devices and speech practice for adultswith apraxia of speech. She has extensive experience presenting and teaching in theareas of acquired neurological disorders and augmentative and alternative communi-cation – both in face-to-face conferences and in electronic presentation formats.
Keli Richmond, M.S., CCC-SLPKeli Richmond, M.S., CCC-SLP is a speech-language pathologist spe-cializing in early literacy development. Keli has a teaching license aswell as degrees in speech-language pathology and audiology with aminor in special education. Keli is the author of Literacy Speaks!® Kit1 (Early Developing Sounds) and Literacy Speaks!® Kit 2 (LaterDeveloping Sounds). She is the co-author of Literacy Speaks!® Vowels
and Literacy Speaks!® Language. Literacy Speaks!® is a comprehensive programdesigned to improve speech intelligibility while promoting a strong literacy foundationto support developing reading skills.
Keli has over 12 years experience in the speech and literacy disciplines. Keli beganher career in the medical field with an emphasis on dysphagia and neurological dis-orders. Currently, Keli works in the school systems providing therapy and promotingliteracy skills for preschool through middle school students.
Keli is the recipient of the 2008 Indiana Speech-Language- Hearing AssociationProfessional Achievement Award. The award is based on outstanding professionaldevelopment. Keli is a founding member of the United Way Women’s Initiative. TheWomen’s Initiative is an organization dedicated to closing educational gaps throughearly literacy development. Keli is associated with the Allen County EducationPartnership Project Reads Program. The Project Reads Program provides interventionfor students reading below grade-level expectations.
Paula A. Sullivan, M.S., CCC-SLPPaula A. Sullivan, M.S., CCC-SLP, BRS-S is a speech-language pathol-ogist with the Malcom Randall VA Medical Center, Gainesville, FL. Ms.Sullivan is a board recognized specialist in Swallowing and SwallowingDisorders. Paula's primary clinical and research focus is in the area ofswallowing disorders in geriatrics and head and neck cancer. She cur-rently is co-chair of the Veterans Health Administration task force
charged with making recommendations, developing policy, and leading implementa-tion of a national directive on feeding and swallowing disorders. She also is servingon the VA/DoD Stroke Rehab Clinical Practice Guidelines Working Group and the VADysphagia Diet Committee. She is co-author of Swallowing Intervention in Oncologyand Easy-to-Swallow, Easy-to-Chew Cookbook. Paula is former Coordinator of ASHA’sDivision 13, Swallowing and Swallowing Disorders. She is an ASHA Fellow.
I N V I T E D S P E A K E R S
2010 MSHA Pre-Convention Special – 9
2 0 1 0 M S H A C O N V E N T I O N
10 – 2010 MSHA Pre-Convention Special
The President’s Celebration...Saturday, April 17, 201012:30 p.m.– 2:30 p.m.
Please join the Executive Board and the Convention Planning Team for the President’s Celebration on Saturday, April 17,2010. The celebration will include a delicious lunch and dessert, Awards of the Association and our guest speaker will beSherry Curtiss, the President of CSAP, the Council of State Speech-Language-Hearing Association Presidents. Sherry is apracticing speech-language pathologist and her presentation is inspirational, humorous and educational. I know you willenjoy her insight into the challenges of being a working mother and busy professional and she will share her experience andadvice on being a leader. And remember, not only will you have the opportunity to celebrate and reconnect with friends, youreceive one hour of continuing education.
Come and enjoy!
Keynote Speaker
Sherry CurtissBringing Passion into LeadershipCreates A Synergy That is Congruentwith Superior Organizational Growth
People join organizations, not the other way around. Peoplejoin organizations for a purpose. We join our state associa-tions because we feel we have something to receive andsomething to offer. We look to our leadership for directionand then before you know it, others are looking to us forleadership. What do you do when you are asked to lead? Doyou think you are leader? What makes a leader, a leader?Do we feel intimidated to lead because there is an unknownabout the work load expected, because we feel unsure of our
skills, because we don’t want to fail others… What is ourpurpose in joining and what do we look for in the leadership?I promise this session will be answering these questions, notasking them. I want to get you thinking before you get to thesession. This session will answer questions about volun-teerism, authentic leadership, achieving more by leadingmore, and leaving a legacy for other members. Our organi-zations are made better by the people who join and this ses-sion will motivate you to see your purpose in joining assomething tangible so that when you leave the session, youleave knowing that you are integral to the superior growth ofyour state association.
Sponsored by
S.S. MSHA
Jean Zimmer, MSHA President
2010 MSHA Pre-Convention Special – 11
Your MSHA Convention Planning Team has chosen Hearing
Charities of America (HCOA), a wholly owned subsidiary of
Sertoma (sertoma.org), for the 2010 MSHA Cares Campaign. MSHA
will be on the ground level as a benefactor of HCOA as their official
launch is set for Spring, 2010. Initially, Hearing Charities’ mission
will be two-fold. The first exciting piece will be the launch of
Celebrate Sound, their campaign with a specific focus on spreading
awareness about prevention of hearing loss. One of the highlights of
this campaign will be a scholarship program utilizing the popular web-
site, YouTube. The second major focus of Hearing Charities will be creating a national hearing
device bank. Sertoma will be accepting used hearing devices that can be refurbished and given
to those who cannot afford hearing aids. Two other campaigns within Hearing Charities are in the
planning stages and include providing Otoacoustic Emissions (OAE) machines to every school so
that hearing screenings can be completed effectively and increasing access to induction looping
systems for large meeting spaces for persons with telecoil equipped hearing aids.
How can MSHA members and friends donate? Consider adding a tax deductible donation when
you are registering for convention. Even your small donation can go a long way in helping Hearing
Charities of America begin their very important campaigns! You can also consider donating at the
convention registration table in April. If donating extra money at this time is just not feasible,
please remember Sertoma’s national hearing device bank if you find yourself, clients or loved ones
with unused hearing aids. Thanks for helping us show MSHA Cares by considering the worthy
campaigns of Setoma’s Hearing Charities of America!
Mark Your Calendar!MSHA 52nd Meeting & Convention
April 1-3, 2011
Attention All Attendees:You will be receiving your Boarding Pass,
including a CONVENTION CONFIRMATION FORM, and NAME BADGE at the CONVENTION!
MSHA Cares Recipient: Sertoma’s Newest Program –Hearing Charities of America!
12 – 2010 MSHA Pre-Convention Special
It pays to be a MSHA member. MSHA, in partnership with the Universityof Missouri-Kansas City, will offer MSHA Plus, a program for
Convention goers to earn one hour of graduate credit by attending a min-imum of 12.5 hours of Convention and/or day institute sessions. Thisprogram is available to MSHA members only.
What Should I Know About MSHA Plus?• MSHA Plus is open to MSHA members only.
• Grades will be assigned based on the quality of the final project submitted.
• Graduate credit hours accrued from Convention attendance will notcount as hours toward a graduate degree, except as elective hours ifthey are approved by your individual university program director.
How and When Do I Register?If you want to take advantage of this offer, you must pre-enroll when youregister for the Convention. Once MSHA Central Office staff has verifiedyour membership status, you will receive an email with an enrollmentform and instructions for completion. Onsite registration at theConvention is discouraged.
How Much Does It Cost?The registration fee for the course is $85 if received by MSHA Central Officeby March 4, 2010. Should you enroll after that date, the fee is $95.
The fee covers the charge for enrollment as well as all associated costson the part of MSHA personnel to process applications and includescompensation to the course instructor for grading final projects.
Once I’ve Registered For The Program, Then What?Plan to stop by the MSHA Plus table at the Convention. We’ll provide youwith a packet of everything you’ll need to get started.
What Are the Requirements For Earning Graduate Credit?1. A minimum of 12.5 contact hours are required for one hour of
graduate credit.2. Participants will receive instructions regarding a final “course
project” that must be submitted in order to receive graduate credit.The participant has four weeks from the end of Convention to sendthe final project to the instructor. Due date is May 17, 2010.
3. The participant will have at least two project options from which tochoose. Project options include lesson plans utilizing new treatment techniques learned at Convention or a reflection paper on a particulartopic.
4. A short summary of each session attended is also required. 5. A copy of the CEU Record Form listing sessions attended needs to
be submitted with your final project.
Who should I contact if I have questions or need clarification about MSHA Plus?Contact Shirley Madden, 2010 MSHA Plus Coordinator, [email protected] or 417-887-9239.
MSHA Plus
STUDENT OPPORTUNITIES
The 51st Annual Meeting and Convention of the Missouri Speech-Language-Hearing Association will provide more activities than everbefore for student members. The following are a list of highlights:
MSHA Student ScholarshipsOnce again, MSHA is offering nine awards to students attending theConvention. The awards cover the cost of registration and a two night stayat Tan-Tar-A Resort. These nine awards will include one award to a repre-sentative from each of the nine Missouri Universities with programs inspeech-language pathology, audiology or education of the hearingimpaired.
Entry forms are available on our website at www.showmemsha.org. Youcan either 1) complete the online form; or 2) print a hardcopy and send itto the address on the form.
Criteria:• You must be a MSHA member to be eligible. If you have not renewed
your membership or would like to join MSHA, you can do so online atour website or mail your renewal form to the Central Office.
• Scholarship winners will be required to volunteer at least 3-5 hours atthe Convention.
• Winners are required to attend the President’s Celebration.
Don’t miss out on this great opportunity… It only takes a few minutes toregister. Entries must be received no later than Monday, February 1, 2010.
Student Activities at the ConventionSessions of Particular Interest to Student MembersNew to MSHA 2010 are presentations specifically geared for the studentaudience. Presentations covering important and relevant topics for current
students including: the application for certification process, Why pursue aPh.D.?, and how to prepare for and pass the PRAXIS exam, are planned forMSHA 2010.
MSHA Student Research AwardsTalented students will present their research in both technical and posterpresentation formats. Student Research Awards will once again beoffered in each of the following categories:• Outstanding Undergraduate Student Poster Presentation• Outstanding Undergraduate Student Stand and Deliver Presentation• Outstanding Graduate Student Poster Presentation• Outstanding Graduate Student Stand and Deliver Presentation
What would the MSHA Convention be without the annual Quest for theCup Competition? Start planning your university’s team now. Enter andcompete to win the PRAXIS traveling trophy to display in your departmentat your university.
To participate simply:• Organize a team of five students from your university to enter• Designate one student of the five as your team captain• Submit the names of team members and the captain to Janet Gooch via
e-mail [email protected] by March 1, 2010Once registered, work on recruiting a cheering section of other studentsand faculty from your university.
Quest for the Cup CompetitionThe Quest for the Cup will kick-off with the Quest Tailgate Party, spon-sored by EBS Healthcare. Quest Team Members and Fans are encour-aged to attend the Tailgate Party to socialize and generate spirit prior tothe event – wear your University apparel!
Sponsored by
2010 MSHA Pre-Convention Special – 13
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Inte
rest
Con
ven
tion
At-
A-G
lan
ce…
Sat
urd
ay, A
pri
l 17,
201
0
A3TE
LEP
RA
CTI
CE
IN A
UD
IOLO
GY
(Kru
mm
) (8
:00a
m-1
1:0
0a
m)
A4IS
SU
ES IN
AU
DIO
LOG
Y(F
leet
woo
d)(1
1:1
5a
m-1
2:1
5p
m)
President’s Celebration 12:30 p.m. to 2:30 p.m.Doors Open at 12:15 p.m.
Pre
sid
ent’s
C
eleb
rati
on
12
:30
p.m
. to
2:3
0 p
.m.
Doors
Open
at
12
:15
p.m
.
Featu
ring S
herr
y C
urt
iss
Bri
ngin
g P
ass
ion i
nto
Leaders
hip
Cre
ate
s
A S
ynerg
y That
is C
ongru
ent
with
Superi
or
Org
aniz
ational
Gro
wth
C14
CO
MP
REH
ENS
IVE
WO
RD
FIN
DIN
G IN
TER
VEN
TIO
N B
AS
ED O
N D
EEP
AS
SES
SM
ENT
(Ger
man
)(2
:45p
m-5
:45p
m)
C15
IMPR
OVE
SPE
ECH
INTE
LLIG
IBIL
ITY
AN
D E
STA
BLI
SH
LIT
ERA
CY
SK
ILLS
SIM
ULT
AN
EOU
SLY
- P
AR
T II
(Ric
hmon
d)(2
:45p
m-5
:45p
m)
C16
FIR
ST
STE
PS
AN
D T
RU
MA
N S
TATE
: A
CO
LLA
BO
RAT
IVE
MO
DEL
FO
R S
LP
SER
VIC
ES (
Goo
ch, F
itzge
rald
, Ric
hard
s,S
tanl
ey)
(2:4
5p
m-3
:45p
m)
C17
FOS
TER
ING
SP
EEC
H/L
AN
GU
AG
E D
EVEL
OP
MEN
T TH
RO
UG
H P
RES
CH
OO
L TE
AC
HER
(Gar
lock
, McG
inni
s)(4
:00p
m-6
:00p
m)
C18
IT’S
SH
OW
TIM
E! F
ON
TBO
NN
EU
NIV
ERS
ITY’
S A
AC
TH
EATR
E C
AM
P(R
ice,
Rus
sell,
Lew
is)
(4:0
0p
m-5
:00p
m)
D18
STU
TTER
ING
: EFF
ECTI
VE S
TRAT
EGIE
S F
OR
TR
EATI
NG
TH
E P
HYS
ICA
L A
ND
EM
OTI
ON
AL…
” PA
RT
II (F
ini)
(2:4
5p
m-5
:45p
m)
D19
GEN
ERAT
ION
AL
DIV
ERS
ITY:
IMP
LIC
ATIO
NS
FO
R T
HE
WO
RK
PLA
CE
(Mill
er, B
renn
an)
(2:4
5p
m-3
:45p
m)
D20
SIG
NIN
G F
OR
HEA
RIN
G C
HIL
DR
EN!
WH
Y? S
ESS
ION
I TY
PIC
AL
CH
ILD
REN
(Dan
iels
)(2
:45p
m-3
:45p
m)
D21
PAN
EL D
ISC
US
SIO
N: C
ERTI
FIC
ATIO
NA
ND
LIC
ENS
UR
E FO
R T
HE
CF-
SLP
(Tho
mas
,G
olde
n, M
cGui
re, B
rune
r)(3
:00p
m-4
:00p
m)
D22
SIG
NIN
G F
OR
SP
ECIA
L N
EED
SC
HIL
DR
EN!
WH
Y? S
ESS
ION
II S
PEC
IAL
NEE
DS
(D
anie
ls)
(4:0
0p
m-5
:00p
m)
D23
WH
AT T
EAC
HER
S’
PER
CEP
TIO
NS
OF
ELL
MEA
N T
O T
HE
SLP
(K
imbl
e)(4
:00p
m-5
:00p
m)
D25
THE
OR
AL
PER
IPH
ERA
LEX
AM
INAT
ION
: WH
AT’S
TH
E FU
NC
TIO
N?
(Goo
ch, C
ochr
an, A
bts,
Wea
ther
ford
)(5
:15p
m-6
:15p
m)
D26
MS
HA
AU
THO
R S
ESS
ION
(M
SH
A A
utho
rs)
(5:1
5p
m-6
:15p
m)
D24
EAT
YOU
R P
RO
FES
SIO
NA
L W
HEA
TIES
: HEL
PFU
L H
INTS
TO
SLP
IN T
RA
ININ
G (
Cur
tiss)
(4:1
5p
m-5
:45p
m)
Con
tin
en
tal
Bre
akfa
stin
E
xh
ibit
Hall
7:3
0am
-8:3
0am
Post
er
Sess
ion
, P
art
I&
ER
R7:3
0am
-8:3
0am
1p
m2
pm
3p
m4
pm
5p
m6
pm
:15
:30
:45
:15
:30
:45
:15
:30
:45
:15
:30
:45
:15
:30
:45
:15
:30
:45
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14 – 2010 MSHA Pre-Convention Special
Spo
nsor
ed b
y
A5TH
REA
TS T
O P
RO
FES
SIO
NA
L S
TAN
DA
RD
S: T
HE
AM
A D
ATA
SER
IES
ON
AU
DIO
LOG
Y(D
eppe
) (2
:45p
m-4
:45p
m)
B3TR
EATI
NG
CO
GN
ITIO
N IN
LO
W L
EVEL
PATI
ENTS
(Sis
son)
(8:0
0a
m-9
:00a
m)
B5M
AK
ING
AA
C D
ECIS
ION
S F
OR
CLI
ENTS
WIT
H A
PH
AS
IA U
SIN
G T
HE
AA
C-A
PH
AS
IA A
SS
ESS
MEN
T(L
aske
r) (
9:1
5a
m-1
2:1
5p
m)
C12
IMP
RO
VE S
PEE
CH
INTE
LLIG
IBIL
ITY
AN
D E
STA
BLI
SH
LIT
ERA
CY
SK
ILLS
SIM
ULT
AN
EOU
SLY
” PA
RT
I (R
ichm
ond)
(9:1
5a
m-1
2:1
5p
m)
D13
HO
W T
O P
REP
AR
E FO
R A
ND
PA
SS
TH
E PR
AXI
S E
XAM
(Goo
ch)
(8:4
5a
m-1
0:4
5a
m)
D14
STU
TTER
ING
: EFF
ECTI
VE S
TRAT
EGIE
S F
OR
TR
EATI
NG
TH
E PH
YSIC
AL
AN
D E
MO
TIO
NA
L…”
PAR
T O
NE
(Fin
i)(9
:00a
m-1
2:0
0p
m)
D17
STU
DEN
T A
DU
LT IN
TER
NS
HIP
GU
IDE
(Sis
son)
(11:0
0a
m-1
2:0
0p
m)
Su
nri
se
Str
etc
h
& S
troll
6:0
0am
-7:0
0am
C19
LOS
T IN
TR
AN
SLA
TIO
N: W
OR
KIN
GW
ITH
ELL
AN
D B
ILIN
GU
AL
FAM
ILIE
S A
ND
IN
TER
PR
ETER
S(K
reko
w, H
erna
ndez
)(5
:15p
m-6
:15p
m)
Qu
est
Tail
gate
Part
y
6:3
0p
m - 7
:30p
mSalo
n A
Adul
t (S
LP T
opic
s)
D27
Qu
est
for
the C
up
Com
peti
tion
7:3
0p
m-8
:30p
m
Salo
n A
Look
for
this
ico
n f
or
Stu
den
t In
tere
st S
essi
on
s
A6C
AO
HC
VS
. CH
AO
S(W
hite
) (5
:00p
m-6
:00p
m)
2010 MSHA Pre-Convention Special – 15
D28
ENG
LIS
H L
AN
GU
AG
E LE
AR
NER
S A
ND
PR
AC
TIC
ES: E
VALU
ATIN
G O
UR
AS
SU
MP
TIO
NS
(C
oulis
, Sha
ckle
s, B
uene
man
n)(8
:00a
m-1
0:0
0a
m)
D29
SEV
EN H
AB
ITS
OF
HIG
HLY
EFF
ECTI
VE S
LPS
(O
broc
k)(8
:00a
m-9
:00a
m)
D31
A S
UR
VEY
OF
SP
EEC
HIM
PLE
MEN
TER
S IN
TH
E S
TATE
OF
MIS
SO
UR
I (Fi
lla, Z
ell,
Mor
rey)
(10:1
5a
m-1
1:1
5a
m)
D34
TOO
LS T
O S
UP
PO
RT
SU
CC
ESS
FUL
IMP
LEM
ENTA
TIO
N O
F A
AC
(J
esse
, Loe
, Sch
neid
er)
(11:3
0a
m-1
2:3
0p
m)
D32
THE
EFFE
CTS
OF
MIN
IMA
L H
EAR
ING
LO
SS
ON
AC
AD
EMIC
PER
FOR
MA
NC
E(G
alle
y)(1
0:1
5a
m-1
2:1
5p
m)
D33
CO
LLA
BO
RAT
IVE
CLI
NIC
AL
MO
DEL
FO
R IN
TEN
SIV
E EN
GLI
SH
TR
AIN
ING
(K
imbl
e, H
erm
an)
(10:1
5a
m-1
2:1
5p
m)
D30
AR
E YO
UR
STU
DEN
TS G
RA
DU
ATIN
G T
O T
HE
CO
UC
H?
(Mon
tgom
ery)
(9:1
5a
m-1
1:1
5a
m)
Na
me
Tag
sN
am
e t
ags m
ust
be w
orn
to
all
sessio
ns a
nd
foo
d f
un
cti
on
s! L
ost
yo
urs
? Y
ou
can
ob
tain
on
eat
the r
egis
trati
on
desk f
or
a n
om
inal
fee.
Cel
l P
hon
e C
ou
rtes
yM
SH
A r
eq
uest
s th
at
as
a c
ou
rtesy
to
sp
eakers
an
d c
oll
eagu
es,
all
cell
ph
on
es
an
d p
agers
be
turn
ed
off
or
on
“v
ibra
te”
wh
ile i
n s
ess
ion
s.
MS
HA
Mem
ber
ship
Fo
r th
ose o
f y
ou
wh
o d
o n
ot
belo
ng t
o M
SH
A, w
ein
vit
e y
ou
to
beco
me a
mem
ber.
Take a
dv
an
tage
of
the n
um
ero
us b
en
efi
ts o
f m
em
bers
hip
, in
clu
d-
ing d
isco
un
ted
Co
nv
en
tio
n r
ate
s.
Fo
r y
ou
r co
n-
ven
ien
ce,
yo
u c
an
co
mp
lete
th
e f
orm
on
lin
e a
tw
ww
.sh
ow
mem
sh
a.o
rg.
Trac
k
A Au
diol
ogy
B
CPed
iatric
(S
LP T
opic
s)
DM
ulti-
Inte
rest
:15
:30
:45
:15
:30
:45
:15
:30
:45
:15
:30
:45
:15
:30
:45
:15
:30
:45
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7a
m8
am
9a
m10
am
11a
m12
pm
Con
ven
tion
At-
A-G
lan
ce…
Su
nd
ay, A
pri
l 18,
201
0
Gu
est
Food
Fu
nct
ion
Tic
ket
Pri
ces
If y
ou
wo
uld
lik
e t
o i
nv
ite a
gu
est
to a
ny
of
the
foo
d f
un
cti
on
s,
sim
ply
no
tify
th
e M
SH
AR
egis
trati
on
Desk.
Th
ey
wil
l is
su
e t
ickets
fo
r y
ou
rgu
est(
s)
at
the f
oll
ow
ing t
icket
pri
ces:
•Fri
day B
evera
ge B
reak
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$5
•Fri
day S
ocia
l E
ven
t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$15
•Satu
rday C
on
tin
en
tal
Bre
ak
fast
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$10
•Satu
rday P
resi
den
t’s
Cele
bra
tio
n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$25
•Satu
rday Q
uest
Tail
gate
Party
. . . . . . . . . . . . . . . . .$10
•Su
nd
ay C
on
tin
en
tal
Bre
ak
fast
. . . . . . . . . . . . . . . . . .$10
MSH
A C
EN
TR
AL O
FFIC
E2000 E
ast
Bro
ad
wa
y P
MB
29
6. •
Co
lum
bia
, MO
65
20
1-6
00
9
Toll-
Free
1-8
88-7
29-6
742
• Fa
x (8
88) 7
29-3
489
A7ID
ENTI
FIC
ATIO
N A
ND
MA
NA
GEM
ENT
OF
INFA
NTS
AN
D Y
OU
NG
CH
ILD
REN
WIT
H A
UD
ITO
RY
NEU
RO
PATH
Y(H
ayes
) (8
:00a
m-1
2:0
0p
m)
B8FR
AIL
TY IN
TH
E VU
LNER
AB
LE E
LDER
LY P
ATIE
NT
WIT
H D
YSP
HA
GIA
: EVA
LUAT
ION
AN
D M
AN
AG
EMEN
T(S
ulliv
an)
(8:0
0a
m-1
0:0
0a
m)
B9R
EHA
BIL
ITAT
ION
OF
DYS
PH
AG
IAFO
LLO
WIN
G H
EAD
AN
D N
ECK
CA
NC
ER(S
ulliv
an)
(10:1
5a
m-1
1:1
5a
m)
B10
DYS
PH
AG
IA T
REA
TMEN
T –
CA
SE
STU
DIE
S O
F A
SU
CC
ESS
FUL
DYS
PH
AG
IA
PR
OG
RA
M (
Sis
son)
(11:3
0a
m-1
2:3
0p
m)
Con
tin
en
tal
Bre
akfa
stin
E
xh
ibit
Hall
7:3
0am
-8:3
0am
C20
SEN
SO
RY
PRO
CES
SIN
G: A
FO
UN
DAT
ION
FO
R S
KIL
L D
EVEL
OPM
ENT
(Sal
yer)
(8:
00am
-11:
00am
)C2
6 S
CH
OO
L IS
SU
ES –
SU
CC
ESS
ES A
ND
CH
ALL
ENG
ES(M
artie
n)
(11:
15am
-12:
15p
m)
C27
EFFE
CTI
VE C
OLL
AB
OR
ATIO
N A
ND
CO
NS
ULT
ATIO
N(C
olla
do)
(11:
15am
-12:
15p
m)
C21
THE
RO
LE O
F S
LPS
IN P
RO
MO
TIN
G E
FFEC
TIVE
LA
NG
UA
GE
AN
D L
ITER
AC
Y IN
PR
E-K
(Tru
mbo
wer
, May
field
) (8
:00a
m-1
0:00
am)
C24
TEA
CH
ING
STR
ATEG
IES
TO
OLD
ER C
HIL
DR
EN W
ITH
LA
NG
UA
GE
DIS
OR
DER
S(S
hiel
ds, B
rush
) (1
0:15
am-1
2:15
pm
)
C25
AA
C: P
RA
CTI
CA
L IN
FOR
MAT
ION
AN
D R
ESO
UR
CES
(Pro
ctor
, Jam
es)
(10:
15am
-12:
15p
m)
C22
MYT
HS
, LEG
END
S, B
EST
PRA
CTI
CES
: CLE
FT P
ALA
TE A
ND
RES
ON
AN
CE
DIS
OR
DER
S(G
ram
es, S
tahl
) (8
:00a
m-1
0:00
am)
C23
EFFE
CTI
VE D
ISC
OU
RS
E TH
ERA
PY F
OR
SC
HO
OL-
AG
ED C
HIL
DR
EN(H
offm
ann)
(8:0
0am
-10:
00am
)
Adul
t (S
LP T
opic
s)
Post
er
Sess
ion
sP
art
ll
8:0
0am
-9:0
0am
16 – 2010 MSHA Pre-Convention Special
PROFESSIONAL SESSION SUMMARIESLearning outcomes for each session are posted on
MSHA’s Web Site at www.showmemsha.org.
Audiology
A1 DHSS Funding UpdateKris Grbac, Springfield, MO
This session will provide current information from the Missouri
Department of Health and Senior Services Newborn Hearing Screening
program. Topics will include an overview of current services provided
by DHSS and current statistics regarding hospital performance and the
identification of hearing loss in Missouri. In addition, the expansion of a
program that provides specialized service coordination to families with
newborns diagnosed with hearing loss will be described.
Level of Instruction: Intermediate
Friday, April 16, 1:30 p.m. – 2:30 p.m.
A2 Auditory Neuropathy Spectrum Disorder: Pediatric Case StudiesJamie M. Baum, Au.D., The Children's Mercy Hospital, Kansas City, MO
Auditory Neuropathy Spectrum Disorder (ANSD) is characterized by nor-
mal cochlear function and an abnormal neural response. Children with
ANSD will present in the clinic in varying ways. Diagnosing ANSD begins
with a thorough case history and continues with a battery of clinical
tests. Treatment and management of children with ANSD needs to be
individualized based on that child’s particular struggles and abilities.
Treatment options include hearing aids, cochlear implants, assistive
technology, and audiologic monitoring. The following case studies with
help illustrate the various ways ANSD can present in the clinic, and how
to manage each child in a successful and individual manner.
Friday, April 16, 4:00 p.m. – 5:00 p.m.
A3 Telepractice in AudiologyMark Krumm, Ph.D., Kent State University, Kent, OH
Telepractice (telehealth) is the use of telecommunications technology to
deliver health care services to distant communities. Telepractice involv-
ing audiology services is often described as tele-audiology. Tele-audiolo-
gy applications have increased over the past decade and have been used
to provide infant hearing screenings, school screenings, diagnostic audi-
ology, auditory evoked potentials, tinnitus rehabilitation, hearing aid fit-
tings and cochlear implant programming. In this session, the presenter
will provide an overview of tele-audiology including relevant equipment
configurations, research data, models, patient efficacy data and
legal/professional guidelines for tele-audiology practice. Further, in this
session, the presenter will provide ideas for implementing tele-audiology
technology into a typical clinical practice.
Level of Instruction: Intermediate
Saturday, April 17, 8:00 a.m. – 11:00 a.m.
A4 Issues In AudiologyAmy F. Fleetwood, Au.D., CCC-A, F/AAA, Jefferson City, MO
A round table discussion regarding current trends, topics and politics
involving Audiology. Participants will have the opportunity to share
information, concerns and get involved in the advancement of the field of
Audiology.
Saturday, April 17, 11:15 a.m. – 12:15 p.m.
A5 Threats to Professional Standards: The AMA Data Series on AudiologyJanet Deppe, M.S., American Speech-Language-Hearing Association
(ASHA), Rockville, MD
In 2005 the AMA passed Resolution 814 which sought to study the educa-
tion, training, certification and licensing standards for non-physician
providers. The AMA Scope of Practice Partnership (SOPP) was created to
assess the “potential harm to the public for those professions,” including
Audiology, “seeking to expand their scope of practice.” In 2009, 10 mod-
ules were developed and distributed to help educate policymakers on
the qualifications of non-physician providers. This program will focus on
the negative effects of the wide-spread distribution of this document and
describe how members, associations and licensing boards can mitigate
its harmful effects on the Audiology profession.
Level of Instruction: Intermediate
Saturday, April 17, 2:45 p.m. – 4:45 p.m.
A6 CAOHC VS. CHAOSMary R. White, M.S., CCC-A
The Council for Accreditation in Occupational Hearing Conservation
(CAOHC) is the nationally recognized organization for the training and
certification of Occupational Hearing Conservationists (OHC) function-
ing in hearing conservation programs operating under OSHA NOise
Regulation 29 CFR 1910.95 and MSHA (Miners Safety and Health Act)
Noise Exposure Regulation 30 CFR Part 62. This presentation describes
in depth the curriculum and methods used in the OHC 20 hour training
course.
Level of Instruction: Intermediate
Saturday, April 17, 5:00 p.m. – 6:00 p.m.
A7 Identification and Management of Infants and Young Children with Auditory NeuropathyDeborah Hayes, Ph.D., The Children’s Hospital, Aurora, CO
Auditory neuropathy (AN) is a complex auditory disorder which results
in a distinct pattern of audiometric test results and a wide range of symp-
toms and auditory complaints in individuals with this disorder. The
range of functional auditory abilities in individuals with AN is vast and
may include normal hearing sensitivity and limited auditory complaints,
or fluctuating hearing sensitivity and difficulty understanding speech,
especially in noise, or profound hearing loss despite evidence of normal
cochlear outer hair cell function and inability to understand even ampli-
fied speech in quiet. Although the scientific and professional community
have made significant progress in understanding the pathophysiology,
nature, and variable consequences of AN, optimal clinical management
options for individuals with this disorder remain elusive, especially for
infants and very young children. For infants with “typical” sensory hear-
ing loss who are identified through newborn hearing screening, excellent
and detailed guidelines for identification, diagnosis, and early interven-
tion are widely accepted (Joint Committee on Infant Hearing, 2007).
These guideline do not address, however, some of the specific challenges
in providing families with appropriate management options for infants
with AN. This presentation will provide an overview of auditory neuropa-
thy, describe audiological screening and diagnostic protocols for identi-
fication of infants and young children with AN, and explain the challenges
in audiological management of youngsters with this disorder.
Level of Instruction: Intermediate
Sunday, April 18, 8:00 a.m. – 12:00 p.m.
SLP – Adult Topic
B1 Practice and Outcomes in Accent ModificationDana Rissler Fritz, Ph.D., University of Missouri, Columbia, MO; Lauren
Keller, B.A., University of Missouri, Columbia, MO; Sara Sieker, BHS,
University of Missouri, Columbia, MO
Within the profession of speech-language pathology, demand for accent
modification has increased exponentially. In 2009, accent modification
was listed as a “best-kept secret career” in US News and World Report.
Although uniquely well-suited to work with foreign speakers, SLPs in clin-
ics and private practice have limited background information about
assessing and serving this population as well as drawing out effective
and meaningful outcomes. Session participants will learn more about this
growing facet of our field using case examples, session plans and tech-
niques as well as data obtained over the past four years in the MU Accent
Modification and Pronunciation Program.
Level of Instruction: Intermediate
Friday, April 16, 1:30 p.m. – 2:30 p.m.
convention program schedule ’10
2010 MSHA Pre-Convention Special – 17
B2 Total Laryngectomy: Considerations for Preoperative Counseling and Postoperative Mike Wheeler, M.S., University of Missouri Health Care, Columbia, MO
Discuss preoperative counseling prior to laryngectomy including ramifi-
cations on speech, swallowing and respiratory status. Address types of
a laryngeal speech including artificial larynges, esophageal speech and
tracheoesophageal voice prostheses, including pros and cons for each.
Level of Instruction: Intermediate
Friday, April 16, 3:45 p.m. – 4:45 p.m.
B3 Treating Cognition in Low Level PatientsTori Sisson, M.A., Rusk Rehabilitation Center, Columbia, MO
This seminar will discuss cognitive assessment and treatment activities
to utilize with patients who demonstrate low level cognitive abilities.
Level of Instruction: Intermediate
Saturday, April 17, 8:00 a.m. – 9:00 a.m.
B4 Rewind That Tape! Completing Modified Barium Swallow Studies in the “Real World.”Rebecca Maasen, M.A., CCC-SLP, St. Mary’s Health Center, Jefferson City,
MO; Jane Barnes, M.A., CCC-SLP, St. Mary’s Health Center, Jefferson City,
MO; Shannon Cook, M.A., CCC-SLP, St. Mary’s Health Center, Jefferson City,
MO
At times, do you feel like an xray technologist instead of a speech pathol-
ogist? Does your nursing staff or physicians only want to know if the
patient “passed or failed” or “can they eat or not?” Then this is the
course for you. Come learn and join in on the discussion on how to look
at a swallow study and take the results and use them in the “real world.”
Level of Instruction: Introductory
Saturday, April 17, 8:45 a.m. – 10:45 a.m.
B5 Making AAC Decisions for Clients with Aphasia Using the AAC-Aphasia Assessment Joanne P. Lasker, Ph.D., CCC-SLP, Florida State University, Tallahasee, FL
This presentation illustrates the components of an assessment protocol
(Lasker, Garrett, & Fox, 2007) designed to determine whether people with
severe aphasia can learn to use AAC techniques and devices for the pur-
poses of communication. The protocol is based on 5 clinical questions
intended to explore clients’ potential for using the following communica-
tion strategies: unaided modalities; partner-dependent conversation
strategies; external stored information (i.e. a communication notebook);
phrase-length messages on a voice-output device; and messages formu-
lated through a variety of language strategies on a voice-output device.
Through administering and analyzing excerpts from the assessment pro-
tocol, clinicians will learn how to classify people with aphasia as partner-
dependent or independent communicators. Participants will also learn
how to utilize assessment information to make decisions regarding
appropriate intervention strategies for people with aphasia.
Level of Instruction: Intermediate
Saturday, April 17, 9:15 a.m. – 12:15 p.m.
B6 The TRISL Free Water Protocol-An Update and Broad ImplicationsJacque Livingston, M.S., The Rehabilitation Institute of St. Louis, St. Louis, MO;
Karen Blank, M.A., The Rehabilitation Institute of St. Louis, St. Louis, MO;
Lauren Arriola, M.S., RD.LD, The Rehabilitation Institute of St. Louis,
St. Louis, MO
To present an update on use of The Free Water Protocol implemented at
The Rehabilitation Institute of St. Louis, including interpretation of updat-
ed data collection on a broad spectrum of areas including dehydration,
aspiration pneumonia, dysphagia status (including MASA scoring) and
objective patient satisfaction scores.
Level of Instruction: Intermediate
Saturday, April 17, 11:00 a.m. – 12:00 p.m.
B7 Tracheotomy Tubes: Managing Communication and Swallowing IssuesCarmin Bartow, M.S., CCC-SLP
This presentation is designed for SLPs interested in learning how to best
manage patients with tracheostomy tubes. We’ll examine the impact of
tracheotomy on voice, respiration and swallowing. A description of com-
munication options with special focus on the Passy-Muir Speaking Valve
will be provided. Dysphagia evaluation and treatment will be discussed.
We’ll address specific challenges with the ventilator-dependent patient.
Current research regarding communication and swallowing issues with
this patient population will be reviewed. This course will allow time for
hands-on time with various tracheostomy tubes and speaking valves.
Level of Instruction: Intermediate
Saturday, April 17, 2:45 p.m. – 5:45 p.m.
B8 Frailty in the Vulnerable Elderly Patient with Dysphagia: Evaluation and ManagementPaula A. Sullivan, M.S., CCC-SLP, Gainesville, FL
Given the unprecedented demographic transformation that is occurring
as our population ages, speech-language pathologist are being faced with
increasing numbers of seriously ill elderly patients presenting with dys-
phagia in a variety of settings. These vulnerable elders are at high risk
for the development of frailty. Frailty is a clinical syndrome that involves
a progressive physiologic decline of multiple body systems and can
include loss of muscle mass, generalized weakness, and poor endurance,
often resulting in adverse outcomes. Once frailty is established and if
measures are not implemented to slow down or prevent its progress,
there is often a rapid decline toward death. Thus, it is critical that the
practicing speech-language pathologist be able recognize whether the
vulnerable elderly patient with dysphagia is at risk for or presents with
frailty to determine whether treatment should be pursued or whether a
palliative-care approach is appropriate. This session will focus on the
role of the speech-language pathologist in recognizing the importance of
compromised functional reserve and to be able to identify vulnerable eld-
ers who are at risk of the spiral of poor nutrition and frailty as they pres-
ent themselves in daily clinical practice in order to determine appropri-
ate management.
Level of Instruction: Intermediate
Sunday, April 18, 8:00 a.m. – 10:00 a.m.
B9 Rehabilitation of Dysphagia Following Head & Neck CancerPaula A. Sullivan, M.S., CCC-SLP, Gainesville, FL
The head and neck region contains the most complex functional anatomy
in the human system. As a result, carcinoma and its management, includ-
ing surgery, radiation therapy, chemotherapy, or a combination, may
have a significant impact on swallowing function and quality of life.
Management of acute side effects and rehabilitation of swallowing and
quality of life are integral to care. This session will provide an overview
of rehabilitative procedure available to speech-language pathologists to
reduce or eliminate swallowing disorders in patients treated for cancer of
the head and neck.
Level of Instruction: Intermediate
Sunday, April 18, 10:15 a.m. – 11:15 a.m.
B10 Dysphagia Treatment-Case Studies of a Successful Dysphagia ProgramTori Sisson, M.A., Rusk Rehabilitation Center, Columbia, MO
This seminar will discuss 3 case studies in Dysphagia Therapy. A 30 y/o
female w/ severe oral pharyngeal dysphagia 4 months following tumor
resection and CVA; A 60 y/o male with a history of neck cancer and TBI
w/ severe dysphagia; and an 80 y/o physician w/ Zenker’s diverticulum.
Swallow evaluation, treatment, and successful outcomes will be dis-
cussed.
Level of Instruction: Intermediate
Sunday, April 18, 11:30 a.m. – 12:30 p.m.
convention program schedule ’10
Continued on page 18
18 – 2010 MSHA Pre-Convention Special
SLP – Pediatric Topic
C1 Pediatric Home Health Therapy – A Unique ExperienceHeather Whitsitt, M.S., CCC-SLP, Children’s Mercy Hospital, Kansas City, MO;
Mindy McNeely, M.S., CCC-SLP, Children’s Mercy Hospital, Kansas City, MO
As graduates in communication disorders enter the work force, many are
educated in diverse settings of therapy; however, the home setting is
rarely an option provided for educational learning environments. This
presentation provides an in-depth look into providing therapy in the
home setting including the importance of functional therapy, profession-
al qualifications necessary to provide in-home services, strategies for
reaching therapy goals, as well as an idea of how unexpected scenarios
can contribute to the effect of therapy services. Case studies will be
shared in addition to providing education on the difference between
medically-based home health services and early intervention services.
Level of Instruction: Introductory
Friday, April 16, 12:00 p.m. – 2:00 p.m.
C2 Behavior Busters: Maximizing Speech and Language TimeJennifer Collado, M.S., Springfield R-12, Springfield, MO
Therapy minutes are limited and problem behaviors eat away at those
minutes. Learn how to avoid behavior during transitions, high-demand
activities, individual sessions, and language groups to maximize the effi-
ciency of the time you spend with clients. We will use case studies,
videos, and examples from participants to find simple solutions to com-
mon behavior problems.
Level of Instruction: Intermediate
Friday, April 16, 12:00 p.m. – 2:00 p.m.
C3 “The Magic of Communication”: An Education Program for School-Aged ChildrenHilary Gahring, B.S., Saint Louis University, St. Louis, MO;
Julie Hoffmann, M.A., Saint Louis University, St. Louis, MO
This seminar will describe a creative educational program for school-
aged children to learn about the ‘magic’ of communication in our daily
lives. Communication disorders as well as prevention will be a part of
this discussion. Participants will learn fun role plays and fun facts to use
with students to teach about ‘brain’ connections with others as well as
communication breakdowns with others. This fast-paced, enjoyable edu-
cational program described will educate students to increase their over-
all awareness to communication interactions with others. Dentists visit
schools to talk about dental care, police officers visit schools to talk
about safety, and now SLP’s will talk with students about one of the most
important parts of all of our lives—’the magic of communication’!
Perhaps in the process, we will plant the seeds for future SLP’s with this
type of programming!
Level of Instruction: Introductory
Friday, April 16, 12:45 p.m. – 2:45 p.m.
C4 “How to Change That Nose Sound to a Mouth Sound”Sally Helton, M.S., Children’s Mercy Hospitals and Clinics, Kansas City, MO
Presentation will cover foundational aspects of speech therapy for chil-
dren with cleft lip &/or palate &/or velopharyngeal inadequacy.
Information will include basic principles of therapy as well as techniques
to establish articulation skills, & reduce or eliminate compensatory mis-
articulations, hypernasality, hyponasality & nasal air emissions. Criteria
for referral for more advanced assessment, perceptual or instrumental
(FFVN) will be provided.
Level of Instruction: Introductory
Friday, April 16, 12:45 p.m. – 2:45 p.m.
C5 Lidcombe: Oasis or Mirage for Preschool Stuttering TherapyMatt Krause, M.H.S., Clinical Instructor, University of Missouri-Columbia,
Columbia, MO
The Lidcombe therapy program had revolutionized therapy for pre-
school children who stutter. The substantial accumulated data support-
ing the Lidcombe program has left few to question its effectiveness, but
at what cost is its effectiveness achieved? Is it the future of preschool
stuttering therapy? If it is not, what are the alternatives?
Level of Instruction: Intermediate
Friday, April 16, 2:15 p.m. – 3:15 p.m.
C6 Tips for Teaching Speech to Children with Hearing LossJill Oswalt, M.A., Missouri State University, Springfield, MO
Children with hearing loss present with varying levels of residual hear-
ing, varied forms of amplification, and a variety of communication needs.
This session will focus on providing practical strategies and resources
for speech pathologists when teaching listening skills, sound develop-
ment, and speech skills to children with hearing loss. Tools for ongoing
assessment and strategies for treatment will be discussed for infant/tod-
dlers, preschool, and young school aged children.
Level of Instruction: Intermediate
Friday, April 16, 3:45 p.m. – 4:45 p.m.
C7 Treating Cluttered Speech: A Case StudyLynne Shields, Ph.D., Fontbonne University, St. Louis, MO
Cluttering is not a well understood disorder. It often coexists with other
disorders and may be difficult to diagnose in young children. This ses-
sion will present a brief overview of cluttered speech and its diagnosis. A
case study will be presented summarizing the treatment program to date
for a young child who presents with characteristics of cluttered speech.
Level of Instruction: Intermediate
Friday, April 16, 3:45 p.m. – 4:45 p.m.
C8 Empowering School SLPs Through Meaningful Performance ReviewJill Parmenter, M.H.S., EBS Healthcare, ASHA Special Interest Divison 16
PPRP Committee, Concordville, PA
The Professional Performance Review Process (PPRP) was developed as
a process of evaluating the school-based speech-language pathologist in
a way that is meaningful for the SLP and useful for outside reviewers.
National networking by the ASHA Divison 16 PPRP Committee has provid-
ed feedback and successful methods to advocate for the unique roles and
responsibilities of the school-based SLP. Evidence-based research for
performance review and strategies to implement valuable administrator
evaluations will be discussed.
Level of Instruction: Intermediate
Friday, April 16, 4:00 p.m. – 5:00 p.m.
C9 Differential Diagnosis via Deep Assessment in Word FindingDiane J. German, Ph.D., National-Louis University, Chicago, IL
This 3-part seminar will focus on the first step to strategic Word Finding
Intervention, Differential diagnosis and Deep Assessment in Word
Finding. Part 1 will highlight an explanatory model of lexical processing.
Part 2 will present a process for the differential diagnosis of semantic
verses phonologically based Word-Finding errors. Part 3 will describe
deep Word-Finding assessment using the Test of Word Finding, Second
Edition (TWF-2). Please visit http://www.wordfinding.com to review intro-
ductory material.
Level of Instruction: Intermediate
Saturday, April 17, 8:00 a.m. – 11:00 a.m.
C10 Small Meaningful Units Deliver Large Meaningful BenefitsEva Trumbower, M.S., First Chance for Children, Early Reading First
Project Director, Columbia, MO; Shirley Patterson, Ph.D., Language &
Literacy Consultant, Columbia, MO
The role of early morphological development and its relationship to liter-
acy will be explored. What should be the focus of morphological assess-
ment, prevention and intervention for the preschool child? The scarcity
of information and research on early morphology makes it difficult for
the SLP to use evidence-based intervention. This session will offer sug-
gestions for developmentally appropriate approaches to morphological
instruction that may support later literacy learning.
Level of Instruction: Intermediate
Saturday, April 17, 8:00 a.m. – 10:00 a.m.
convention program schedule ’10Continued from page 17
WITHDRAWN
2010 MSHA Pre-Convention Special – 19
C11 Medicaid in Education Settings: What Every SLP Needs to KnowJanet Deppe, M.S., American Speech-Language-Hearing Association
(ASHA), Rockville, MD
This program will focus on identifying Medicaid funding formulas from
federal to state to the local level, appropriate billing practices including
information from recent Office of the Inspector General (OIG) audits
about common billing errors, as well as reimbursement of school-based
Medicaid programs and how members can advocate to have Medicaid
funds generated by SLPs put back into their programs. Information from
the School Finance Committee web site http://www.asha.org/about/legis-
lation-advocacy/schoolfundadv/default will be highlighted.
Level of Instruction: Intermediate
Saturday, April 17, 8:00 a.m. – 10:00 a.m.
C12 Improve Speech Intelligibility and Establish Literacy SkillsSimultaneously with Orthographic Instruction! Part IKeli Richmond, M.S., CCC-SLP
Orthographic instruction (printed cues) develops a strong literacy foun-
dation while improving speech intelligibility and language skills.
Traditional techniques do not effectively activate the orthographic
processor. Early intervention, utilizing orthographic instruction, acti-
vates the orthographic processor with printed cues. Students progress
quickly; and, therapist/educator workload is decreased. Orthographic
instruction utilizes a natural progression of learning steps. The steps
advance speech and literacy skills quickly and enable carry-over of
speech and literacy skills into natural environments.
Level of Instruction: Intermediate
Saturday, April 17, 9:15 a.m. – 12:15 p.m.
C13 Panel Discussion: First Steps, ECSE, and School IssuesRichard McGuire, Ph.D., Advisory Commission for the Board of Healing
Arts, Saint Louis, MO; Diane Golden, Ph.D., Au.D., Missouri Council of
Administrators of Special Education (MO-CASE), Kansas City, MO; Jackie
Bruner, Department of Elementary and Secondary Education (DESE),
Jefferson City, MO; Pam Thomas, First Steps, Jefferson City, MO
This panel discussion is designed to address current issues and concerns
regarding certification, the Primary Service Provider Model,
Implementers, and Licensure. Representatives from First Steps,
Department of Elementary and Secondary Education (DESE), the
Advisory Commission for the Board of Registration for the Healing Arts,
and Missouri Council of Administrators (MO-CASE) will provide a short
presentation followed by a question and answer session.
Level of Instruction: Intermediate
Saturday, April 17, 10:15 a.m. – 12:15 p.m.
C14 Comprehensive Word Finding Intervention Based on DeepAssessmentDiane German, Ph.D., National-Louis University, Chicago, IL
This seminar will present a comprehensive approach to Word Finding
Intervention based on Deep Assessment. The Word Finding Intervention
Program, Second Edition (WFIP-2) an intervention model that focuses on
Mnemonic Retrieval Strategies, Word Finding Accommodations, and Self-
advocacy Instruction will be highlighted. Digital videos demonstrating
retrieval strategy instruction for academic vocabulary in the language
room and in the classroom will be shared. Technology recommendations
will be made throughout.
Level of Instruction: Intermediate
Saturday, April 17, 2:45 p.m. – 5:45 p.m.
C15 Improve Speech Intelligibility and Establish Literacy SkillsSimultaneously with Orthographic Instruction! Part IIKeli Richmond, M.S., CCC-SLP
Orthographic instruction (printed cues) develops a strong literacy foun-
dation while improving speech intelligibility and language skills.
Traditional techniques do not effectively activate the orthographic
processor. Early intervention, utilizing orthographic instruction, acti-
vates the orthographic processor with printed cues. Students progress
quickly; and, therapist/educator workload is decreased. Orthographic
instruction utilizes a natural progression of learning steps. The steps
advance speech and literacy skills quickly and enable carry-over of
speech and literacy skills into natural environments.
Level of Instruction: Intermediate
Saturday, April 17, 2:45 p.m. – 5:45 p.m.
C16 First Steps and Truman State: A Collaborative Model for SLP ServicesJanet Gooch, Ph.D., Truman State University, Kirksville, MO; Kim
Fitzgerald, M.S., Truman State University, Kirksville, MO; Cara Stanley,
B.S., Truman State University, Kirksville, MO; Andrea Richards, B.A.
,ME.d., Truman State University, Kirksville, MO
The purpose of this session is to present and discuss the collaboration
between First Steps of Missouri and the Truman State University
Communication Disorders Program in providing speech-language assess-
ment and intervention services to the birth-through-three population in
Northeast Missouri. The advantages of this collaborative model for all
constituents, including students, the University, the community and First
Steps Program will be discussed. Specific cases will be highlighted in
regard to challenges and rewards for those involved. Attendees will have
the opportunity to ask questions and determine if a similar service-deliv-
ery model can be implemented in their area.
Level of Instruction: Introductory
Saturday, April 17, 2:45 p.m. – 3:45 p.m.
C17 Fostering Speech/ Language Development Through Preschool Teacher TrainingSheila Garlock, M.A., Truman State University, Kirksville, MO; Angela
McGinnis, B.S., Truman State University, Kirksville, MO
Speech/language pathologists are faced with significant constraints in
providing direct care services. Health care reimbursement companies
emphasize the importance of educating the primary caregivers. This
presentation will provide information about teaching primary education-
al providers techniques to foster early communication development of
young children with pre-verbal and beginning verbal skills. In addition to
targeting oral communication skills, the use of gestures or signs, and low-
tech augmentative communication systems will be discussed. Pre and
post data from training participants regarding utilization of the targeted
training will be presented.
Level of Instruction: Introductory
Saturday, April 17, 4:00 p.m. – 6:00 p.m.
C18 It’s Showtime! Fontbonne University’s AAC Theater CampRichard Lewis, Ph.D., Fontbonne University, St. Louis, MO; Gale Rice,
Ph.D., Fontbonne University, St. Louis, MO; Carmen Russell, Ph.D.,
Fontbonne University, St. Louis, MO
This session describes the development and implementation of a week-
end theater camp for children who use AACS, their siblings, and parents.
While the children work with faculty and graduate students to produce a
play, parents attend their own camp and hear experts on topics such as
estate planning, community access, and advocacy. Typically-developing
siblings also participate in a group. This camp model is not only benefi-
cial to the children and their families, but an effective model to educate
graduate students in speech-language pathology, occupational therapy,
and human services about augmentative communication.
Level of Instruction: Introductory
Saturday, April 17, 4:00 p.m. – 5:00 p.m.
C19 Lost In Translation: Working with ELL, Bilingual Families andInterpretersChristine Krekow, M.S., CCC-SLP, Fontbonne University, St. Louis, MO;
Leslie Hernandez, B.A., St. Louis Community College/Grace Hill Headstart,
St. Louis, MO
Language differences can become obstacles to effective therapy. This
seminar will delineate some of the challenges, necessities and triumphs
convention program schedule ’10
Continued on page 20
20 – 2010 MSHA Pre-Convention Special
of working with ELL and bilingual families. Significant attention will be
given to the roles of the therapeutic team and specific interaction strate-
gies.
Level of Instruction: Introductory
Saturday, April 17, 5:15 p.m. – 6:15 p.m.
C20 Sensory Processing: A Foundation for Skill DevelopmentCarrie Salyer, M.S.,OTR/L, Leaps and Bounds, Inc., St. Peters, MO
Sensory processing is a foundation for skill development. This seminar
will emphasize the importance of efficient sensory processing for a
child’s attention, learning, behavior, and general skill development,
including language and articulation. A child learns best when his body is
organized and ready to receive the information presented.
Understanding the impact that improved sensory processing can have
on a child’s ability to engage and learn can have a dramatic impact on the
effectiveness of intervention. Participants will learn effective treatment
strategies that can improve attention and learning and enhance language
and articulation skills.
Level of Instruction: Intermediate
Sunday, April 18, 8:00 a.m. – 11:00 a.m.
C21 The Role of SLPs in Promoting Effective Language/Literacy in Pre-KEva Trumbower, M.S., First Chance For Children: Early Reading First
Project, Columbia, MO; Wayne Mayfield, Ph.D., Center for Family Policy
and Research; University of Missouri-Columbia, Columbia, MO
This session is a follow-up from MSHA 2009, to report child and class-
room teacher outcomes in the third and final year of a rural Missouri
Early Reading First (ERF) grant project. Data indicate that at-risk pre-
school children participating in ERF classrooms demonstrated statisti-
cally significant gains over children in comparison sites in vocabulary,
phonological awareness, and early literacy development. Speech-
Language Pathologists played a critical role in child and teacher gains.
Their role in providing indirect service by teaching preschool teachers to
facilitate language, cognitive, and early literacy development will be
addressed as well as effective techniques, instruments, and collabora-
tion.
Level of Instruction: Intermediate
Sunday, April 18, 8:00 a.m. – 10:00 a.m.
C22 Myths, Legends, Best Practices: Cleft Palate and Resonance DisordersLynn Marty Grames, M.A., CCC-SLP, St. Louis Children’s Hospital Cleft
Palate and Craniofacial Institute, St. Louis, MO;
Mary Blount Stahl, M.A., CCC-SLP, St. Louis Children’s Hospital Cleft Palate
and Craniofacial Institute, St. Louis, MO
There exists a wide range of beliefs and practice patterns concerning
individuals with resonance disorder, or those born with cleft lip/palate or
craniofacial differences. This is likely related to variability in the educa-
tion of speech pathologists in these areas, and to limited practicum expe-
riences available for clinicians in training. This seminar presents a vari-
ety of beliefs and practices that have been encountered at a Cleft Palate
and Craniofacial Institute covering a large geographic area. The veracity
of each belief/practice, evidence base to support or refute, and current
best practice standards will be discussed.
Level of Instruction: Intermediate
Sunday, April 18, 8:00 a.m. – 10:00 a.m.
C23 Effective Discourse Therapy for School-Aged ChildrenJulie Hoffmann, M.A., Saint Louis University, St. Louis, MO
Most of us have clients who are unable to respond efficiently and/or
appropriately in conversation or even tell a story of a personal experi-
ence in a cohesive manner. The problems of narrative and conversation-
al discourse permeate into so many areas of a child’s life—academics,
written language, peer relationships, and family life. What are some inter-
esting and effective techniques to apply to your therapy to help these
children move forward with social interactions and expressive language?
How can work on narrative skills improve conversational skills, and vice
versa? What ideas could you contribute to this seminar based from your
own clinical experiences? This seminar is specific to therapy of both nar-
rative and conversational discourse.
Level of Instruction: Intermediate
Sunday, April 18, 8:00 a.m. – 10:00 a.m.
C24 Teaching Strategies to Older Children With Language DisordersPaola Brush, M.S., Fontbonne University, St. Louis, MO;
Lynne Shields, Ph.D., Fontbonne University, St. Louis, MO
For many children diagnosed with a language disorder, the disorder per-
sists beyond the preschool and early school-age years. For these chil-
dren, changing the focus in therapy from remediation to learning strate-
gies that will allow them to function in the classroom and with their peers
and families is essential. This session will focus on treatment strategies
that facilitate learning in the presence of a language disorder. Writing
objectives related to strategy use will also be addressed.
Level of Instruction: Intermediate
Sunday, April 18, 10:15 a.m. – 12:15 p.m.
C25 AAC: Practical Information and ResourcesLisa Proctor, Ph.D., Missouri State University, Springfield, MO;
Nadine James, B.A., Missouri State University, Springfield, MO
This session will provide practical resources and materials for specific
augmentative and alternative (AAC) topics. Types of resources shared
will include internet sites including webcasts, summaries of the current
literature available on specific topics, and books and materials that can
be used in assessment and intervention. Topics discussed will include
currently available AAC devices, childhood apraxia of speech and AAC,
communication modality options for children with autism and other
developmental disabilities, language and literacy assessment and inter-
vention for children who use AAC, communication assessment materials
and intervention strategies for children with severe disabilities, and fund-
ing and AAC. For each of the topics the presenters will provide a brief
review as well as resources and available continuing education opportu-
nities.
Level of Instruction: Introductory
Sunday, April 18, 10:15 a.m. – 12:15 p.m.
C26 School Issues - Successes and ChallengesBrenda Martien, M.S., CCC-SLP
School Issues is an opportunity for SLPs and Auds in school-based prac-
tice to discuss issues and challenges addressed by the MSHA VP for
School Services over the past year. Topics will include state, national,
and local issues directly or indirectly affecting professionals working
with children diagnosed with Communication Impairments in Missouri
public schools. Participants will be provided the opportunity to share
questions and concerns.
Level of Instruction: Intermediate
Sunday, April 18, 11:15 a.m. – 12:15 p.m.
C27 Effective Collaboration and ConsultationJennifer Collado, M.S., Springfield R-12, Springfield, MO
Gain a teacher’s perspective on your role including: collaboration, push-
in services, pull-out services, and language groups. Discuss effective
methods for collaborating with and consulting to parents, teachers, and
occupational therapists. Examine methods for managing overlapping
roles and building a strong cooperative team. Discuss the elements of
effective collaboration. Develop plans to increase speech and language
exposure across the school day and maximize your efficiency without
increasing your work load.
Level of Instruction: Introductory
Sunday, April 18, 11:15 a.m. – 12:15 p.m.
convention program schedule ’10Continued from page 19
WITHDRAWN
2010 MSHA Pre-Convention Special – 21
Multi-Interest
D1 Mainstream: How to Make Students with Hearing Loss SuccessfulSara Chinnock, M.S., CED, Fort Zumwat School District, O’Fallon, MO
Learn what students with hearing loss need to be successful in the main-
stream. The effects that hearing loss has on language as well as the aca-
demic areas where these students have difficulty will be examined. Tips
and strategies needed in order to help with the transition and main-
stream as well as supports and staff needed for these students to be suc-
cessful will be discussed. Find out ways to help the struggling student
with hearing loss be successful.
Level of Instruction: Intermediate
Friday, April 16, 12:00 p.m. – 1:00 p.m.
D2 Learn about MoAT’s Device Loan Program & Funding OptionsEileen Belton, M.A., Missouri Assistive Technology, Blue Springs, MO
Tracy LaFollette, Missouri Assistive Technology ETC Program,
Blue Springs, MO
The intent of the session will be to provide a programmatic overview of
Missouri Assistive Technology’s ETC Program. We will cover what ETC
is, and how it can be utilized by MO school districts and agencies. We
will also discuss device options available for loan. The final segment will
cover a review of MoAT financing and funding options. A brief overview
of the Show Me Loans and the Kids Assistive Technology (KAT) Program
will be given.
Level of Instruction: Introductory
Friday, April 16, 12:00 p.m. – 1:00 p.m.
D3 Introduction to Clinic Materials CourseKimberly Fitzgerald, M.A., Truman State University, Kirksville, MO;
Janet Gooch, Ph.D., Truman State University, Kirksville, MO
Students in communication disorders are often apprehensive about their
first clinical experience. By augmenting existing curriculum with a
Student-Initiated Course (a course designed and taught by a fellow stu-
dent) that introduces students to clinic materials, student self-efficacy
can be increased. The purpose of this course was to introduce students
to therapy materials and assessment tools commonly used by practicing
SLPs. An emphasis was placed on critically evaluating these instruments
in regard to purpose, multiple application, theoretical basis, and effec-
tiveness. Details about the course content and structure as well as
changes in self-efficacy of the student course takers will be discussed.
Level of Instruction: Introductory
Friday, April 16, 12:00 p.m. – 1:00 p.m.
D4 Student Peer Mentoring in Clinical Training of Speech-LanguagePathologistsBlaine Duesing, M.S., University of Central Missouri, Warrensburg, MO;
Greg Turner, Ph.D., University of Central Missouri, Warrensburg, MO;
Joni Turner, M.S., University of Central Missouri, Warrensburg, MO;
Teresa Kemper, M.A., University of Central Missouri, Warrensburg, MO;
Carlotta Kimble, Ph.D., University of Central Missouri, Warrensburg, MO
The most recent technical report on clinical supervision in speech-lan-
guage pathology highlights concerns for adequate preparation in clinical
supervision (ASHA, 2008). One particular set of knowledge and skills
needed for clinical instruction is mentoring (ASHA). The purpose of this
presentation is to introduce a peer mentoring program, to present a
framework for evaluating the benefits of the program, and to provide pre-
liminary research findings for implementation of this peer mentoring pro-
gram conducted at the University of Central Missouri.
Level of Instruction: Intermediate
Friday, April 16, 1:15 p.m. – 3:15 p.m.
D5 Assistive Technology for All AgesMichelle Wheeler, M.S., CCC-SLP, University of MO-Assistive Technology
Evaluation Center, Columbia, MO
Shawna Dunnaway, MLS, OTR/L, ATP, University of MO-Assistive
Technology Evaluation Center, Columbia, MO
In this session participants will learn about different options for augmen-
tative communication to assist with verbal communication needs as well
different types of computer software and hardware adaptations to assist
individuals with written communication needs. Videos of various clients
using assistive technology will be presented.
Level of Instruction: Introductory
Friday, April 16, 1:15 p.m. – 3:15 p.m.
D6 Professional Outreach: When You Get More Than You GiveJennie Bjorem, M.A., Children’s Therapy Services, Inc., Overland Park, KS;
Carol Koch, Ed.D., Rockhurst University, Kansas City, MO
On a recent People to People International/ASHA professional delegation
trip to Southeast Asia, international dialogue and relationships in the
field of speech-language pathology were promoted. Through focused pro-
fessional meetings and cultural experiences, a delegation of 34 speech-
language pathologists learned about the emerging discipline of speech-
language pathology in Viet Nam and Cambodia. This session will afford
participants a glimpse into the status of health care services and profes-
sional training programs within the contexts of culture and poverty of
these countries.
Level of Instruction: Intermediate
Friday, April 16, 1:15 p.m. – 2:15 p.m.
D7 Student Technical Sessions-Part ISee summaries under “Student Technical Sessions” section.
Level of Instruction: Introductory
Friday, April 16, 1:15 p.m. – 3:15 p.m.
D8 Thinking of Pursuing a Ph.D.? Now is the Time!Stacy Wagovich, Ph.D., University of Missouri, Columbia, MO;
Judith Goodman, Ph.D., University of Missouri, Columbia, MO
This presentation will provide an overview of the process involved in
obtaining a Ph.D. in our discipline. Topics will include how to select a
focus of study and a mentor, the typical timeline for completion of the
degree, opportunities for funding, and a general sense of what being a
doctoral student is like. If you’re thinking you may be interested in a
career in academia, now or in the future, this is the session for you!
Level of Instruction: Introductory
Friday, April 16, 3:45 p.m. – 4:45 p.m.
D9 Motor Learning: Applications for Speech TherapyBarb Meyer, M.A., Fontbonne University, St. Louis, MO; Carmen Russell,
Ph.D., Fontbonne University, St. Louis, MO; Nancy Murphy, M.S., Fontbonne
University, St. Louis, MO
Speech is a motor act. Too often the principles of motor learning are not
followed in speech therapy. How should you structure your therapy?
How should you schedule your therapy? This session will review the
basic principles of motor learning. Implications for speech sound system
disorders will be discussed. Applications of motor learning principles
will be related to the disorders of articulation, apraxia and dysarthria in
children and adults.
Level of Instruction: Introductory
Friday, April 16, 4:00 p.m. – 5:00 p.m.
D10 Student Technical Sessions-Part IISee summaries under “Student Technical Sessions” section.
Level of Instruction: Introductory
Friday, April 16, 4:00 p.m. – 5:00 p.m.
D11 A PHAT Approach To The Autism SpectrumMerlin Taylor, Ph.D., CCC-SLP, Truman State University, Kirksville, MO
Psychologically Humane Assessment and Treatment (PHAT) is not a pro-
prietary methodology, but instead a practical philosophy developed by
convention program schedule ’10
Continued on page 22
Look for this icon for Student Interest Sessions
22 – 2010 MSHA Pre-Convention Special
an SLP with Asperger syndrome. The mind of an individual with autism
is difficult to know but nonetheless knowable, and the clinician who com-
mits to maintaining both emotional authenticity and intellectual rigor in
encountering that mind will acquire insight that enables optimal choice
and use of objective data and therapeutic techniques. Success in such a
journey to insight requires re-examination of many implicit and explicit
assumptions; in this seminar, such assumptions will be re-examined and
the journey begun.
Level of Instruction: Intermediate
Saturday, April 17, 8:00 a.m. – 10:00 a.m.
D12 Assistive Technology: Changing Lives One at a TimeNancy Montgomery, Ph.D., Private Practice, Kansas City, MO;
David Baker, M.A., Coalition for Independence, Kansas City, MO;
Kelli Chop, BS/OTR-L, Coalition for Independence, Kansas City, MO
Come and see how assistive technology has changed the lives of pedi-
atric and adult clients! Assessment and intervention issues and augmen-
tative and alternative communication will be discussed for problem solv-
ing with various clients. Low-tech and some of the latest high-tech
devices will be demonstrated and strategies for clients to maximize the
use of their devices will be discussed. Helpful recommendations from
SLPs working in the trenches will be highlighted. Finally, resources from
around the state of Missouri will be highlighted to get you up and running
on Monday morning!
Level of Instruction: Intermediate
Saturday, April 17, 8:00 a.m. – 10:00 a.m.
D13 How to Prepare for and Pass the Praxis ExamJanet Gooch, Ph.D., Truman State University, Kirksville, MO
The purpose of this session is to provide students preparing for
the national examination in Speech-Language Pathology (Praxis) with
information that will lead to a successful examination score. An overview
of format and content of the test, common misconceptions regarding the
test, and resources for test preparation will be presented. In addition,
information on registering, strategies for test-taking, and studying tips
will be discussed. Attendees will practice test questions and discuss the
process of selecting the best choice answer. The nature of multiple
choice tests and the cognitive abilities and reasoning skills required for
the Praxis will be explored.
Level of Instruction: Introductory
Saturday, April 17, 8:45 a.m. – 10:45 a.m.
D14 Stuttering: Effective Strategies for Treating the Physical andEmotional Components in Children and Adults - Part IMarilee Fini, M.A., CCC-SLP, Cleveland, OH
Effective strategies for treating both the physical and emotional compo-
nents of stuttering in the evaluation and treatment process for preschool-
ers, school-age children and adults will be presented. Participants will
learn easy, straightforward techniques to integrate both components in
the treatment plan. Most importantly, participants will gain insight into
the world of stuttering from an insider’s perspective. Hands-on activities,
videotapes and discussion groups will be used in order to increase the
learning process.
Level of Instruction:
Saturday, April 17, 9:00 a.m. – 12:00 p.m.
D15 Audiology for Speech-Language PathologistsIlene Ashbaugh, Au.D., Truman State University, Kirksville, MO
This session will provide a general overview of the basics of audiology
and audiological testing. The focus of the session will be in covering what
a speech language pathologist in different work settings may need to
know about audiological evaluation, screening, and appropriate steps to
take with a client in need of further evaluation and referral. Topics such
as hearing screening protocols, criteria, and auditory processing will also
be covered.
Level of Instruction: Intermediate
Saturday, April 17, 10:15 a.m. – 12:15 p.m.
D16 Telehealth in a University Speech and Hearing ClinicPaula Cochran, Ph.D., Truman State University, Kirksville, MO;
Susan Eberly, B.S., Truman State University, Kirksville, MO; Melissa Passe,
M.A., Truman State University, Kirksville, MO; Sheila Garlock, M.A.,
Truman State University, Kirksville, MO; Andrea Richards, M.S., Truman
State University, Kirksville, MO
This session will provide a panel presentation and discussion of the use
of telehealth as a service delivery option provided through a university
clinic (Truman State University). In September, 2007, Truman State
University Speech and Hearing Clinic became the first speech and hear-
ing clinic on the statewide Missouri Telehealth Network (high-speed
video link). ASHA’s definitions and position, specific case examples, atti-
tudes of student clinicians, and pros and cons will be discussed. Come
with your questions!
Level of Instruction: Introductory
Saturday, April 17, 10:15 a.m. – 12:15 p.m.
D17 Student Adult Internship Survival GuideTori Sisson, M.A., Rusk Rehabilitation Center, Columbia, MO
This seminar will focus on students’ readiness for Adult intern-
ship placements in graduate school. Content areas to be addressed
include: how to prepare, dress codes, 5 must do’s during your intern-
ship, how to communicate w/ your supervisor, etc.
Level of Instruction: Introductory
Saturday, April 17, 11:00 a.m. – 12:00 p.m.
D18 Stuttering: Effective Strategies for Treating the Physical andEmotional Components in Children and Adults - Part IIMarilee Fini, M.A., CCC-SLP, Cleveland, OH
Effective strategies for treating both the physical and emotional compo-
nents of stuttering in the evaluation and treatment process for preschool-
ers, school-age children and adults will be presented. Participants will
learn easy, straightforward techniques to integrate both components in
the treatment plan. Most importantly, participants will gain insight into
the world of stuttering from an insider’s perspective. Hands-on activities,
videotapes and discussion groups will be used in order to increase the
learning process.
Level of Instruction:
Saturday, April 17, 2:45 p.m. – 5:45 p.m.
D19 Generational Diversity: Implications for the WorkplaceMarty Brennan, M.A., Saint Louis University, St. Louis, MO; Pat Miller, M.S.,
Saint Louis University, St Louis, MO
Traditionally, issues of diversity in the professions have focused on race,
ethnicity, gender, sexual orientation and disability. Professionals realize
that they must understand and respect differences in order to be effec-
tive service providers. Recently, there has been a focus on another
aspect of diversity: generational diversity. It is well known that similar
experiences, ideas, and values across generations have contributed to
misunderstandings and even conflicts in the work place. This interac-
tional presentation will provide an overview of four generations (tradi-
tionalists, boomers, Xers, and millennials) and discuss the potential
implications of generational diversity on clinical as well as professional
relationships.
Level of Instruction: Intermediate
Saturday, April 17, 2:45 p.m. – 3:45 p.m.
D20 Signing for Hearing Children! Why? Session I Typical ChildrenMarilyn Daniels, Ph.D., Penn State University, Dunmore, PA
This session will include a short history of American Sign Language
(ASL). It will cover how and why ASL is being used to enhance commu-
nication, improve the English literacy and emotional intelligence of spe-
cial needs babies and children in this country and the UK. There will be
a review of the changes over the years in the application of this initiative
with this population. Research studies will be reported and examined in
the light of newer neurological evidence gathered through brain scans &
fMRIs. Educational and self-esteem outcomes from arecent two-year
convention program schedule ’10Continued from page 21
2010 MSHA Pre-Convention Special – 23
study conducted with 4th, 5th, and 6th grade students in a public school
learning support classwill be reported. ASL is shown to increase English
vocabulary, spelling ability, and the use of verbal language. Children’s
self-esteem, cultural awareness and desire to interact with others are
enhanced. As learning becomes more fun, students display greater
enthusiasm and a desire to participate in the process.
Level of Instruction: Intermediate
Saturday, April 17, 2:45 p.m. – 3:45 p.m.
D21 Panel Discussion: Licensure and Certification for the CF-SLPDiane Golden, Ph.D., Au.D., Missouri of Council of Administrators
of Special Education (MO-CASE), Kansas City, MO; Pam Thomas,
First Steps, Jefferson City, MO; Richard McGuire, Ph.D., Advisory
Commission for the Board of Healing Arts / ASHA Council for Academic
Accreditation Site Visitor Pool, Saint Louis, MO; Jackie Bruner, Department
of Elementary and Secondary Education (DESE), Jefferson City, MO
This panel discussion is designed to address the needs of the soon-to-be
or recent graduate. Procedures for obtaining Missouri Department of
Elementary and Secondary Education Certification, American Speech-
Language-Hearing Association (ASHA) Certificate of Clinical Competency
(CCC), and Missouri Board of Registration for the Healing Arts Licensure
will be addressed. Time for questions and answers will be allotted.
Level of Instruction: Introductory
Saturday, April 17, 3:00 p.m. – 4:00 p.m.
D22 Signing for Special Needs Children! Why? Session II Special NeedsMarilyn Daniels, Ph.D., Penn State University, Dunmore, PA
This session will include a short history of American Sign Language
(ASL). It will cover how and why ASL is being used to enhance the com-
munication, improve the English literacy and the emotional intelligence
of typical babies and children in this country and throughout the world.
A concise explanation of procedures will be described. Research results
will be provided which indicate ASL improves English vocabulary, read-
ing ability, spelling proficiency, eye/hand coordination and general motor
function. ASL is shown to increase both receptive and expressive lan-
guage skills, heighten joyful behavior and introduce a second language.
Teachers report ASL increases a child’s attention span, decreases class-
room conflict, boosts enthusiasm and readiness to learn.
Level of Instruction: Intermediate
Saturday, April 17, 4:00 p.m. – 5:00 p.m.
D23 What Teachers’ Perceptions of ELL Mean to the Speech-Language PathologistCarlotta Kimble, Ph.D., University of Central Missouri, Warrensburg, MO
Meeting the cultural needs and learning needs of English language learn-
ers often present challenges to educators and service delivery to these
students. A phenomenological study of explored meanings in the teach-
ing experiences of early childhood teachers of English language learners
will be compared to speech-language pathologists’ perceptions of their
ability to provide assessment and intervention services to this special
population of students. Implications for culturally responsive teaching,
student learning, and service delivery will be investigated.
Level of Instruction: Introductory
Saturday, April 17, 4:00 p.m. – 5:00 p.m.
D24 Eat Your Professional Wheaties Before You Walk Out TheDoor: Helpful Hints to the SLP in TrainingSherry Curtiss, M.A., CCC-SLP, BRS-S, Rocky Mount, NC
Are you a student? Well, we are all students aren’t we in some fashion?
A better way to identify you is as a professional in training. This session’s
focus will lead to at least three take aways. 1) You will learn how to max-
imize your clinical, professional, and leadership development and
w i l l b e g i v e n a c o n t i n u u m t o f o l l o w a s y o u c o m p l e t e
your school career; 2) You will be able to identify how to continue your
clinical, professional, and leadership development upon graduation as
you become a clinical fellow, and 3- You will be able to determine why
you have chosen your career, what has reinforced this decision, and what
legacy you plan to leave for the speech language pathologist in training
who come after you. This will be a fun, interactive session where we get
down to the nitty gritty about how awesome it is to be in the best profes-
sion in the world.
Level of Instruction: Intermediate
Saturday, April 17, 4:15 p.m. – 5:45 p.m.
D25 The Oral Peripheral Examination: What’s the Function?Kimberly Abts, Truman State University, Kirksville, MO; Samantha
Weatherford, Truman State University, Kirksville, MO; Paula Cochran,
Ph.D., Truman State University, Kirksville, MO; Janet Gooch, Ph.D.,
Truman State University, Kirksville, MO
An examination of a client’s oral cavity and surrounding area is a routine
part of every speech-language evaluation. Or is it? The purpose of this
study is to discuss the role of the oral peripheral examination in refer-
ence to a survey of Missouri school-based speech-language pathologists
regarding their beliefs and practices associated with the oral peripheral
examination. The dual purpose of the examination, examining the struc-
tures and assessing the function of those structures, will be discussed.
The essential elements of the exam and modifications that might make
the exam more beneficial to working clinicians will be presented.
Level of Instruction: Intermediate
Saturday, April 17, 5:15 p.m. – 6:15 p.m.
D26 MSHA Author SessionHave you ever thought about publishing something you’ve created?
Have you been reluctant to pursue publishing because you are unsure of
the procedures to follow? If so, this session is for you. Come meet five
MSHA members who have navigated their way through the publication
maze. These published members will share information about their own
published works, as well as discuss how to go about publishing on your
own. Come prepared to discover new published resources while learning
the ropes of publishing.
Saturday, April 17, 5:15 p.m. – 6:15 p.m.
D27 Quest For The CupSaturday, April 17, 7:30 p.m. – 8:30 p.m.
D28 English Language Learners & Practices: Evaluating Our AssumptionsTrisha Buenemann, M.S., Pattonville School District, St. Louis, MO;
Jennifer Shackles, M.A., Missouri Migrant & English Language Learning
(MELL) Program, Springfield, MO; Joy Coulis, M.S., Special School District
of St. Louis County, St. Louis, MO
This presentation will provide a synthesis of current research and evi-
dence-based considerations for determining legitimacy of referrals for
special education evaluations and guidance for modifying your own cur-
rent referral and evaluation practices.
Level of Instruction: Intermediate
Sunday, April 18, 8:00 a.m. – 10:00 a.m.
D29 Seven Habits of Highly Effective SLP’sEllen Obrock, M.S., CCC-SLP, Transitions of Western Illinois, Quincy, IL
Information to help the beginning SLP or A get started with their careers
will be presented. With the increasing demands of today’s professional
SLP it balancing career and family becomes increasingly complex. Ideas
for managing one’s life will be based on Stephen Covey’s The Seven
Habits of Highly Effective People. Real solutions to avoid being over-
whelmed by our profession and to live a healthy, balanced life while still
achieving goals will be discussed.
Level of Instruction: Introductory
Sunday, April 18, 8:00 a.m. – 9:00 a.m.
D30 Are Your Students Graduating to the Couch?Nancy Montgomery, Ph.D., Private Practice, Kansas City, MO
Many young people with special needs are graduating from high school
only to be placed on waiting lists for adult residential or home-based
services. Currently, there are approximately 4,500 Missourians on the
waiting list for these services. Come and hear their stories and what we
convention program schedule ’10
Continued on page 24
24 – 2010 MSHA Pre-Convention Special
can do to help these young people lead more productive lives. Strategies
for high school and beyond will be highlighted, as well as advocating for
additional funding with legislators. Finally, resources from all over the
state will be highlighted with examples of what they can do for your
clients!
Level of Instruction: Introductory
Sunday, April 18, 9:15 a.m. – 11:15 a.m.
D31 A Survey of Speech Implementers in the State of MissouriAnn Filla, Truman State University, Kirksville, MO; Brooke Zell, B.S.,
University of Missouri - Columbia, Columbia, MO; Elizabeth Morrey, B.A.,
University of Kansas - Lawrence, Lawrence, KS
The purpose of this session is to discuss the results of a survey of speech
implementers registered with the Department of Elementary and
Secondary Education (DESE) in the state of Missouri. The survey was
used to determine the attitudes of speech implementers regarding level
of preparation, satisfaction with training and supervision, and the imple-
menter model in general. Factors including the educational background
of the implementer and years of experience in the position were exam-
ined. Results and implications of the survey will be discussed.
Level of Instruction: Introductory
Sunday, April 18, 10:15 a.m. – 11:15 a.m.
D32 The Effects of Minimal Hearing Loss on Academic PerformanceDeborah Galley, M.S., CCC-A, University of Central Missouri,
Warrensburg, MO
Childhood hearing loss is a common problem within our schools. Until
recently, there was little concern about the impact of unilateral and min-
imal bilateral hearing loss on children. However, children with minimal
degrees of hearing loss are more likely to experience communication
problems, to have difficulty in academics, to experience stress and exhib-
it behavioral problems. This presentation will review past and current
findings on the identification and management of children with minimal
degrees of hearing loss and discuss how current hearing screening pro-
cedures may fail to identify these children.
Level of Instruction: Intermediate
Sunday, April 18, 10:15 a.m. – 12:15 p.m.
D33 Collaborative Clinical Model for Intensive English TrainingCarlotta Kimble, Ph.D., CCC-SLP, University of Central Missouri,
Warrensburg, MO; Rachel Herman, M.A., TESL, University of Central
Missouri, Warrensburg, MO
Many international students do not initially qualify to enter a university
as regular students due to their limited English proficiency. The
Communication Disorders Department and the Intensive English
Program (IEP) at the University of Central Missouri have partnered to
offer international students a special language course. Graduate student
clinicians in speech-language pathology work with the IEP students in a
specialized clinical practicum. This provides clinicians a foundation for
future work with other linguistically diverse individuals. Clinicians see
the first-language interference, IEP student special needs, and learn
accent modification techniques. This presentation will present a collabo-
rative model of intensive English training.
Level of Instruction: Introductory
Sunday, April 18, 10:15 a.m. – 12:15 p.m.
D34 Tools to Support Successful Implementation of AACCari Jesse, M.S., CCC-SLP Speech Language Pathologist, Sales Conslutant
with DynaVox Technologies, Highland, IL; Holly Schneider, M.S., CCC-SLP
Speech Language Pathologist, Clinical Application Specialist, Austin,
Texas; Bethany Loe, B.S., Business Administration and Leadership
Management, Sales Consultant with DynaVox Technologies,
Kansas City, MO
Successful implementation of augmentative communication requires
support and consistency from individuals across the AAC user’s environ-
ments. However, knowledge of beneficial techniques and even of the
device itself varies significantly from person-to-person. Opportunities
for training are difficult to schedule in busy lives. Training of strategies
and techniques is challenging when real life models are not readily avail-
able.
This session will present video and print resources available in the
Accelerated Learning: Implementation Toolkit focusing on communica-
tion partner techniques known to encourage communication skills (e.g.,
Partner Augmented Input, cuing hierarchy, scripting, etc.), tools for AAC
users (e.g., preplanning for communication events, communication
breakdown plan), expanding independence in basic operational skills
(e.g., positioning device, turning it on/off) and successfully introducing a
device to an AAC user. Relevant research, practical suggestions, and
examples will be provided for resources discussed. Discussion and shar-
ing of ideas will be encouraged.
While this session is being proposed by an employee of an AAC device
manufacturer, the information, suggestions, and examples presented will
be applicable to many different types of AAC systems.
Level of Instruction: Introductory
Sunday, April 18, 11:30 a.m. – 12:30 p.m.
PROFESSIONAL POSTER PRESENTATIONSSunday, April 18, 8:00 a.m. - 9:00 a.m.Learning outcomes for each session are posted on MSHA’s Web Site at www.showmemsha.org.
PP1 Preparing Speech-Language Pathologists to Work in Urban SchoolsYvonne Tate, M.S., City of St. Louis Public Schools; Gale Rice, Ph.D.,
Fontbonne University; Jean Evans, M.S., Fontbonne University
Abstract: This poster will describe an innovative university-public
school district partnership program developed to prepare speech-lan-
guage pathologists to work with children, many from under-represented
groups, who attend urban schools in the city of St. Louis. Graduate stu-
dent participants work as paid speech implementers, certified by the
state department of education while they complete graduate school
over a two year period, including summers. Once their program is com-
pleted they begin their clinical fellowship year and work as salaried
speech-language pathologists in the district. Tuition is awarded in the
form of a forgivable loan and is satisfied following three years of
employment.
Level of Instruction: Intermediate
PP2 If You Give a SLP Her Favorite Childhood Book, She Will DevelopMany Therapy Sessions From It!Carol Koch, Ed.D., Rockhurst University Department Chair; Rebecca
Ballou, Ed.D., Rockhurst University
Abstract: The use of literature to capture and engage a child’s attention
in the regular classroom has been used for many years to promote
learning and vocabulary growth. It is our hope that the implementation
of our favorite children’s books, paired with innovative therapy tech-
niques targeted at expressive and receptive language development,
convention program schedule ’10Continued from page 23
POSTER PRESENTATIONSPoster sessions are very popular at the Convention. This form ofpresentation seems to appeal to those who appreciate a less formal,interactive means of learning. To accommodate the large number ofquality submissions, we’ve scheduled two sessions allowing atten-dees to earn two hours of credit.
No need to pre-register. Walk-ins are welcome.
Saturday, April 17th – 7:30 a.m. - 8:30 a.m.(Presentations SP1 – SP33)Sunday, April 18th – 8:00 a.m. - 9:00 a.m.(Presentations PP1 – PP3 and SP34 – SP63)
2010 MSHA Pre-Convention Special – 25
auditory processing skills, and sound system disorders, can bring this
love of literature to those in our pull-out therapy sessions. The second
year students in my Listening, Language, and Literacy Elective Course
started out developing these lesson plans as an assignment, but
enjoyed it so much, that they decided that they would love to try to
take it to MSHA as a poster session to spread the enthusiasm that came
with deriving therapy sessions from their favorite childhood books!
Level of Instruction: Introductory
PP3 A Phenomenology of Teachers’ Perceptions on Teaching English Language LearnersCarlotta Kimble, Ph.D., University of Central Missouri
Abstract: This phenomenological study explored meanings in the teach-
ing experiences of early childhood teachers of English language learn-
ers and implications for culturally responsive teaching and student
learning. Participants were Missouri kindergarten and first grade teach-
ers with minimum 5 years experience who teach English language learn-
ers. Research questions explored (a) the essential meaning and struc-
ture of the teacher-English language learner relationship; (b) teachers’
attitudes about diversity; (c) teacher instructional practice; and (d) pre-
service education on intercultural diversity and educational cultural
attitude. The findings indicated teachers did not meet the cultural and
learning needs of ELL students.
Level of Instruction: Introductory
STUDENT POSTER PRESENTATIONS - Part ISaturday, April 17, 7:30 a.m. - 8:30 a.m.Learning outcomes for each session are posted on
MSHA’s Web Site at www.showmemsha.org.
SP1 Comparison of Language Development and FluencyAshley Dyer, B.S., Southeast Missouri State University
Abstract: The purpose of this study was to examine the relationship
between language development and fluency. In order to determine if a
significant relationship exists, the Language Environment Analysis
(LENA) results were analyzed to determine if there is a significant differ-
ence between the language skills of triplets, including two dysfluent par-
ticipants as compared to one fluent participant. LENA is the world’s
first automatic language collection and analysis tool which allows one
to easily collect, process, and analyze language development data for
children.
Level of Instruction: Intermediate
SP2 The Effects of Educational Kinesiology on Learning Disabled ChildrenAbigail Jones, B.S., Southeast Missouri State University
Abstract: The purpose of this research project was to implement an
educational kinesiology program adapted from the Bal-A-Vis-X and Brain
Gym programs to determine the effects on performance in cognitive
functioning tasks and overall improvement in learning ability. The
research was based on a between-subjects experimental design and
used educational kinesiology with 5 sixth-eighth-grade learning disabled
(LD) students; their achievement was compared to that of a control
group of 5 sixth-eighth-grade LD students who did not use educational
kinesiology. The performance of both groups was measured and com-
pared.
Level of Instruction: Intermediate
SP3 AAC and At Risk PopulationsAaron Doubet, M.A., Fontbonne University; Rebecca Somers, B.S.,
Fontbonne University
Abstract: The poster presentation will focus on the early use of
Augmentative Communication and Assistive Technology with those chil-
dren who are considered at risk for not developing verbal communica-
tion. Populations to be the focus of the presentation will consist of chil-
dren diagnosed with Autism Spectrum Disorder, Cerebral Palsy, and
Down Syndrome.
Level of Instruction: Introductory
SP4 Using Social Stories to Modify Behavior in a Child with Down SyndromeMelissa Eddy, B.S., Southeast Missouri State University
Abstract: Social Stories are short stories that are written specifically for
a certain child in order to teach appropriate behavior during a given
social situation. The subject is a 6-year-old boy with Down syndrome in
the first grade who participates in language therapy at a mainstream
school in southeast Missouri. The purpose of this project was to deter-
mine if Social Stories were effective in improving vocabulary acquisi-
tion, use of two word utterances, and following one-step directions.
The progress of language therapy along with Social Stories was com-
pared to the progress of language therapy without applying Social
Stories to language therapy.
Level of Instruction: Intermediate
SP5 Oropharyngeal Cancer Resulting from Human PapillomavirusEllen McNamara, B.S., Fontbonne University; Ashley Kreyling, B.S.,
Fontbonne University
Abstract: Cancers of the oropharynx have been extensively researched
by professionals in the field of speech-language pathology; however,
only recently has attention been paid to those cancers caused by
human papillomavirus (HPV). A review of available literature will be
used to raise awareness of the need for further research and patient
education regarding the prevalence, prevention, and treatment of HPV-
related cancer.
Level of Instruction: Introductory
SP6 Identification and Treatment of Dysphagia In A School SettingKelly Herbst, B.A., Fontbonne University
Abstract: In the last decade, several states have made an effort to
implement guidelines for serving students with dysphagia. This poster
will introduce new professionals to school-based swallowing evalua-
tions. This poster will include types of school-based dysphagia teams,
the process for school-based dysphagia qualification, and assessment
process for students with swallowing disorders.
Level of Instruction: Introductory
SP7 Rethinking Expressive Language in Down’s syndromeMelton Ellen, B.S., Fontbonne University; Sharon Powers, B.S.,
Fontbonne University
Abstract: Adolescents with Down syndrome typically have moderate to
severe expressive language abilities. Recent literature studies suggest
that expressive language skill do not plateau as previously thought, con-
tinuing to improve with specific speech and language intervention.
This poster will describe the techniques available to speech-language
pathologists to assist clients with Down syndrome develop skills in the
areas of vocabulary, syntax, topic maintenance and oral narrative skills.
Level of Instruction: Introductory
SP8 Development of Spelling Skills for Students Who Are Blind and Use BrailleMelanie Stinnett, B.S., Missouri State University
Abstract: The purpose of this study was to describe linguistic proper-
ties found in spellings produced by students with visual impairments
(VI) and compare these to spellings used by sighted peers. Student
spellings have traditionally been scored as correct or incorrect.
However, this study used a scoring system that is more sensitive to sub-
tle changes in smaller segments of words. This study provides pilot
data in an area not thoroughly researched. Information gained will pro-
vide insight into the nature of literacy acquisition for students with VI,
as well as provide evidence upon which to base assessment and
instructional procedures for this population.
Level of Instruction: Introductory
convention program schedule ’10
Continued on page 26
26 – 2010 MSHA Pre-Convention Special
SP9 Developmental Trends in Spelling and Reading Fluency in the Early Elementary YearsErin Thomas, B.S., Missouri State University
Abstract: RtI is the primary tool of No Child Left Behind for improving
education in the public schools. The purpose of this study was to
examine the usefulness of experimental measures of reading fluency
and spelling for documenting literacy development in early elementary
grades. The experimental measure of reading fluency used was based
on silent reading and group administration. The experimental spelling
assessment included tailored lists and a sensitive scoring matrix.
Administration occurred at the beginning and end of the fall semester
in Grades 1 through 3. Results regarding the ability of the measures to
adequately document progress will be presented.
Level of Instruction: Intermediate
SP10 Lee Silverman Voice Treatment Program (LSVT) and the Aging VoiceKaty Gift, B.S., Central Missouri State University
Abstract: The Lee Silverman Voice Treatment Program (LSVT) was uti-
lized to treat a seventy-two year old female exhibiting difficulty sustain-
ing sufficient loudness and not being heard in noisy situations. She
indicated her voice difficulties strongly affected her communication
abilities and she needed to use twice the normal vocal effort to speak.
The client exhibited vocal fold bowing, an increase in oral airflow dur-
ing voiced sounds, and reduced conversational loudness. The study
was completed to determine if the LSVT program would positively
affect the client’s symptoms, allowing her to maintain a desired loud-
ness level during conversation in a noisy environment.
Level of Instruction: Intermediate
SP11 Developmental Changes in Spelling and Reading FluencyAlyssa Watson, M.A., Missouri State University
Abstract: The purpose of this study was to examine the usefulness of
an experimental measure of reading fluency and an experimental metric
of spelling accuracy for documenting literacy development in the third
through fifth elementary grades. We used an experimental measure of
reading fluency based on silent reading and group administration. We
used a sensitive spelling measure to document accuracy in spelling
with varying degrees of linguistic complexity. Our experimental meas-
ures of reading fluency and spelling were administered at the beginning
and end of the fall semester. Results regarding the ability of the meas-
ures to adequately document progress will be presented.
Level of Instruction: Intermediate
SP12 Conversational Prompt Cards for Severe DysfluenciesMegan Safley, B.S., Truman State University
Abstract: The purpose of this study was to see if the use of conversa-
tional prompt cards would increase the number and complexity of mes-
sages used in conversation by a life-long fluency client. The client was a
60-year-old male who presented with severe dysfluencies. A multiple
baseline study across speakers was implemented to see if the client
would use these conversational prompt cards to generalize use when
speaking to different people. The speakers consisted of a familiar listen-
er, a semi-familiar listener, and an unfamiliar listener. The results and
clinical implications will be presented.
Level of Instruction: Introductory
SP13 Effectiveness of a computer program on the phoneme /z/Brittany O’Saben, B.S., Truman State University
Abstract: The purpose of this study was to see if the computer pro-
gram, Articulation II, was effective over multiple baselines (words,
phrases, sentences) on the acquisition and maintenance of the
phoneme /z/ in all positions of words. A 61 year-old male with mild
mental retardation participated in this study. Results and implications
will be presented.
Level of Instruction: Introductory
SP14 Cognitive Demands and the Written Discourse of Normal AdolescentsAshleigh Zumwalt, B.S., Fontbonne University
Abstract: Seventeen normal adolescents provided written discourse
samples in response to three picture stimuli with varying degrees of
complexity. Measures used were productivity (total number of commu-
nication units (CUs) per sentence), efficiency (average number of words
used to express each CU), global coherence (connectedness of ideas to
the overall topic), and local coherence (successive connectedness of
ideas to one another). Samples were divided into top and bottom
halves. Comparisons of the discourse measures for discourse samples
elicited by the three picture stimuli were made. The relationships
between the cognitive measures (working memory, and executive func-
tioning) and discourse performance were also investigated.
Level of Instruction: Introductory
SP15 The Four-Legged TherapistShelly Mendoza, B.A., Central Missouri State University
Abstract: George H. Mead theorized that the mind and sense of self
develop from social interactions through language and play (1934).
However, for some individuals, social interactions are affected by com-
munication disorders. This presentation explores an innovative
approach to eliciting speech productions through the use of Animal
Assisted Therapy, its history, current trends, and how animals, especial-
ly dogs may be utilized in speech-language therapy to motivate and elic-
it speech productions from clients of all ages and stages of life.
Level of Instruction: Introductory
SP16 Listening and Spoken Language Specialist (LSLS) CertificationKeenyn Rhodes, B.A., Fontbonne University
Abstract: In 2005 the Alexander Graham Bell Association for Listening
and Spoken Language established a certification process designed to
distinguish professionals who have extensive supervised practice in
auditory verbal therapy techniques and intensive continuing education
regarding the development of listening and spoken language in children
who are deaf or hard of hearing. This poster presentation will summa-
rize the LSLS certification process and explain its importance.
Level of Instruction: Introductory
SP17 Treatment Selection for Naming Disorders in AphasiaJanelle Webb, Undergraduate Student, Central Missouri State University
Abstract: Naming Disorders are the most prevalent language deficit
found among individuals with Aphasia; and because the disorder mani-
fests itself differently in each individual, selecting a treatment plan
resulting in improved naming becomes a difficult challenge. The intent
of this presentation is to discuss the prevalence and symptomatic
nature of naming disorders in individuals with Aphasia. Also, two dif-
ferent treatment programs, Hierarchical Complexity of Stimulus Items
and Copy and Recall Treatment, will be discussed in terms of a descrip-
tion of each treatment procedure and the evidence supporting the treat-
ment.
Level of Instruction: Intermediate
SP18 A Comparative Study of the Validity of Different Speech Rate MeasuresMaureen Darby, B.S., Missouri State University
Abstract: This study compared three methods of determining speech
rate, that is, syllables per minute, stressed vowels per minute and per-
ceptual ratings. Twelve normal speakers recorded monologues that
were subsequently analyzed to determine the validity of each of these
measures. Speech rate is typically measured by determining syllables
per minute. Perceptual ratings and measured speech rates were not
highly correlated. There was a close correlation between syllables per
minute and stressed vowels per minute; therefore, stressed vowels per
minute could replace syllables per minute for determining speech rate.
This opens the possibility for developing automated computerized
strategies for speech rate determination.
Level of Instruction: Intermediate
convention program schedule ’10Continued from page 25
2010 MSHA Pre-Convention Special – 27
SP19 Eating Behaviors in Individuals with Dementia: A Study on Quality of LifeElizabeth Rogers, B.S., Southeast Missouri State University
Abstract: The purpose of this study was to determine quality of life in
individuals with dementia based on their eating behaviors. Thirty par-
ticipants with mild to moderate dementia (ages, 60-90 years) were
observed during mealtimes at a local skilled nursing facility. Results of
the study indicated that eating and drinking behaviors were significant-
ly different amongst various groups of individuals with dementia. Also,
differences were noted across given food textures. Analysis of SWAL-
QoL results obtained from each participant further substantiated specif-
ic oral-preparatory stage problems evidenced by individuals with
dementia.
Level of Instruction: Intermediate
SP20 Utilizing CPAP in Treatment of HypernasalityShanna Plont, M.A., Central Missouri State University
Abstract: This presentation will give participants an opportunity to
learn about and discuss a treatment process for strengthening the
velopharyngeal system in clients with excessive hypernasality through
the utilization of continuous positive airway pressure, or CPAP. Based
on the research and methodology of Kuehn (1991, 1993, 2001), CPAP
was utilized to generate a resistive force for strengthening the muscles
responsible for velopharyngeal closure through the principles of exer-
cise physiology over an 8-week period. Discussion will include the eval-
uation of current evidence supporting the effectiveness of the treat-
ment.
Level of Instruction: Intermediate
SP21 Preventing the Misidentification of Culturally and Linguistically Diverse StudentsAndrea Mejia, B.A., Missouri State University
Abstract: It is important that culturally and linguistically diverse (CLD)
students not be over or under diagnosed for speech-language disorders
because professionals lack adequate knowledge regarding CLD stu-
dents. The goal of this presentation is to review information on the lan-
guage acquisition of children who are culturally and linguistically
diverse and best practices for working with these children.
Presentations created to provide information to educators and pre-edu-
cators will be discussed. In addition, individuals who attended these
presentations were asked to provide feedback regarding on the material
presented and their feedback will be shared.
Level of Instruction: Introductory
SP22 The Benefits of Interactive Storybook Reading and Storytelling in PreschoolersLainee Sybert, B.S., Missouri State University
Abstract: Interactive storybook reading is a well known tool for story
time in the preschool classroom. Storytelling, however, may not be as
frequently used, but can also be a beneficial learning tool. The purpose
of this project is to describe both interactive storybook reading and
storytelling and to demonstrate the benefits of using both in the pre-
school classroom. This project will also give you ideas and resources
to enhance story time through story book reading and storytelling to
help your students become better readers, writers, and narrators.
Level of Instruction: Introductory
SP23 Decreasing Inappropriate Loudness Using Visual BiofeedbackSara Hines, B.A., Truman State University
Abstract: The purpose of this study was to determine if visual biofeed-
back aided in reducing the vocal amplitude in a subject with a hearing
loss. An ABA withdrawal study was conducted, measuring the amount
of vocal inadequacies each session (how many times the client spoke
too loud). A 53 year old adult male aural rehabilitation client participat-
ed in this study. Results and implications will be presented.
Level of Instruction: Introductory
SP24 Comparison of Prosody Training and Articulatory Cueing in Adult Apraxia of Speech: A Case StudyVictoria Forester, B.S., Southeast Missouri State University
Abstract: The purpose of this retrospective single-subject study was to
compare the outcomes of two treatment approaches (prosody training
method and articulatory cueing) in a 57-year old female with acquired
apraxia of speech and left CVA. The participant engaged in five treat-
ment sessions focused on production of bisyllabic words, trisyllabic
words, and phrase stimuli for each treatment method. Significant differ-
ences in speech intelligibility and generalization scores were not noted
between the two treatment approaches; however, a significant differ-
ence was present regarding phonetic deviations between and within
approaches as well as generalization scores for words versus phrase
stimuli within each treatment approach.
Level of Instruction: Intermediate
SP25 Children’s Literature In TherapyJamie Chamness, B.S., Fontbonne University; Katie Tucek, B.S.,
Fontbonne University
Abstract: This poster presentation will describe how to use children’s
literature to promote language and literacy skills among preschoolers
and adolescents. Using literature as a tool in language therapy can ben-
efit the development of phonology, semantics, syntax, pragmatics, and
cognition. Examples of lesson plans will be utilized to demonstrate how
to design therapy around the book.
Level of Instruction: Introductory
SP26 Low Socio-Economic Status, Hearing Loss, and Access to ServicesMargaret Ebeling, B.A., Fontbonne University; Jennifer Van Horn, B.A.,
Fontbonne University
Abstract: This poster session will address the high incidence of hearing
loss in children of low socio-economic status (LSES). It is imperative
for professionals to understand this co-occurrence and implement
strategies to maximize outcomes for these children. Positive outcomes
for children with hearing loss are dependent upon access to appropri-
ate technology and high quality early intervention services. It is impor-
tant for professionals to help LSES families access these services by act-
ing as a link between families and the technology, funding and programs
necessary to help their children succeed.
Level of Instruction: Introductory
SP27 Family Matters: Communication Development of Children with Hearing LossTiffany Lekas, B.A., Fontbonne University
Abstract: This poster session focuses on family factors that affect com-
munication development of children who are deaf/hard of hearing.
Research has shown that several family factors are vital for communica-
tion development for both hearing and non-hearing children. A review
of several studies from the past 20 years, a parent interview, and web
findings revealed seven key factors relating to the family that come up
time and again. These include: mother’s self advocacy and self-efficacy,
family’s ability to adapt to child’s deafness, social support for the fami-
ly, presence of the father, high expectations of children, commitment to
the family, and family involvement.
Level of Instruction: Introductory
SP28 Clinical Preparation for SLP Graduate StudentsAllison Slone, B.S., Missouri State University
Abstract: A survey was conducted of SLP graduate students to deter-
mine their main concerns as they prepared for their first client as a
graduate student. Based on feedback from this survey, additional
resources were provided for incoming SLP graduate students as they
prepared for their first client. These students were surveyed on the
effectiveness of the resources provided to determine what was helpful
and what areas needed improvement. This poster session will highlight
convention program schedule ’10
Continued on page 28
28 – 2010 MSHA Pre-Convention Special
the findings from each survey as well as the resources used, discussing
the primary needs of SLP graduate students as they prepare for work
with their first client.
Level of Instruction: Introductory
SP29 The Impact of Hearing Loss on SiblingsMeghan Wolf, B.S., Fontbonne University; Erin Walker, B.S.,
Fontbonne University
Abstract: This poster will describe how hearing siblings are affected as
a result of having a child with hearing loss in the family. The various
emotions that are associated with having a sibling who is deaf or hard
of hearing will be explained. Both the positive and negative impacts
this has on siblings of a child with hearing loss will be explored.
Recommendations and strategies for parents of children with hearing
loss and professionals working with these children will be referenced.
Level of Instruction: Introductory
SP30 SLP Role in Effective Mainstreaming of Children with Cochlear ImplantsRobyn Huber, B.S., Fontbonne University; Jessica Gilham, B.S.,
Fontbonne University
Abstract: When working with children with cochlear implants in an
inclusive setting, the speech-language pathologist should be prepared
to collaborate with the child’s family, teachers, and other students.
This poster will inform on the effectiveness of inclusion in the child’s
social and academic success and how these are equally important to
his overall performance in school. In addition, it will identify the advan-
tages and disadvantages of a push-in versus a pull-out model for inter-
vention. The poster will provide strategies for regular communication
with the parents and teachers to collaborate effectively and to promote
the student’s success.
Level of Instruction: Intermediate
SP31 Dialogic Reading Strategies for Clinicians, Parents, and TeachersJordan Liesemeyer, B.S., Missouri State University
Abstract: The purpose of this project was to develop handouts and
resources to assist in the implementation of dialogic reading. Materials
created include a handout featuring examples of dialogic reading strate-
gies as well as phonological awareness, and print awareness/letter
knowledge activities for selected books. In addition, the project
includes a list of articles that provide information on emergent literacy
as well as strategies for reviewing and discussing these articles with
student clinicians. Finally, the project provides resources and materials
for assisting parents in incorporating dialogic reading strategies into
their shared storybook reading activities.
Level of Instruction: Introductory
SP32 Emergent Literacy: Creating Literacy Rich EnvironmentsKimberly Freeman, B.S., Missouri State University
Abstract: The purpose of this project was to provide parents, educators
and clinicians with a comprehensive guide on emergent literacy assess-
ment and intervention including formal and informal assessments and
provide assessment and intervention ideas for many early literacy skills
that have found to be important in the reading success of children. In
addition, multiple resources and activities from internet websites, jour-
nal articles and books are provided to help in early literacy intervention
and in creating a literacy rich environment.
Level of Instruction: Introductory
SP33 What Are The Degrees of Awareness and Knowledge of TheFluency Disorders Cluttering and/or Stuttering In Latin America CountriesAnd What Cultural Attitudes, If Any, Are Present Toward Those WhoClutter and/or Stutter?Christina Wilkerson, B.S., Missouri State University
Abstract: Purpose of the research was to discover the levels of aware-
ness and knowledge of the fluency disorder “Cluttering” in Latin
American countries. An additional component was to determine the
multicultural aspects of cluttering within those countries. Methods
included translation of a Public Opinion Survey of Human Attributes-
Experimental Edition into Spanish with a distribution targeted for a vari-
ety of Latin American countries’ universities and the general populace.
The survey contained lay definitions of the fluency disorders cluttering
and stuttering. The survey requested demographic information and
whether or not they knew anyone who cluttered or stuttered or they
themselves cluttered or stuttered.
Level of Instruction: Intermediate
STUDENT POSTER PRESENTATIONS - Part IISunday, April 18, 8:00 a.m. - 9:00 a.m.Learning outcomes for each session are posted on
MSHA’s Web Site at www.showmemsha.org.
SP34 Semantic Category Learning over Time in Children with SLI and PeersJessica Colwell, University of Missouri-Columbia
Abstract: One type of partial word knowledge children develop in learn-
ing the meanings of words is knowledge of the semantic category (e.g.,
action word vs. object word). When children encounter unfamiliar
words in text, both the context and the orthographic form of the word
can provide clues as to its category. The purpose of this study was to
compare children with specific language impairment to age- and gender-
matched peers in their semantic category learning over time, and to
examine whether orthographic cues assist the children to arriving at
decisions about the semantic category.
Level of Instruction: Intermediate
SP35 Orthographic Word Learning over Time in Children with SLI and PeersMargaret Miller, University of Missouri-Columbia
Abstract: Children with specific language impairment (SLI) have been
observed to show some difficulty in accruing lexical knowledge com-
pared to their peers. The purpose of the present study was to compare
SLI children’s knowledge of the orthographic form, given multiple expo-
sures over time, to that of their age- and gender-matched peers.
Children read stories containing unfamiliar words three times; ortho-
graphic knowledge was assessed at pretest, after each of the three
exposures to the words, and two days later. Findings revealed different
patterns of knowledge growth over time. Research and clinical implica-
tions will be presented.
Level of Instruction: Intermediate
SP36 Musical Activities for Phonological Awareness SkillsSusan Eberly, B.S., Truman State University
Abstract: The purpose of this research was to determine the effect of
musical activities on phonological awareness skills. A Multiple Baseline
Across Behaviors Design was implemented with a five-year, six-month-
old female phonology client to determine if the use of musical activities
would increase her percent accuracies of syllabification, detection of
rhyme, and production of rhyme. The use of a rhythm instrument, such
as a drum, was used in syllabification activities to increase percent
accuracies. The use of songs containing rhyming lines and the songs’
corresponding books were used to increase rhyming skills. Results and
implications will be presented.
Level of Instruction: Introductory
SP37 Adult and Peer Responses to Stuttered and Fluent Speech in TripletsCasey Peters, B.S., Southeast Missouri State University
Abstract: The purpose of this study was to directly explore the social
impact of the stuttered and fluent speech of preschoolers in various sit-
uations, at home and in the preschool setting. The participants were
convention program schedule ’10Continued from page 27
2010 MSHA Pre-Convention Special – 29
three-year-old triplets. Two participants currently stuttered, and one
participant was normally fluent. The researcher utilized Language
Environment Analysis (LENA Pro) devices to collect continuous speech
data from the participants and the adults and peers with whom they
interacted. The researcher evaluated all responses which the partici-
pants received from the adults and peers with whom they interacted,
and whether or not specific stuttering characteristics elicited negative
responses.
Level of Instruction: Intermediate
SP38 Reinforcing Conversational Repair with Token ReinforcementKaycee Lukach, B.A., Truman State University
Abstract: Using a changing criterion design, I worked with an adult male
client being seen for aural rehabilitation on his use of conversational
repair strategies. The purpose was to use token reinforcement to
increase his use of conversational repair strategies when a communica-
tion breakdown occurred. Results and implications will be presented.
Level of Instruction: Introductory
SP39 Effects of Memory/Attention Tasks on Name Recall in DementiaJessica Frerking, B.S., Missouri State University; Marianne Reichert, B.S.,
Missouri State University
Abstract: Dementia describes the breakdown of cognitive processes
later in life that results in greater impairment than what is seen from
normal aging processes. Individuals with dementia exhibit deficits in
communication skills, and an inability to recall names is especially dis-
ruptive for communication. In these studies, the effects of various tasks
on name-recall abilities in individuals with dementia are examined.
Across seven sessions, six individuals with dementia completed an
attention task, a memory task, or a combined attention-memory task
before recalling names of individuals in pictures. A single-subject multi-
ple baseline design was utilized to isolate effects of different conditions.
Level of Instruction: Intermediate
SP40 Speech Pathology in Costa RicaMandy Sullivan, B.S., Fontbonne University; Emily Dalton, B.S., Fontbonne
University
Abstract: In March 2009, speech-language pathology faculty and gradu-
ate students from Fontbonne University initiated a project, Socios, to
support the needs of children with hearing loss living in San Jose, Costa
Rica. The students and faculty members collaborated with audiologists,
deaf educators, and speech-language pathologists in San Jose to evalu-
ate the current services available. The project included obtaining hear-
ing loss in Costa Rica. Professionals and students from both Costa Rica
and Fontbonne University will continue to collaborate in order to sup-
port the development of services.
Level of Instruction: Introductory
SP41 Improving Sound - Symbol Knowledge in AphasiaCara Stanley, B.S., Truman State University
Abstract: A single subject study was implemented to determine the
effect of repetition of word-initial phonemes on retention of phonics
skills in an adult with Aphasia and Apraxia. A multiple baseline design
across tasks was used. The subject was a 65-year-old male who had a
left hemisphere CVA in November of 2007. The independent variable in
this study was the repetition of word-initial phonemes. The dependent
variable was the number of correct phoneme productions when pre-
sented with a grapheme. The results and implications will be presented.
Level of Instruction: Introductory
SP42 A Review of Social Skill Treatment Approaches for Children with AutismBeth Stachecki, B.S., Fontbonne University
Abstract: Children with Autism Spectrum Disorder (ASD) are often char-
acterized as having deficits in the social use of language. This impair-
ment can result in reduced attempts to communicate or respond to per-
sons in the child’s environment. Because this impacts their ability to
participate in a classroom setting, SLPs typically target these behaviors
during treatment. Several treatment approaches addressing social skills
have recently emerged in the literature that appears to have positive
outcomes for children with ASD. The purpose of this presentation is to
compare/contrast four of these commonly used approaches, including
social stories, video modeling, pivotal response training, and peer-medi-
ated interventions.
Level of Introduction: Introductory
SP43 Development of a Learning Assessment for Individuals withAsperger’s SyndromeJehna Hart, B.A., Central Missouri State University
Abstract: The purpose of this project is to develop a tool to examine
learning styles of individuals with Asperger’s syndrome. Interviews will
be conducted with three individuals with diagnoses of Asperger’s syn-
drome who are identified as having the three types of “thinking” theo-
rized by Temple Grandin. The three participants will be given the “How
Do You Think?” survey. The survey will be modified based on the inter-
views and will be given to approximately 20 participants ranging in age
14-29. These participants will be asked to complete the survey again in
no less than six weeks to determine reliability of the survey.
Level of Introduction: Intermediate
SP44 Visual Bio-feedback to Increase Loudness in an ESL ChildKatie Sloan, B.A., Truman State University
Abstract An interaction deletion design was used to assess the treat-
ment package of visual bio-feedback and social cues to increase the
vocal loudness in English as a second language twelve-year-old client.
The purpose of this study was to determine the effectiveness of the
visual bio-feedback in increasing vocal loudness during conversational
speech. The results and implications will be presented and discussed.
Level of Instruction: Introductory
SP45 Building Pronoun Use in Structured and Unstructured ActivitiesKatie Nevins, B.S., Truman State University
Abstract: Multiple baseline design across productions of “he,” “she,”
and “they.” The purpose is to see if the number of productions increas-
es in an unstructured activity after treatment in a structured activity.
Results and implications will be presented. The client is a six-year-old
female with Downs.
Level of Instruction: Introductory
SP46 Using a Stop-Watch Incentive for Oral Reading FluencyLaura Winkelman, B.A., Truman State University
Abstract: The purpose of the study was to determine the effectiveness
of using a stopwatch with the Read Naturally Program to increase oral
reading fluency. An interaction deletion design was used. The independ-
ent variable of the study was the use of a stopwatch and the dependent
variables of the study were the cold readings and the practiced read-
ings. A nine-year-old client who presented with a language/literacy dis-
order participated. Results and implications will be presented.
Level of Instruction: Introductory
SP47 Client-Facilitated Prosodic Intervention for an Individual with Chronic TBIBrooke Howlett, B.S., Southeast Missouri State University
Abstract: The purpose of this study was to determine how a client-facil-
itated therapy program, conducted through the use of self recorded
song-singing and repetition of stimulus sentences with various intona-
tion patterns, would affect prosodic impairment in an individual with
head trauma. The rationale for designing this as a client-facilitated pro-
gram is the need for chronic TBI individuals who are in the plateau
phase of recovery to be situated in their natural environment and hope-
fully elicit a more smooth generalization of appropriate prosody in
other social situations.
Level of Instruction: Introductory
convention program schedule ’10
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30 – 2010 MSHA Pre-Convention Special
SP48 An Analysis of Verbal Output of an Infant with Beckwith-Wiedemann SyndromeSara Ziegler, B.S., Southeast Missouri State University
Abstract: Beckwith-Wiedemann syndrome (BWS) is a genetic disorder
that is characterized by abdominal wall defects, gigantism, and
macroglossia. The purpose of this study was to collect and analyze the
verbal output of an infant with BWS, and compare this data to that of a
typically developing age and gender control. This study also examines
the effectiveness of using the Language Environment Analysis (LENA
Pro) system to collect and analyze the verbal output of infants in their
natural environment.
Level of Instruction: Introductory
SP49 Identifying and Managing Dysphagia Following Head and Neck CancerMichelle Reale, B.S., Fontbonne University
Abstract: Individuals who have been treated for head and neck cancer
often experience swallowing difficulties due to the measures taken to
manage their cancerous growth(s). To better serve these clients the
speech pathologist needs to have a thorough understanding of the
anatomical structures of swallowing, the treatment methods used to
remediate cancer, the complications that can arise after treatment
affecting the swallow, and the different therapeutic techniques used to
manage dysphagia. This presentation will provide a summary of what
causes dysphagia and how to treat a client who is experiencing swal-
lowing problems due to head and neck cancer.
Level of Instruction: Intermediate
SP50 Tuned In To Learning As Social-Emotional Intervention In ASD ChildrenAdam Glueck, B.S., Southeast Missouri State University
Abstract: Children on the autism spectrum often have difficulties under-
standing their communication partner’s nonverbal or verbal social and
emotional cues. These pragmatic difficulties can lead to breakdowns in
communication and its effectiveness. The purpose of this study is to
determine the effectiveness of the Tuned in to learning. Volume 1: Social
skills & pragmatics for autism and related needs (Lazaar & Jensen,
2005) as intervention on the social-emotional abilities of children on the
autism spectrum. Tuned in to learning’s effectiveness will then be meas-
ured using a pre-test, intervention, post-test model utilizing the Social
Emotional Evaluation, S.E.E. (Wiig, 2008) to determine effectiveness.
Level of Instruction: Introductory
SP51 Developmental Trends In Spelling And Reading Fluency In Mid-Elementary School Grades 2-4.Jehna Hart, B.A., Missouri State University
Abstract: Professionals need more optimal literacy measures that docu-
ment developmental change. Response to intervention requires docu-
mentation of student progress to make intervention decisions that max-
imize student performance. There is a need for optimal measures of lit-
eracy that are more sensitive to developmental change. This presenta-
tion describes the results of a study in which two experimental literacy
measures were used to determine whether they were equally or more
sensitive to developmental change in children in mid-elementary grades
2 through 4.
Level of Instruction: Intermediate
SP52 Using Visual Biofeedback to Reinforce Easy Onset in an Adult Fluency ClientKatie Joyner, B.S., Truman State University
Abstract: This single subject interaction addition, multiple baselines
over varying conversational situations study, shows the relationship of
using visual biofeedback in treatment to reinforce easy onset in an adult
client. The subject was a 20 year-old male who displayed a moderate
fluency disorder characterized by blocks and repetitions. Visual
biofeedback was provided using amplitude tracings while the client pro-
duced various utterances on the Visi-Pitch. The visual biofeedback was
used in treatment to decrease the client’s number of disfluencies while
in unstructured face to face conversation with the clinician, an unfamil-
iar partner, and while speaking on the phone with an unfamiliar listener.
Level of Instruction: Introductory
SP53 Using Gesture Cues to Establish Speech SoundsAmy Wegscheid, B.S., Truman State University
Abstract: The purpose of this study was to determine whether using
gesture cues to teach speech sounds to a preschool client with little
expressive vocabulary would enhance the client’s productions of indi-
vidual speech sounds. An ABAB withdrawal design was used with two
dependent variables. The study focused on the number of imitative
productions and the number of spontaneous productions when gesture
cues were used and when they were withdrawn. Results and implica-
tions will be presented and discussed.
Level of Instruction: Introductory
SP54 Vocal Cord Dysfunction in Collegiate AthletesHailee Elmore, St. Louis University
Abstract: A surprising number of athletes exhibit respiratory distress
with physical exertion. Various diagnoses have been associated with
this distress including exercise induced and exertion asthma.
Sometimes the condition is vocal cord dysfunction (VCD). VCD occurs
when the vocal fold adduct during inhalation, resulting in difficult
breathing. This study surveyed Atlantic Ten Conference athletic train-
ers related to their education and awareness of VCD characteristics,
assessments, and treatment along with the prevalence of its occurrence
among their athletes. Results of the survey indicate a range in VCD
education, awareness and treatment techniques among athletic train-
ers. The desired role of the speech-language pathologist in the educa-
tion of athletic trainers in issues related to VCD is presented.
Level of Instruction: Intermediate
SP55 Service-Learning in Graduate Level AAC CoursesDanielle Reed, B.S., Missouri State University
Abstract: Service-Learning is a course component more frequently uti-
lized in Augmentative and Alternative Communication (AAC) courses at
the graduate level. This project will provide information on AAC related
courses at various universities that have utilized service-learning as
part of the course requirement. The poster will describe service learn-
ing activities that have involved students working in small groups with
individuals and their families in developing augmented resources, pro-
gramming devices, or other materials as well as describe a service
learning project where graduate students were paired with speech-lan-
guage pathologists. Finally, student feedback regarding the perceived
benefits of service learning will be presented.
Level of Instruction: Intermediate
SP56 iPod Usage and It’s Effects Upon HearingLauren Mosley, Truman State University; Danielle Hagemann,
Truman State University
Abstract: The purpose of this project is to demonstrate and measure
the effects that loud music has upon hearing sensitivity. It will also
show if further education is needed on campus regarding hearing
preservation and protection. We completed research at Truman State
University by surveying students about their iPod usage and their per-
ceptions of noise level and intensity. We then further tested randomly
selected participants to undergo testing using the Audiology booth and
sound field testing to measure the student’s ability to correctly identify
sentences played at increasing dB levels, not exceeding 80dB.
Level of Instruction: Introductory
SP57 Behcet’s Syndrome: A Case ReportSarah Schaefer, B.S., Southeast Missouri State University
Abstract: Behcet’s syndrome is a rare autoimmune, multisystem inflam-
matory disorder that presents with cardinal signs of oral ulcerations,
vasculitis, stiffness of muscles/joints, and swelling of the eyes. Focal
convention program schedule ’10Continued from page 29
2010 MSHA Pre-Convention Special – 31
neurological symptoms related to damage of the cranial nerves are also
noted. A case report will be discussed to explore the nature of voice
disorders, dysarthria, and swallowing issues in Behcet’s syndrome.
Findings from the systematic review of literature to will be presented
and management options will be discussed.
Level of Instruction: Introductory
SP58 Effect of MIT on Production of Functional PhrasesAngie McGinnis, B.A., Truman State University
Abstract: The purpose of the study was to determine whether melodic
intonation therapy would have an effect on the production of functional
phrases by a 62-year-old male client who presented with Broca‘s
Aphasia and Apraxia of Speech. A multiple baseline treatment design
across three stimuli was implemented with a single subject. The adult
client produced five different functional phrases in each stimulus, and
the number of syllables produced in each phrase by the client was
counted and graphed. Results and implications will be presented.
Level of Instruction: Introductory
SP59 Pitch Matching as a Function of Timbre and DurationJori Tarjan, St. Louis University
Abstract: Vocal pitch-matching is a skill required for ensemble singing.
A cappella singers must be able to match pitch with only a brief instru-
mental cue. Pitch cueing instruments have unique spectral characteris-
tics, or timbre. This study examined the impact of cueing stimuli on
pitch-matching effectiveness. Results indicated that both timbre and
duration had an impact on pitch-matching accuracy. Findings suggest
that ensemble directors as well as speech-language clinicians should con-
sider the type of elicitation cue employed in pitch-matching activities.
Although these results are of interest to ensemble directors, implications
related to pitch matching elicitation does related to voice therapy.
Level of Instruction: Intermediate
SP60 Management of Exercise-Induced Vocal Cord DysfunctionNicholas Campbell, B.S., Southeast Missouri State University;
Laura Dabney, B.S., Southeast Missouri State University
Abstract: Exercise-Induced Vocal Cord Dysfunction (EI-VCD) is charac-
terized by an “inappropriate closure of the vocal folds upon inspiration
resulting in stridor, dyspnea, and shortness of breath (SOB) during
strenuous activity” (Matthers-Schmidt, 2001; Sandage et al, 2004) and,
typically, individuals with EI-VCD are nonresponsive to asthma medica-
tions. EI-VCD profiles are well documented in athletes. The purpose of
this study was to present evidence-based treatment options for EI-VCD
drawn from a systematic review of literature. Four case reports of
young athletes were presented to discuss resolution of symptoms dur-
ing the acute phases of the VCD attack and long term clinical manage-
ment options.
Level of Instruction: Intermediate
SP61 The Voice of ConcernChristine Meyer, B.A., Fontbonne University
Abstract: School children with voice disorders have been described as
an underserved population. There are many practical reasons to
account for this. However, there are also compelling reasons for the
importance of appropriately preventing, diagnosing, treating and mak-
ing referrals for school children’s voice disorders, which may be indica-
tive of concurrent behavior problems, abuse, and/or other health con-
cerns, some of which may even be potentially fatal. This poster
describes these issues and explores some school-based prevention,
diagnosis and treatment options shown to be efficient and effective.
Level of Instruction: Introductory
SP62 Beliefs, Barriers, & Beyond: SLP and Teacher CollaborationKristen Van Dillen, St. Louis University
Abstract: Collaboration between school-based SLPs and elementary
education teachers is recommended in order to provide the highest
level of intervention for children with language impairments (LI).
Collaboration allows children with LI to connect language goals and
strategies with the curriculum and their everyday classroom activities.
Effective collaboration is especially relevant in the area of reading
instruction. In this qualitative study, teacher and SLP interviews were
analyzed to gain insight into the current level and type of collaboration,
obstacles to collaboration, and supports needed to allow collaboration
between teachers and SLPs in the area of reading instruction.
Level of Instruction: Intermediate
SP63 Comfort Level of School SLPs With Traumatic Brain Injury CaseloadsKelli Downey, St. Louis University
Abstract: There are approximately 475,000 traumatic brain injuries
(TBI) yearly among children 0-14. Despite the high incidence, there is
inconsistent training in education programs concerning TBI. This study
used an anonymous survey distributed to school speech language
pathologists in a large suburban school district in Missouri to assess
their knowledge and perceived competence in providing diagnostic and
intervention services for their TBI caseloads. These results can be
used to inform speech pathology education programs and continuing
education providers of the possible need for further training in this area
for speech-language pathologists.
Level of Instruction: Intermediate
STUDENT TECHNICAL SESSIONS - Part IFriday, April 16, 1:15 p.m. - 3:15 p.m.Learning outcomes for each session are posted on
MSHA’s Web Site at www.showmemsha.org.
ST1 The Dialect is Just a Difference: Speech Language Pathologists andIssues Assessing African American Vernacular EnglishJade Hicks, Truman State University
Abstract: Speech-Language Pathologists (SLPs) who lack experience
with African American Vernacular English (AAVE) dialect may be at risk
for misdiagnosing clients who speak the dialect. This study explored
whether increased exposure to clients who speak AAVE affected the
transcription skills of graduate level Communication Disorders stu-
dents. Participants listened to an audio recorded AAVE speech sample
and transcribed the speech sample using the International Phonetic
Alphabet and appropriate diacritics. Results revealed that graduate stu-
dents receiving training in rural northeast Missouri were more accurate
in their transcriptions than those receiving training in Kansas City,
Missouri.
Level of Instruction: Introductory
ST2 Qualities of Volunteerism and the Relation to Effective CommunicationMelanie Stinnet, B.S., Missouri State University; Kimberly Freeman, B.S.,
Missouri State University; Mallory Mahon, B.S., Missouri State University
Abstract: The purpose of this presentation is to inspire volunteering in
tough economic times through viewing the thoughts of typical commu-
nicators and communicators with Traumatic Brain Injury. Leading the
presentation Kimberly and Melanie will share their experiences with
volunteering and the impact volunteering can have on the community.
A short video will follow that displays the thoughts and ideas of volun-
teering from the Traumatic Brain Injury Support Group at the Speech-
Language and Hearing Clinic at Missouri State University. The audience
will have the opportunity to capture the essence and heart of communi-
cation through this significant topic of volunteering.
Level of Instruction: Advanced
ST3 What is the Relationship Between Challenging Behavior and Communication?Kendra Billinger, B.A., Rockhurst University; Carol Koch, Ed.D.,
Rockhurst University
Abstract: Individuals diagnosed with
autism and other developmental disorders
convention program schedule ’10
Continued on page 32
32 – 2010 MSHA Pre-Convention Special
Handouts on the WebHandouts will be posted from those presenters who wish to
take advantage of this offer beginning February 20, 2010.
Go to the MSHA Web Site at www.showmemsha.org and
get a head start on getting your copies!
may demonstrate behaviors to communicate their wants and needs.
Through functional communication training adverse behaviors can be
decreased, and an increase in appropriate communication can occur.
The purpose of this study was to analyze data gathered during two con-
currently implemented but separate programs for behavior and commu-
nication. Results and implications will be discussed.
Level of Instruction: Intermediate
ST4 Behavior and Communication: What’s the Connection?Kristen McPharlin, B.A., Central Missouri State University
Abstract: Children with autism and other developmental delays may
demonstrate challenging behaviors as a means to communicate due to
speech and language deficits. These adverse behaviors take many
forms and serve multiple functions such as obtaining needs and wants.
This study examined the relationship between an individual’s demon-
stration of challenging behaviors and their communication. Analysis of
the data gathered during implementation of the behavior protocol and
speech and language treatment progression over time within the same
time frame will provide a detailed explanation. Additionally, a factor
that may influence implementing functional communication training
(FCT) as a treatment strategy to address challenging behaviors is dis-
cussed.
Level of Instruction: Intermediate
ST5 Phonetic Inventory for Children 15-30 Months of Age: A Pilot StudyAlisha Burkhart, B.S., Rockhurst University; Stephanie Stull, B.S.,
Rockhurst University; Lauren McGurn, B.S., Rockhurst University;
Kristen McPharlin, B.A., Rockhurst University; Katie Mader, B.S.,
Rockhurst University; Denise Elizondo, Rockhurst University
Abstract: With increased awareness of the importance and efficacy of
early intervention, speech-language pathologists have been evaluating
the articulatory skills of children under 3 years of age. A challenge that
is faced by SLPs providing services to children younger than 3 years
with possible speech sound disorders is the lack of norms for this age
range. Most SLPs refer to studies completed in the early 1970s for
norm-referenced guidelines for this young population. Additionally, the
studies examined children’s productions of single-word, picture-naming
responses. Therefore, this pilot study proposes to contribute to the
knowledge of early phonological development through analysis of spon-
taneous, conversational interactions of young children.
Level of Instruction: Introductory
ST6 The Use, Knowledge and Perceptions of African-American Vernacular English: A Study RevisitedJade Hicks, Truman State University; Jordan Gribble,
Truman State University
Abstract: We revisited a 1999 study that focused on the perceptions,
knowledge and reported use of African American Vernacular English
(AAVE) by Caucasian and African American students and faculty. The
past study showed Caucasian students and faculty to have low aware-
ness of AAVE features and negative perceptions of the dialect. African
American participants reported feelings of AAVE being viewed negative-
ly by academia. For the present study, the participants completed ques-
tionnaires similar to the ones completed in 1999. Comparative analysis
of the past and present studies revealed information pertinent to pres-
ent views of non Standard dialects by majority and minority groups.
Level of Instruction: Introductory
D10 - STUDENT TECHNICAL SESSIONS - Part IIFriday, April 16, 4:00 p.m. - 5:00 p.m.Learning outcomes for each session are posted on
MSHA’s Web Site at www.showmemsha.org.
ST7 Music Performance Majors’ Perceptions Of Their HearingSusan Cheung, Truman State University; Laura Greaver,
Truman State University
Abstract: The purpose of this project was to compare and contrast
Truman State University performing music majors’ perception of their
hearing and their actual hearing levels. Musicians are exposed to poten-
tially harmful noise levels which can put them at risk for noise-induced
hearing loss (NIHL). This project surveyed music performance majors
about their backgrounds, frequency of exposure to loud noise, and pre-
ventative measures used. Their hearing thresholds were then assessed
and analyzed in comparison to their initial responses to the survey.
Level of Instruction: Introductory
ST8 Effects of Systematic Literacy Instruction For Two Individuals With Complex Communication NeedsKendra Billinger, B.A., Rockhurst University; Kristina Collsen, B.S.,
Rockhurst University; Aileen Rowan, B.S., Rockhurst University;
Rachel Rusinak, B.S., Rockhurst University
Abstract: Individuals who use augmentative and alternative communi-
cation (AAC) often struggle to attain functional literacy skills. The pur-
pose of this study was to identify the literacy strengths and challenges
in individuals with developmental disorders who use AAC for communi-
cation. Specific interventions were then developed and focused on the
participant’s areas of need including phonemic segmentation, synthesis,
manipulation, and letter-sound identification skills. Tasks that tradition-
ally require verbal responses were adapted to allow for response via
nonverbal means. Results and implications for serving this population
will be discussed.
Level of Instruction: Intermediate
ST9 Survey of School-based SLP Oral Peripheral Exam PracticesKimberly Abts, Truman State University; Samantha Weatherford,
Truman State University
Abstract: School-based clinicians in Missouri were surveyed with
regard to oral peripheral examination practices. The survey asked
about SLP’s training, caseload, and regular administration of oral
peripheral exams. Respondents were asked to rate the importance of
oral peripheral examinations and their clinical value. Results and impli-
cations of the survey will be presented.
Level of Instruction: Introductory
convention program schedule ’10Continued from page 31
As You Navigate to the Convention,Stop by the Registration Desk and Get Your Attendee Boarding Pass!Your Boarding Pass Includes Your Convention Confirmation and Name Badge.
Important Note:You will NOT Receive Your Confirmation and Name Badge via Mail This Year. It Will be ONSITE Awaiting Your Arrival!!!
2010 MSHA Pre-Convention Special – 33
Sessions by TopicThis listing does not include student poster submissions, professional poster submissions, or student technical sessions
AACD2 - Learn about MoAT’s Device Loan Program and Funding Options
Tracy LaFollette, Eileen Belton, Friday 12:00 p.m. – 1:00 p.m.
D5 - Assistive Technology for All AgesMichelle Wheeler, Shawna Dunnaway, Friday 1:15 p.m. – 3:15 p.m.
D12 - Assistive Technology: Changing Lives One at a TimeNancy Montgomery, David Baker, Kelli Chop, Saturday 8:00 a.m.-10:00 a.m.
B5 - Making AAC Decisions for Clients with Aphasia Using the AAC-Aphasia
Joanne Lasker, Saturday 9:15 a.m. – 12:15 p.m.
C18 - It’s Showtime! Fontbonne University’s AAC Theatre CampGale Rice, Carmen Russell, Richard Lewis, Saturday 4:00 p.m. – 5:00 p.m.
C25 - AAC: Practical Information and ResourcesLisa Proctor, Nadine James, Sunday 10:15 a.m. – 12:15 p.m.
D34 - Tools to Support Successful Implementation of AACCarrie Jesse, Bethany Loe, Holly Schneider, Sunday 11:30 a.m. – 12:30 p.m.
Adults� Adult - Cognitive
B3 - Treating Cognition in Low Level PatientsTori Sisson, Saturday 8:00 a.m. – 9:00 a.m.
� Adult - Dysphagia
DI - A Clinical Update in Dysarthria and DysphagiaJohn Rosenbek, Friday 8:30 a.m. – 5:00 p.m. (Day Institute)
B4 - Rewind that Tape! Completing MBSS in the “Real World”Rebecca Maasen, Jane Barnes, Shannon Cook, Saturday 8:45 a.m. – 10:45 a.m.
B6 - The TRISL Free Water Protocol – An Update and Broad Implications
Karen Blank, Lauren Arriola, Jacque Livingston, Saturday 11:00 a.m. – 12:00 p.m.
B7 - Tracheotomy Tubes: Managing Communication and Swallowing Issues
Carmin Bartow, Saturday 2:45 p.m. – 5:45 p.m.
B8 - Frailty in the Vulnerable Elderly Patient with Dysphagia: Evaluation and Management
Paula Sullivan, Sunday 8:00 a.m. – 10:00 a.m.
B9 - Rehabilitation of Dysphagia Following Head and Neck CancerPaula Sullivan, Sunday 10:15 a.m. – 11:15 a.m.
B10 - Dysphagia Treatment – Case Studies of a Successful Dysphagia Program
Tori Sisson, Sunday 11:30 a.m. – 12:30 p.m.
� Adult - Laryngectomy
B2 - Total Laryngectomy: Considerations for Preoperative CounselingMike Wheeler, Friday 3:45 p.m. – 4:45 p.m.
B7 - Tracheotomy Tubes: Managing Communication and Swallowing Issues
Carmin Bartow, Saturday 2:45 p.m. – 5:45 p.m.
FluencyC5 - Lidcombe: Oasis or Mirage for Preschool Stuttering
Matt Krause, Friday 2:15 p.m. – 3:15 p.m.
C7 - Treating Cluttered Speech: A Case StudyLynne Shields, Friday 3:45 p.m. – 4:45 p.m.
D14 - Stuttering: Effective Strategies for Treating the Physical and Emotional… (Part One)
Marilee Fini, Saturday 9:00 a.m. – 12:00 p.m.
D18 - Stuttering: Effective Strategies for Treating the Physical and Emotional… (Part Two)
Marilee Fini, Saturday 2:45 p.m. – 5:45 p.m.
SchoolC2 - Behavior Busters: Maximizing Speech and Language Time
Jennifer Collado, Friday 12:00 p.m. – 2:00 p.m.
C3 - ‘The Magic of Communication’: An Education Program for School-Aged…
Hillary Gahring, Julie Hoffmann, Friday 12:45 p.m. – 2:45 p.m.
D22 - Signing for Special Needs Children! Why? Session II Special Needs
Marilyn Daniels, Saturday 4:00 p.m. – 5:00 p.m.
D30 - Are Your Students Graduating to the Couch?Nancy Montgomery, Sunday 9:15 a.m. – 11:15 a.m.
� Schools – Pragmatics
DI - Implementing Social Thinking Concepts and Vocabulary into our School…
Michelle Garcia Winner, Friday 8:30 a.m. – 5:00 p.m. (Day Institute)
� Schools – Implementers
D31 - A Survey of Speech Implementers in the State of MissouriAnn Filla, Brooke Zell, Elizabeth Morrey, Sunday 10:15 a.m. – 11:15 a.m.
� Schools – Language
C9 - Differential Diagnosis Via Deep Assessment in Word FindingDiane German, Saturday 8:00 a.m. – 11:00 a.m.
C14 - Comprehensive Word Finding Intervention Based on Deep Assessment
Diane German, Saturday 2:45 p.m. – 5:45 p.m.
C23 - Effective Discourse Therapy for School-Aged ChildrenJulie Hoffmann, Sunday 8:00 a.m. – 10:00 a.m.
C24 - Teaching Strategies to Older Children with Language DisordersLynne Shields, Paola Brush, Sunday 10:15 a.m. – 12:15 p.m.
� Schools – Language / Literacy
C12 - Improve Speech Intelligibility and Establish Literacy Skills Simultaneously (Part One)
Keli Richmond, Saturday 9:15 a.m. – 12:15 p.m.
C15 - Improve Speech Intelligibility and Establish Literacy Skills Simultaneously (Part Two)
Keli Richmond, Saturday 2:45 p.m. – 5:45 p.m.
� Schools - Management
C8 - Empowering School SLPs through Meaningful Performance Review
Jill Parmenter, Friday 4:00 p.m. – 5:00 p.m.
C11 - Medicaid in Educational Settings – What Every SLP Needs to Know
Janet Deppe, Saturday 8:00 a.m. – 10:00 a.m.
C13 - Panel Discussion: ECSE, First Steps, and School IssuesJackie Bruner, Diane Golden, Pam Thomas, Rick McGuire,Saturday 10:15 a.m. – 12:15 p.m.
C27 - Effective Collaboration and ConsultationJennifer Collado, Sunday 11:15 a.m. – 12:15 p.m.
C26 - School Issues – Successes and ChallengesBrenda Martien, Sunday 11:15 a.m. – 12:15 p.m.
convention program schedule ’10
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34 – 2010 MSHA Pre-Convention Special
ManagementD6 - Professional Outreach: When You Get More than You Give
Carol Koch, Jennie Bjorem, Friday 1:15 p.m. – 2:15 p.m.
D19 - Generational Diversity: Implications for the WorkplaceMarty Brennan, Pat Miller, Saturday 2:45 p.m. – 3:45 p.m.
D29 - Seven Habits of Highly Effective SLPsEllen Obrock, Sunday 8:00 a.m. – 9:00 a.m.
Early ChildhoodC1 - Pediatric Home Health Therapy – A Unique Experience
Heather Whitsitt, Mindy McNeely, Friday 12:00 p.m. – 2:00 p.m.
D20 - Signing for Hearing Children! Why? Session I Typical ChildrenMarilyn Daniels, Saturday 2:45 p.m. – 3:45 p.m.
D22 - Signing for Special Needs Children! Why? Session II Special Needs
Marilyn Daniels, Saturday 4:00 p.m. – 5:00 p.m.
C20 - Sensory Processing: A Foundation for Skill DevelopmentCarrie Salyer, Sunday 8:00 a.m. – 11:00 a.m.
Early Childhood – Autism
D11 - A PHAT Approach to the Autism SpectrumMerlin Taylor, Saturday 8:00 a.m. – 10:00 a.m.
Early Childhood – Management
C13 - Panel Discussion: ECSE, First Steps, and School IssuesJackie Bruner, Diane Golden, Pam Thomas, Rick McGuireSaturday 10:15 a.m. – 12:15 p.m.
C16 - First Steps and Truman State: A Collaborative Model for SLP Services
Janet Gooch, Kim Fitzgerald, Andrea Richards, Kara StanleySaturday 2:45 p.m. – 3:45 p.m.
C17 - Fostering Speech/Language Development through Preschool Teacher
Sheila Garlock, Angela McGinnis, Saturday 4:00 p.m. – 6:00 p.m.
Early Childhood – Language and Literacy
C12 - Improve Speech Intelligibility and Establish Literacy Skills Simultaneously (Part One)
Keli Richmond, Saturday 9:15 a.m. – 12:15 p.m.
C15 - Improve Speech Intelligibility and Establish Literacy Skills Simultaneously (Part Two)
Keli Richmond, Saturday 2:45 p.m. – 5:45 p.m.
C21 - The Role of SLPs in Promoting Effective Language and Literacy in Pre-K
Eva Trumbower, Wayne Manfield, Sunday 8:00 a.m. – 10:00 a.m.
Early Childhood – Morphology
C10 - Small Meaningful Units Deliver Large Meaningful BenefitsShirley Patterson, Eva Trumbower, Saturday 8:00 a.m. – 10:00 a.m.
MulticulturalD23 - What Teachers’ Perceptions of ELL Mean to the SLP
Carlotta Kimble, Saturday 5:00 p.m. – 6:00 p.m.
C19 - Lost in Translation: Working with ELL and Bilingual Families and Interpreters
Christine Krekow, Christine Hernandez, Saturday 5:15 p.m. – 6:15 p.m.
D28 - English Language Learners and Practices: Evaluating Our Assumptions
Joy Coulis, Jennifer Shackles, Trisha Buenemann,Sunday 8:00 a.m. – 10:00 a.m.
D33 - Collaborative Clinical Model for Intensive English TrainingCarlotta Kimble, Rachel Herman, Sunday 10:15 a.m. – 12:15 p.m.
SpeechC4 - How to Change that Nose Sounds to a Mouth Sound
Sally Helton, Friday 12:45 p.m. – 2:45 p.m.
D9 - Motor Learning Applications for Speech TherapyMeyer, Murphy, Russell, Friday 4:00 p.m. – 5:00 p.m.
D25 - The Oral Peripheral Examination: What’s the Function?J. Gooch, K. Abts, P. Cochran, S. Weatherford, Saturday 5:15 p.m. – 6:15 p.m.
C22 - Myths, Legends, Best Practices: Cleft Palate and Resonance Disorders
Lynn Marty Grames, Mary Blount Stahl, Sunday 8:00 a.m. – 10:00 a.m.
OtherB1 - Practice and Outcomes in Accent Modification
Dana Fritz, Sara Sieker, Lauren Keller, Friday 1:30 p.m. – 2:30 p.m.
D16 - Telehealth in a University Speech and Hearing ClinicGarlock, Cochran, Passe, Richards, Eberly, Saturday 10:15 a.m. – 12:15 p.m.
D24 - Eat Your Professional Wheaties: Helpful Hints to SLP in TrainingSherry Curtiss, Saturday 4:15 p.m. – 5:45 p.m.
D26 - MSHA Author SessionMSHA Authors, Saturday 5:15 p.m. – 6:15 p.m.
D27 - Quest for the CupUniversity Students, Saturday 7:30 p.m. – 8:30 p.m.
Hearing Loss and SLPsC6 - Tips for Teaching Speech to Children with Hearing Loss
Jill Oswalt, Friday 3:45 p.m. – 4:45 p.m.
D1 - Mainstream: How to Make Students with Hearing Loss SuccessfulSara Chinnock, Friday 12:00 p.m. – 1:00 p.m.
D15 - Audiology for the SLPIlene Ashbaugh, Saturday 10:15 a.m. – 12:15 p.m.
D32 - The Effects of Minimal Hearing Loss on Academic PerformanceDeborah Galley, Sunday 10:15 a.m. – 12:15 p.m.
Higher EducationD3 - Introduction to Clinic Materials Course
Kim Fitzgerald, Janet Gooch, Friday 12:00 p.m. – 1:00 p.m.
D4 - Student Peer Mentoring in Clinical Training of SLPsKimble, Duesing, Turner, Turner, Kemper, Friday 1:15 p.m. – 3:15 p.m.
D8 - Thinking of Pursuing a PhD? Now is the Time!Stacy Wagovich, Judith Goodman, Friday 3:45 p.m. – 4:45 p.m.
D13 - How to Prepare for and Pass the Praxis ExamJanet Gooch, Saturday 8:45 a.m. – 10:45 a.m.
D17 - Student Adult Internship GuideTori Sisson, Saturday 11:00 a.m. – 12:00 p.m.
D21 - Panel Discussion: Certification and Licensure for the CF-SLPJackie Bruner, Diane Golden, Pam Thomas, Rick McGuire,Saturday 3:00 p.m. – 4:00 p.m.
AudiologyDI - Implantable Hearing Devices
Robert Cullen, Friday 8:30 a.m. – 5:00 p.m. (Day Institute)
A1 - DHSS Funding UpdateGrbac, Friday 1:30 p.m. – 2:30 p.m.
A2 - Three Miracles – Sound, Hearing, and SpeechRobin Gaschler, Friday 4:00 p.m. – 5:00 p.m.
A3 - Telepractice in AudiologyMark Krumm, Saturday 8:00 a.m. – 11:00 a.m.
A4 - “Issues in Audiology”Fleetwood, Saturday 11:15 a.m. – 12:15 p.m.
A5 - AMA Scope of PracticeJanet Deppe, Saturday 2:45 p.m. – 4:45 p.m.
A6 - CAOHCMary White, Saturday 5:00 p.m. – 6:00 p.m.
A7 - Identification and Management of Infants and Young Children with Aud…
Deborah Hayes, Sunday 8:00 a.m. – 12:00 p.m.
convention program schedule ’10Sessions by Topic Continued from page 33
2010 MSHA Pre-Convention Special – 35
Registration Procedures: Tips for Getting Into the Sessions of Your Choice
MSHA extends our thanks and appreciation to attendees who have contin-ued to support the concept of pre-registration for sessions. Pre-registra-tion allows for more accurate matching of meeting room space to thenumber of attendees signed up for a specific session. It also betterprepares the speaker and avoids conflicts with fire safety codes.
BELOW ARE THE STEPS TO ENSURING YOURSELF A SEAT IN THE SESSIONS OF YOUR CHOICE.1. Register early! Session assignments will be determined on a "first come, first serve" basis.
2. You can assume you have been accepted into a course unlesscontacted by Central Office staff. Central Office staff will notify you ifspace limitations prohibit your attendance in a course. You will be giventhe opportunity to request attendance at an alternative session uponreceipt of notification by Central Office.
3. Do NOT register for courses which are scheduled in the sametime slot. If registrants sign up for conflicting courses, one of the courseswill be chosen for you.
4. PLEASE BRING YOUR “BOARDING PASS” WITH YOU TO ALLSESSIONS. You will receive a “confirmed” registration form and yourofficial name badge from MSHA Central Office. A name badge holder willbe supplied at Convention. The “confirmed” form will serve as yourschedule at Convention.
5. Do not lose your "confirmed" registration form or name badge.Copies of the registration forms will be available at the Registration Desk
for a nominal fee. In addition, name badges can be reprinted for anominal fee.
6. If you are attending a course that is expected to be at or nearcapacity, volunteers will be available to check you in to the session. If you signed up for the course prior to Convention, your namewill appear on the Session Listing. Volunteers will only allow those onthe Session Listing into the course. If you did not sign up for the course,but would like to attend, simply let the volunteer know, and you will begiven a card with a number on it. After the initial seating, the volunteerswill assess seat availability.
7. Arrive timely to sessions. The Convention program provides15-minute intervals between sessions to allow for “transition time.”Please be sensitive and considerate in entering sessions that havealready begun.
8. Participants who register “onsite” cannot be guaranteed a seatin sessions that are full or close to capacity. See instructions above.
9. You will receive one (1) CEU certificate cumulative of all CEUsearned at Convention at the conclusion of the Convention.
10. If you wish to apply for ASHA CEUs, forms will be included in theregistration packets distributed at Convention. These forms MUST becompleted and returned to the MSHA Registration Desk at the conclusionof the Convention.
11. If you wish to apply for AAA CEUs, please stop by the RegistrationDesk for special instructions.
Questions? Call MSHA Central Office @ (888) SAY-MSHA
From St. Louis – Interstate 70 West to Kingdom City, Highway 54 westthrough Osage Beach to State Road KK, north (right) 3 miles to Tan-Tar-Aentrance. 2 1/2 hours driving time.
Interstate 44 West to Waynesville, Highway 17 north to Iberia, Highway 42west to Highway 54 west (left) through Osage Beach to State Road KK, north(right) 3 miles to Tan-Tar-A entrance.
From Kansas City – take Interstate 70 east to Boonville exit on Highway 5to Versailles, southeast to Eldon on Highway 52, west on Highway 54 throughOsage Beach to State Road KK, north (right) 3 miles to Tan-Tar-A entrance. 3-31/2 hours driving time.
Highway 50 to Tipton, south on Highway 5 to Highway 52, east to Eldon, weston Highway 54 through Osage Beach to State Road KK, north (right) 3 miles toTan-Tar-A entrance.
Interstate 70 to Route 5 south to Camdenton, east (left) on Highway 54 tenmiles to State Road KK, north (left) 3 miles to Tan-Tar-A entrance.
From Springfield – Interstate 44 east to Lebanon, north (left) on Highway 5to Camdenton, east (right) on Highway 54 ten miles to State Road KK, north(left) 3 miles to Tan-Tar-A entrance. 1 1/2 hours driving time.
From Columbia – Highway 63 south to Jefferson City, right on Highway 54south through Osage Beach to State Road KK, north (right) 3 miles to Tan-Tar-A entrance. 1 1/2 hours driving time.
Not sure how to get to Tan-Tar-A?Here’s how!
GOLF CLUB, MARINA& INDOOR WATER PARK
Come and root for your
favorite team or just sit back and watch the competi-
tion as the team from the University of Missouri-
Columbia defends their title as reigning champs at the
Seventh Annual Quest for the Cup Competition.Who will take home the trophy and bragging rights for
another year? Break out your school spirit, pom-poms,
banners and flags! While you’re cheering your team
on to victory, you’ll be earning .1 CEUs.
Saturday Evening,April 17, 7:30 p.m. - 8:30 p.m.
Competition +Entertainment =.1CEU
Quest for the CupCompetition
36 – 2010 MSHA Pre-Convention Special
2010 MSHA Pre-Convention Special – 37
ERR 1- Exhibitor Round Robin; Friday, April 16; 10:45 a.m. - 11:45 a.m.Get a head start on earning CEUs. No competing Convention sessions!
ERR 2- Exhibitor Round Robin; Saturday, April 17; 7:30 a.m. - 8:30 a.m.Start the day with continental breakfast followed by attending the ERR.
Participating vendors will provide information relative to speech-language pathology and audiology in areas such asproduct information, services, technology, industry trends or professional issues. This information will be presented insmall groups of 10-15 participants in 20-minute sessions. At the signal, participants will move to another vendor whowill provide a prepared, informative and educational presentation. Vendors are strictly prohibited from making salespitches or recruiting during the presentation. This is your opportunity to hear vendors present in a small group setting,allowing you to not only interact with vendors, but to enter into a dialogue with other professionals specific to a productor service.
No need to sign up! Just show up!
Exhibitor Round RobinCome on down to the Exhibit Hall and earn aCEU with no competing general sessions!
MSHAContinues Its Efforts in Going GreenDuring the 2008 Convention, MSHA wanted to takea part in helping the environment. We changedsome old habits and are continuing our efforts tohelp ensure a healthy future for the environment!Handouts on the Web: Handouts will be postedfrom those presenters who wish to take advantageof this offer beginning February 20, 2010. Go tothe MSHA website at www.showmemsha.org andget a head start on getting your copies. In thepast, hard copy handouts were made available toyou for Day Institutes and Invited Speakers Only.This year, ALL handouts are only available fordownloading.
Back by popular demand, MSHA is once againreducing its paper use. With a new and improvedCEU procedure, you will receive ONE CEU certifi-cate at the end of the Convention, indicating yourcumulative clock hours/CEUs for the entireConvention.
Every effort will be made to have the papersincluded in your welcome packet printed on recy-cled paper.
This Convention Special has once again beenreduced in size to save paper.
��� 1. Select courses you plan to attend and mark your choices on the
Convention Registration Form. You are registering for coursesand will be guaranteed a seat unless otherwise contacted by MSHA Central Office. For details, see Registration Procedures: Tips for Getting Into The Sessions of Your Choice.
�� 2. Register for Convention early. First come, first served.
�� 3. Please consider making a donation to Sertoma’s Hearing Charities of America. It’s as easy as marking your registration form and including your contribution with registration fees. You can also donate at Convention by placing your donation in the specified box. MSHA Cares.
�� 4. Have you made a donation to the Silent Auction? Please contact the 2010 Silent Auction Chair, Kim Stewart, at [email protected] or [email protected].
�� 5. Help others navigate around the convention by stepping up as a volunteer guide at the 2010 Convention. If you have not yet volunteered to help with the Convention, please consider doing so. Simply complete the Call For Volunteers form included in this issue on Page 6 or go online at www.showmemsha.org. We greatly appreciate your support.
Read this Convention program carefully and keep it as a reference. It contains information that will help you be aninformed participant at the Convention. In addition, an onsiteprogram will be provided in your Convention welcome packetwhich indicates specific information (room assignments, up-to-date changes/additions, etc.).
Convention Checklist
38 – 2010 MSHA Pre-Convention Special
REGISTRATION POSTMARKED ON OR BEFORE 03/04/10 03/05/10 AMOUNT ENCLOSED
CONVENTION ONLY (does not include Day Institute)
MSHA Member $135 $175Other State SLH Assoc. Member $135 $175Non-Member $210 $240Student MSHA Member $70 $110Student Non-Member $95 $135CONVENTION AND DAY INSTITUTEMSHA Member $190 $215Other State SLH Assoc. Member $190 $215Non-Member $265 $285Student Member $110 $150Student Non-Member $135 $175DAY INSTITUTE ONLY (.7 CEUs)MSHA Member $135 $175Other State SLH Assoc. Member $135 $175Non-Member $210 $240Student Member $70 $110Student Non-Member $95 $135SPECIAL THURSDAY NIGHT SESSION (.1 CEU)I am attending one of the Day Institutes ONLY, but I’d like to takeadvantage of this fantastic offer. (This session is included as part of Convention fees)
$20 $30
MSHA Plus I want to earn graduate credit at the MSHA Convention.I understand this program is available to MSHA members only. I will expect an E-mail from MSHA with further instructions and an enrollment form. Register NOW! Onsite registration for MSHA Plus will NOT be available.
$85 $95
MSHA CARES I’d like to support the Hearing Charities of AmericaEnclosed is my donation of $1 $2 $3 $4 $5 $10 $20 _____
2010 CONVENTION REGISTRATION FORM • April 16-18Print clearly as you would like it to appear on your name badge: Name _______________________________________________________
Employer Name _______________________________________________
Employer Address______________________________________________
City/State/Zip _________________________________________________
Phone ________________________Fax___________________________
�� SLP �� AUD �� STUDENT �� OTHER (Specify) ___________________
�� First Time Attendee Work Setting ______________________________
(Provide verification of current membership.)
(Provide verification of current membership.)
(Provide verification of current membership.)
Home Address _____________________________________
City/State/Zip______________________________________
E-mail ___________________________________________
Phone ___________________________________________
MSHA MembershipNumber
CONVENTION SOCIALSPlease RSVP. MSHA invites you to join friends and colleaguesfor food and beverage events. All food and beverage eventsare provided courtesy of MSHA. Please let us know by indi-cating with a check mark if you plan to be our guest at anyor all of the events so that we can best plan and prepare foryour arrival.
FRIDAY�� Snack & Beverage Break 2:45 p.m. - 3:45 p.m.�� MSHA Friday Social Event
5:00 p.m. - 7:00 p.m.SATURDAY�� Sunrise Stretch & Stroll 6:00 a.m. - 7:00 a.m.�� Continental Breakfast 7:30 a.m. - 8:30 a.m.�� President’s Celebration 12:30 p.m. - 2:30 p.m.�� Quest Tailgate Party 6:30 p.m. - 7:30 p.m.
SUNDAY�� Continental Breakfast 7:30 a.m. - 8:30 a.m.
�� Please check if you require special dietary needs. This MUST be brought to our attention to accommodate you at the President’s Luncheon. Send an E-mail specifiying needsto: [email protected].
�� Please indicate if you require special assistance to participate in the Convention.MSHA will contact you to discuss your needs.
Mail or Fax Registration Forms & Fees
CREDIT CARD ACCOUNT NUMBER
EXPIRATION DATE
PLEASE CIRCLE
YOUR SIGNATURE
x
TOTAL AMOUNT ENCLOSED
ONSITE REGISTRANTS WILL BE SUBJECT TO AN ADDITIONAL $25 PROCESSING FEE
DO NOT MAIL REGISTRATION FORMS TO ARRIVE AFTER April 1, 2010.
EARLY REG* LATE REG*
MSHA no longer accepts purchase orders.In lieu of purchase orders, MSHA accepts checks,
money orders and credit cards.
SESSION CHOICES Please bring your Boarding Pass with you to all sessions. It will serve as your schedule. Mark sessions you plan toattend. You will be guaranteed a seat in the session unlessotherwise notified. Mark only one session per time slot. Ifyou mark more than one session per time slot, MSHA willchoose a session for you.
THURSDAY April 15, 7:40 p.m. - 8:40 p.m.�� Ask MSHA (.1 CEU)
FRIDAY April 16�� DI-Cullen �� DI-Rosenbek �� DI-WinnerIf you plan to attend a Day Institute, do not markFriday Convention choices.
A B C D1 �� 1 �� 1 �� 6 �� 1 �� 6 ��2 �� 2 �� 2 �� 7 �� 2 �� 7 ��
3 �� 8 �� 3 �� 8 ��4 �� 4 �� 9 ��5 �� 5 �� 10 ��
�� Volunteer Training Session - 10:20-10:40
SATURDAY A.M. April 17
A B C D3 �� 3 �� 9 �� 11 �� 16 ��4 �� 4 �� 10 �� 12 �� 17 ��
5 �� 11 �� 13 ��6 �� 12 �� 14 ��
13 �� 15 ��
SATURDAY P.M. April 17
A B C D5 �� 7 �� 14 �� 18 �� 24 ��6 �� 15 �� 19 �� 25 ��
16 �� 20 �� 26 ��17 �� 21 �� 27 ��*18 �� 22 ��19 �� 23 ��
SUNDAY April 18
A B C D7 �� 8 �� 20 �� 28 ��
9 �� 21 �� 29 ��10 �� 22 �� 30 ��
23 �� 31 ��24 �� 32 ��25 �� 33 ��26 �� 34 ��27 ��
Mailing Address:MSHA Convention 20102000 East Broadway, PMB 296Columbia, MO 65201-6009
By Mail: Make check payable to“MSHA Convention 2010” or yourchoice of credit card. Please circle creditcard and complete account information.
By Fax: Please circle credit card andcomplete account information.Fax to: 1(888) 729-3489. Forms will be processed upon receipt of payment.
�� Check enclosed, payable to MSHA Convention 2010
�� Credit card (Visa/MasterCard only)
�� I want to take advantage of reduced convention fees forMSHA members. Prior to completing this form, I registered formembership at www.showmemsha.org .�� I would like to be a volunteer at convention.
*Quest for the Cup Competition
Saturday, 7:30pm-8:30pm (.1 CEU)
* Payment and registration must be received by the early registration date to obtainthe early registration fee otherwise, the late registration fee will be applied.
2010 MSHA Pre-Convention Special – 39
We have many wonderful treasures at the Annual Silent Auctionduring this year’s Convention! This event occurs in conjunctionwith the Friday night evening social and 50/50 drawing, so therewill be lots of fun energy in the Exhibit Hall. Unwind from a day of
sessions with some shopping for a worthy cause. All proceeds from our auctions go to theStudent Convention Scholarship Fund. As part of this fund, MSHA students from each of the nineMissouri universities can apply for a Convention scholarship, with awards going to a studentfrom each school.
We would really appreciate your donation of an item to sell at the 2010 Silent Auction. Pleasecontact the Silent Auction Chair, Kim Stewart, at [email protected]. We hope to see a variety of items, including personal, sports, professional, educational or family-oriented donations.
Be sure to look for special “Treasures” at the Silent Auction!
MSHA AuctionDonationsNeededA
TT
EN
TIO
NRegistration NotesEARLY REGISTRATIONThe early registration fees are published in this brochure. To receive these special rates, your registration must be postmarked orregistered online by March 4, 2010.
PAYMENT• Money orders or checks payable to: MSHA 2010 Convention. Returned checks are subject to a $35 fee.
• CREDIT CARD SERVICES ARE AVAILABLE (Visa and MasterCard only).
• No purchase orders accepted.
Members must be a current MSHA member to register at the member rate. If necessary, please call the Central Office to checkyour membership status. Other SLH Association members must send verification of membership to register at the member rate.
Student membership in NSSLHA is not considered MSHA membership.
On-site registration is strongly discouraged. Availability is not guaranteed. Registration will be available online atwww.showmemsha.org beginning January 18, 2010. A hard copy registration form is included in this Preconvention Special. Donot mail registration forms to arrive after April 1, 2010. You will need to bring the registration form with you if you choose to reg-ister on-site. **On-Site Registrants will be subject to an additional $25 processing fee.**
CANCELLATIONS AND REFUNDSAll cancellations and refunds will be processed after the Convention. Full refunds (minus a $25 handling fee) will be made only ifwritten cancellation request is postmarked along with the return of receipt to the MSHA Office no later than March 4, 2010.
NO REFUNDS: MSHA is accountable for the number of attendees guaranteed to the hotel at this time, therefore, we cannot granta refund after March 22, 2010.
This cancellation and refund policy applies to the Convention Registration.
SPECIAL NOTESIf you are not a MSHA member, but would like to receive a hard copy of the Pre-Convention Special, please contact MSHA Central Office at 888-SAY-MSHA or send us an E-mail at [email protected] and ask to be placed on our mailing list.Or log onto our Web Site at www.showmemsha.org and look for periodic convention updates. Hurry! Early registration deadline is March 4, 2010!
CONVENTION CEUsThe Missouri Speech-Language-Hearing Association (MSHA) is approved by the Continuing Education Board of the AmericanSpeech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-pathology and audiology.MSHA will apply for CEUs and clock hours from ASHA and AAA, as well as with state licensure entities in Missouri, Kansas andArkansas.
AUDIOLOGY Applications have been made for AAA CEUs, as well as HAD CEUs in Missouri, Kansas and Arkansas.
You don’t haveto leave Tan-Tar-A to shop…
Ask MSHA: ProfessionalsWorking for Your Profession
MSHA
51st Annual Meeting & Convention • April 16-18, 2010Tan-Tar-A Resort • Osage Beach, MO
The Missouri Speech-Language-Hearing Association isapproved by the Continuing Education Board of the AmericanSpeech-Language-Hearing Association (ASHA) to provide con-tinuing education activities in speech-language pathology andaudiology. This program is offered for .1 CEU (intermediate
level; related area). ASHA CE Provider approval does not imply endorsement ofcourse content, specific products or clinical procedures.
The Missouri Speech-Language-Hearing Association has applied for AAA CEUs for this activity with the American Academy of Audiology.This program may be worth up to a maximum of .1 CEU. Academyapproval of this continuing education activity does not imply endorse-ment of course content, specific products or clinical procedures.
Continuing Education Units
AGENDA7:40 p.m. - 8:05 p.m.
State and National Issues Facing Our ProfessionsBeverly Jean Zimmer, President
Carlotta Kimble, President-Elect/Treasurer
Karen Kerns, Past President
Sharon Sowder, Vice President for Clinical Services
Jane Webb, Vice President for Communication
Amy Fleetwood, Vice President for Audiology Services
Elizabeth McKerlie, Vice President for Professional and Public Relations
Jenna Meyer, Graduate Student Board Member
8:05 p.m. - 8:30 p.m.
School Affairs and LegislationBrenda Martien, Vice President for School Services
Lynnette Cowherd, Vice President for Legislative Affairs
Melissa Passe, ASHA Speech-Language Pathology Advisory Council
William Carver, ASHA Audiology Advisory Council
8:30 p.m. - 8:40 p.m.
Questions and Answers
Plan now to attend the Ask MSHA session on Thursday nightand receive a CEU for getting up to date on current affairs ofyour state association! What a wonderful way to get caughtup and start your Convention off on the right foot!
2000 East Broadway, PMB 296Columbia, MO 65201-6009
MISSOURISpeech-Language-Hearing Association
THURSDAY NIGHT PRE-CONVENTION SESSION
Thursday, April 15, 20107:40 p.m. - 8:40 p.m.
PRSRT STD
US POSTAGE PAID
SEDALIA, MO
PERMIT 217
M S H A O F F E R S