Hyatt Regency Birmingham - The Wynfrey Hotel · Hyatt Regency Birmingham - The Wynfrey Hotel . February 16-17, 2017 . Up to 1.50 ASHA CEUs / 1.50 AAA CEUs / 15.0 ABESPA CEHs

Hyatt Regency Birmingham - The Wynfrey Hotel February 16-17, 2017

Up to 1.50 ASHA CEUs / 1.50 AAA CEUs / 15.0 ABESPA CEHs

Convention Schedule Overview

Wednesday February 15

Exhibit Set-up (Prefunction) 3:00 pm - 9:00 pm Pre-Registration (Foyer) 4:00 pm - 9:00 pm

Thursday February 16

Convention Registration (Foyer) 6:00 am - 5:30 pm Complimentary Breakfast (Prefunction) 7:00 am - 9:00 am Instructional Sessions 8:00 am - 10:00 am 10:30 am - 12:00 pm 2:00 pm - 4:00 pm 4:30 pm - 6:00 pm Poster Sessions (Avon) 8:00 am - 6 pm ABESPA Luncheon Forum and Ethics Session (Wynfrey AB) 12:30 pm - 2:00 pm ABESPA Monthly Meeting (Dorset Boardroom) 1:45 pm - 3:00 pm Door Prize Giveaway (Prefunction) 6:00 pm - 6:30 pm SHAA Dinner Meeting (Wynfrey Ballroom) 6:30 pm - 8:30 pm Speaker: Dr. Nathaniel Robin

Friday February 17

Convention Registration (Foyer) 6:00 am - 4:00 pm Complimentary Breakfast (Prefunction) 7:00 am - 8:30 am Instructional Sessions 8:00 am - 10:00 am 10:30 am - 12:30 pm 1:30 pm - 3:30 pm Poster Sessions (Avon) 8:00 am - 3:30 pm Lunch (Committee Meetings) 12:30 pm - 1:30 pm

30-minute breaks between sessions!

Kandis Chatman

MS, CCC-SLP

VP for Convention

2015-2017

Welcome to the 2017 SHAA Convention! This year, I invite you to “Think Outside the Box,” where

you can explore new ideas and creative solutions. Since the

vision of SHAA is to “be a dynamic association of engaged

professionals focused on leadership and development of its

members,” this year’s convention challenges us to implement

fresh and innovative practices as we serve others. The leaders of

SHAA aim to provide you with a convention with specialized

speakers, new information, and exciting perspectives to help

you grow, develop, and become leaders in the fields of

Speech-Language Pathology and Audiology.

Special thanks to everyone involved in the SHAA

Annual Convention: the convention committee members who

secured our amazing speakers; Vicki Copeland, our Executive

Director, who is the queen of details; Claire Tynes, our

fearless leader; the Executive Board Members; and many more.

Have a great convention!

Free WiFi in the meeting rooms!

Code: SHAA2017

Use our MOBILE APP!

Go to www.AlabamaSHAA.org on your device Add a shortcut to your mobile device desktop

Available on the App:

Convention Schedule Hotel Map Speaker Bios Handouts

SHAA Executive Board

Round Table

Drop in and ask questions

Find your niche

Get involved!

Continuing Education FAQs

• All session are classified as ABESPA Content Area I unless otherwise specified

• Session times are shown in half hour increments for simplicity. Actual instruction times may be less. See the Attendance Grid in the CE packet for the exact CE time for each session.

• If a session dismisses early, CE time will be reduced. Encourage your speaker to complete the number of minutes advertised.

• All your minutes add up for your total CE time.

• You are welcome to attend sessions in any of the tracks.

This course is offered for up to 1.50 ASHA CEUs (Intermediate level, Professional area).

SHAA is approved by the American Academy of Audiology to offer Academy CEUs for this activity. The program is worth a

maximum of 1.50 CEUs. Academy approval of this continuing education activity does not imply endorsement of course content, specific products, or clinical procedures. Any

views that are presented are those of the presenter/CE Provider and not necessarily of the American Academy of

This course is offered for up to 15.0 ABESPA CEH.

TH

10:15 - 11:15

Wyndsor I

No waiting lines

to check out

EVERYONE

1) Complete, from your convention folder: a) Your attendance record b) The convention evaluation

Be sure to fill in your name and contact information!

2) Drop both forms in one of the marked boxes at the escalator or the registration tables

Track your own hours? Print your own CE certificate any time after March 18th! (Easy instructions on SHAA website home page) or Use the ASHA Registry? Complete the online ASHA Registry Form by March 17th. (Link on the

SHAA website home page)

It’s that easy! If you need help or prefer to wait for your certificate before leaving the hotel,

simply see us at the registration tables

AAC Track Convention Committee

Lee Johnston, Chair Becky Adams Meredith Hankins Lynn Roebuck

Thursday, February 16 8:00-10:00 LAMP (Lang. Acquisition through Motor Planning) Part 1: Background & Readiness to Learn Adkins Wynfrey D 10:30-12:00 LAMP Part 2: Joint Engagement & Consistent and Unique Motor Planning Adkins Wynfrey D 12:30-2:00 Ethical Decisions: Exempt Settings, The 4th Year Experience, and 100% Assistant Supervision Saxon Wynfrey AB

(60 CE minutes) 2:00-4:00 LAMP Part 3: Auditory Signals & Natural Consequences Adkins Wynfrey D Taming the Data Monster, Part 1: Setting Yourself Up for Success Reeve Wyndsor I

4:30-6:00 LAMP Part 4: Words for Life Vocabulary and APP Features Adkins Wynfrey D Talking About My Generation? Practical Insights for Clinical Education (ABESPA II) Koch Wynfrey AB Taming the Data Monster, Part 2: What Do I Do With the Data? Reeve Wyndsor I

Friday, February 17 8:00-10:00 Supporting Meaningful, Autonomous Communication in the Classroom, Part 1 Langley Wynfrey D 10:30-12:30 Supporting Meaningful, Autonomous Communication in the Classroom, Part 2 Langley Wynfrey D 1:30-3:30 Team AAC Assessment and Funding Baggett, Cleckler Wynfrey D HIPAA: Legal and Ethical Requirements Unraveled (ABESPA II) Brooks, Payne Riverchase A

Adult Track Convention Committee

Larry Molt, Chair Margaret Johnson Karen Thatcher

Thursday, February 16 8:00-10:00 The Clinical Swallow Evaluation: Do We Know What We Think We Know? Suiter Riverchase B Evidence-Based Management of Acquired Apraxia of Speech, Part 1 Wambaugh Riverchase A 10:30-12:00 Swallow Screening: What Is It? Why Do It? Suiter Riverchase B Evidence-Based Management of Acquired Apraxia of Speech, Part 2 Wambaugh Riverchase A 12:30-2:00 Ethical Decisions: Exempt Settings, The 4th Year Experience, and 100% Assistant Supervision Saxon Wynfrey AB

(60 CE minutes) 2:00-4:00 Taming the Data Monster, Part 1: Setting Yourself Up for Success Reeve Wyndsor I Evidence-Based Treatment for Dysphagia: Where We Are Suiter Riverchase B Evidence-Based Management of Acquired Apraxia of Speech, Part 3 Wambaugh Riverchase A 2:30-4:00 The PEERS Intervention for Teens and Young Adults with ASD O'Kelley Wynfrey AB 4:30-6:00 Talking About My Generation? Practical Insights for Clinical Education (ABESPA II) Koch Wynfrey AB Taming the Data Monster, Part 2: What Do I Do With the Data? Reeve Wyndsor I Evidence-Based Treatment for Dysphagia: Where We’re Going Suiter Riverchase B Evidence-Based Management of Acquired Apraxia of Speech, Part 4 Wambaugh Riverchase A

If everyone is thinking alike, then somebody isn’t thinking.

George Smith Patton, Jr.

Friday, February 17 8:00-10:00 Creating an Effective Dementia Program: Starting at the End Bourgeois Riverchase B Using Music as a Means of Enhancing Cooperation in ADLs for People Who Have Dementia Haak Riverchase A 10:30-12:30 Functional Assessment: From MCI to Severe Dementia Bourgeois Riverchase B A Look Back Into Neurology; What You Have Always Known But Now Is Better Defined Johnson Riverchase A 1:30-3:30 Team AAC Assessment and Funding Baggett, Cleckler Wynfrey D Intervention Approaches and Instructional Techniques: Where’s the Evidence? Bourgeois Riverchase B HIPAA: Legal and Ethical Requirements Unraveled (ABESPA II) Brooks, Payne Riverchase A

Audiology Track Convention Committee

Jill Smith, Chair Heather Baty

Thursday, February 16

8:00-10:00 The Vestibular System Made Easy: Anatomy, Physiology and Testing of the Vestibular System Brodsky Yorkshire Pharmaceuticals and Nutraceuticals for Hearing Loss and Tinnitus, Part 1 DiSogra Wyndsor II 10:30-12:00 Pediatric Vestibular Dysfunction: Concussion, Migraine, and Congenital Hearing Loss Brodsky Yorkshire Pharmaceuticals and Nutraceuticals for Hearing Loss and Tinnitus, Part 2 DiSogra Wyndsor II 12:30-2:00 Ethical Decisions: Exempt Settings, The 4th Year Experience, and 100% Assistant Supervision Saxon Wynfrey AB

(60 CE minutes) 2:00-4:00 Building Auditory Skills: Where Do We Go From Here? (Introductory) Arthur, Mills Wyndsor II Management of Single-Sided Deafness Brodsky Yorkshire 4:30-6:00 Talking About My Generation? Practical Insights for Clinical Education (ABESPA II) Koch Wynfrey AB Advanced Instrumentation for Electrophysiology and Vestibular Testing Ollick Wyndsor II 6:30-8:00 Genetic Testing for Hearing Loss in 2017 (Advanced) (30 CE minutes) Robin Wynfrey C

Friday, February 17 8:00-10:00 Audiological, Medical, and Counseling Aspects of the Diagnosis of Pediatric Sensorineural Hearing Loss (Advanced) Fligor Wyndsor II Cochlear Implants in the Classroom: Technology and Social-Emotional Skills of Students

Who Are D/HH (Introductory) Mills, Arthur Yorkshire 10:30-12:30 Audiological and Social Emotional Aspects of Pediatric Hearing Aid Fitting (Advanced) Fligor Wyndsor II Technology Update Ollick Yorkshire 1:30-3:30 HIPAA: Legal and Ethical Requirements Unraveled (ABESPA II) Brooks, Payne Riverchase A Noise-Induced Hearing Loss Diagnosis and Management Across the Lifespan Fligor Wyndsor II My Turn to Talk: Facilitating Communication for Teens with Hearing Loss Weydeck Yorkshire

Child Track Convention Committee

Claire Tynes, Chair Judy Cutchen Holly Foster Elizabeth Gwaltney Tamara Harrison Amanda Sutter

Thursday, February 16

8:00-10:00 LAMP (Language Acquisition through Motor Planning) Part 1: Background & Readiness to Learn Adkins Wynfrey D

Cleft Lip, Cleft Palate, and Velopharyngeal Dysfunction: Evaluation and Treatment Amerson, Grant, Sconyers Wynfrey C State Department of Education Updates (ABESPA II) (repeated FR 1:30 - 3:30) Frucci, Bolling Wynfrey AB BRIDGES: Building-Relationships-Initiating-Dialogue-Growing-Extraordinary-Students (Practical Strategies for Implementing a Social Skills Program for Upper Elementary and Middle School Students) Hays Wyndsor I 10:30-12:00 LAMP Part 2: Joint Engagement & Consistent and Unique Motor Planning Adkins Wynfrey D Reaching Out and Speaking Up: Early Identification and Communication Intervention for All Alabama Children with Autism and Their Families Barber, Cook Wynfrey AB Maximize Cognitive, Behavioral, and Language Success for Students Living in Poverty Palafox Wynfrey C 12:30-2:00 Ethical Decisions: Exempt Settings, The 4th Year Experience, and

100% Assistant Supervision (60 CE minutes) Saxon Wynfrey AB 2:00-4:00 LAMP Part 3: Auditory Signals & Natural Consequences Adkins Wynfrey D Making Life Better in the Schools: A Service Delivery How-To (ABESPA II) Palafox Wynfrey C Taming the Data Monster, Part 1: Setting Yourself Up for Success Reeve Wyndsor I 2:30-4:00 The PEERS Intervention for Teens and Young Adults with ASD O'Kelley Wynfrey AB 4:30-6:00 LAMP Part 4: Words for Life Vocabulary and APP Features Adkins Wynfrey D Talking About My Generation? Practical Insights for Clinical Education (ABESPA II) Koch Wynfrey AB I Don’t Speak That Language. How Do I Know If His Errors Are Normal? Palafox Wynfrey C Taming the Data Monster, Part 2: What Do I Do With the Data? Reeve Wyndsor I

Friday, February 17 8:00-10:00 Beyond the Basics: Interventions for Speech Sound Disorders Koch Wynfrey C Supporting Meaningful, Autonomous Communication in the Classroom, Part 1 Langley Wynfrey D Cochlear Implants in the Classroom: Technology and Social-Emotional Skills

of Students Who Are D/HH (Introductory) Mills, Arthur Yorkshire School Age Stuttering Therapy: Preparing for Success Reeves Wynfrey AB 10:30-12:30 Expanding Cultural Competence in Your Clinical Practice: Working with African American English-Speaking Children and Their Families Hamilton Wynfrey C A Look Back Into Neurology; What You Have Always Known But Now Is Better Defined Johnson Riverchase A Supporting Meaningful, Autonomous Communication in the Classroom, Part 2 Langley Wynfrey D School Age Stuttering Therapy: Where Do I Start? Reeves Wynfrey AB 1:30-3:30 Team AAC Assessment and Funding Baggett, Cleckler Wynfrey D HIPAA: Legal and Ethical Requirements Unraveled (ABESPA II) Brooks, Payne Riverchase A State Department of Education Updates (ABESPA II) (repeated from TH 8-10) Frucci, Bolling Wynfrey AB School Age Stuttering Therapy: What's in Your Toolbox? Reeves Wynfrey AB

Our Exhibitors

Alabama Dept. of Rehabilitation Services Marla Dooley 334-293-7500 [email protected] 602 S. Lawrence St. Montgomery AL 36104 Alabama Ear Institute Harry Wooten 205-879-4264 [email protected] 300 Office Park Dr Ste 210 Birmingham AL 35223 Audiology Systems, Inc. Chris Beschta 847-534-6920 [email protected] 50 Commerce Dr, Ste 180 Schaumberg IL 60173 Champion, Partners in Rehab Bart Hyche 256-543-1030 [email protected] 1514 Owens St Gadsden AL 35904 Cobb Pediatric Therapy Services Angela Guyton 678-426-2575 [email protected] 1925 Vaughn Road Kennesaw GA 30144 Cochlear Americas Haley Godbold 205-657-0706 [email protected] 13059 E. Peakview Ave. Centennial CO 80111 Comfort Care Home Health Amy Bailey 205-942-6820 [email protected] 245 Cahaba Valley Pkwy Ste 200 Pelham AL 35124

e3 Med-Acoustics Janice Ollick 770-498-8075 x 1102 [email protected] 1685 East Park Place Blvd Stone Mountain GA 30087 Oticon, Inc. Mandy Weydeck 214-437-5302 [email protected] 580 Howard Ave Somerset NJ 08873 Prentke Romich Company Trudi Blair 330-262-1984 x 1257 [email protected] 1022 Heyl Road Wooster OH 44691 Restore Therapy Services Christy Stayton 245 Cahaba Valley Parkway, Suite 200 Pelham AL 35124 866-767-6275 [email protected] Southern Audiometric Instruments Jim Poitevint 334-399-1607 [email protected] 8129 Longneedle Place P.O. Box 1247 Montgomery AL 36117 Speech Corner DJ Ellsworth 888-559-2544 [email protected] PO Box 6727 Chandler AZ 85246 Super Duper Publications Amy Foist 864-284-4507 [email protected] 5201 Pelham Road Greenville SC 29615 Tara Therapy, LLC Jackie Burke 618-973-3634 [email protected] 3690 Southwestern Blvd Orchard Park NY 62285

TMC Heather Torres 225-372-2637 [email protected] 8477 S. Suncoast Blvd Homosassa FL 34446 Tobii Dynavox Matthew Broyles 850-324-5340 matthew.broyles@ tobiidynavox.com 2100 Wharton St Ste 400 Pittsburgh PA 15203 UCP Birmingham Lynn Roebuck 205-944-3926 [email protected] 100 Oslo Circle Birmingham, AL 35211

Usborne Books & More Kelly Akers 256-872-5063 [email protected] 2529 Oneal Circle Hoover AL 35226 Western Psychological Services (WPS) Sharon Maloney 424-488-4902 [email protected] 625 Alaska Ave Torrance CA 90503

ABESPA proudly supports the Annual Convention of the

Speech and Hearing Association of Alabama (SHAA)

Alabama Board of Examiners for Speech-Language Pathology and Audiology

Telephone: (334) 269-1434; (In AL) 1-800-219-8315 Fax: (334) 834-9618

400 S. Union Street, Suite 485 PO Box 304760

Montgomery AL 36130-4760 www.abespa.org

ABESPA is an independent agency of the executive branch of the government of the state of Alabama.

ABESPA does not discriminate on the basis of race, color, national origin, sex, religion, age or disabilities in employment or the provision of services.

mailto:[email protected]

mailto:[email protected]

Sessions by Day and TimeThursday, February 168:00 am - 10:00 am

Riverchase A Evidence-Based Management of Acquired Apraxia of Speech, Part 1

Julie L. Wambaugh, PhD, CCC-SLP (University of Utah, Salt Lake City UT) Participants will be able to:

• Identify characteristics necessary for a diagnosis of AOS • Describe methods for differentiating AOS from aphasia with phonemic paraphasia • Summarize approaches to AOS treatments • Describe (briefly) the evidence supporting AOS treatments • Describe new treatment advances and trends • Prepare an individualized treatment protocol for Sound Production Treatment • Describe the steps involved in a rate/rhythm control treatment

Riverchase B The Clinical Swallow Evaluation: Do We Know What We Think We Know?

Debra Suiter, PhD, CCC-SLP, BCS-S (University of Kentucky, Lexington KY) Participants will be able to:

• Identify the components of a clinical swallow evaluation. • Describe each of the components of a clinical swallow evaluation and what each contributes to the assessment of

patients at risk for dysphagia. • List signs/symptoms that are or are not reliable predictors of aspiration. • Describe components of oral and pharyngeal phases of swallowing that can or cannot be assessed without

instrumentation.

Wynfrey A-B State Department of Education Updates (ABESPA Content Area II) (repeated FR 1:30 - 3:30)

Sheila Bolling, MS (Alabama State Department of Education, Montgomery AL) Stephanie Frucci, EdS, CCC-SLP (Alabama State Department of Education, Montgomery AL)

Participants will be able to:

• Recognize current state and federal trends and issues in the practice of school-based speech-language pathology. • Identify any updates in forms, processes, and/or procedures used in the special education process in the public

schools. • Discuss new federal and/or legal guidance pertaining to school-based speech-language pathology.

Wynfrey C Cleft Lip, Cleft Palate, and Velopharyngeal Dysfunction: Evaluation and Treatment

Meghan Brown Amerson, MCD, CCC-SLP (Children’s of Alabama, Birmingham AL) John Grant III, MD (UAB Dept. of Surgery, Division of Plastic Surgery, Birmingham AL)

Laura Sconyers, MCD, CCC-SLP (Children’s of Alabama, Birmingham AL) Participants will be able to:

• Understand the limitations of speech therapy alone to correct velopharyngeal incompetence, and recognize when therapy is or is not warranted

• Differentiate between normal anatomy and abnormal anatomy relating to velopharyngeal function. • Describe evaluation and therapy techniques for compensatory articulation productions associated with

velopharyngeal dysfunction.

Wynfrey D LAMP (Language Acquisition through Motor Planning) Part 1: Background & Readiness to Learn

Julie A Adkins, MCD, CCC-SLP, BCBA (Center for AAC and Autism, Wooster OH) Participants will be able to:

• Explain the benefits of multi-sensory convergence in the development of language • Identify 1 of the 5 components of LAMP

8:00 am - 10:00 am (continued)

Wyndsor I BRIDGES: Building-Relationships-Initiating-Dialogue-Growing-Extraordinary-Students (Practical Strategies for Implementing a Social Skills Program for Upper Elementary and Middle School Students)

Marsha Hays, MS, CCC-SLP (Hoover City Schools, Hoover AL) Participants will be able to:

• Identify the multi-faceted purposes of a student support team targeting social skills in the intermediate/middle school setting

• Identify criteria for selecting BRIDGES student support team members utilizing team application and permission form templates provided

• Develop a BRIDGES program in his/her school-based setting using the month-to-month format provided during the training session

• Develop a progress monitoring tool utilizing the provided student, teacher, and parent questionnaires.

Wyndsor II Pharmaceuticals and Nutraceuticals for Hearing Loss and Tinnitus, Part 1

Robert M. DiSogra, AuD (Private Practice, Millstone Township NJ) Participants will be able to:

• Identify current pharmaceutical research for hearing loss and tinnitus • Identify nutraceuticals recommended for hearing loss and tinnitus • Generate patient management strategies with patients using these compounds • Report an adverse drug or OTC tinnitus relief product side effect to both the patient and referring physician • Prepare the report of an adverse herbal/supplement reaction to the FDA

Yorkshire The Vestibular System Made Easy: Anatomy, Physiology and Testing of the Vestibular System

Jacob R. Brodsky, MD, FAAP (Boston Children’s Hospital, Boston MA) Participants will be able to:

• Describe the components of the vestibular system • Explain the functions of the vestibular system • Explain how the components and functions of the vestibular system can be tested

10:15 am - 11:15 pm

Wyndsor I SHAA Executive Board Round Table (not for CE credit)

10:30 am - 12:00 pm


Julie L. Wambaugh, PhD, CCC-SLP (University of Utah, Salt Lake City UT) See Part 1 for learning objectives

Riverchase B Swallow Screening: What Is It? Why Do It?


• Describe the differences between a clinical swallow evaluation and a swallow screening. • Identify some of the issues related to implementation of swallow screening. • List and describe the components of the Yale Swallow Protocol. • Summarize the results of a recent systematic review of water swallow tests.

Wynfrey A-B Reaching Out and Speaking Up: Early Identification and Communication Intervention for All Alabama Children with Autism and Their Families

Angela Barber, PhD, CCC-SLP (University of Alabama, Tuscaloosa AL) Candace Handley Cook, MS, CCC-SLP (University of Alabama, Tuscaloosa AL)


• List evidence-based screening tools and practices for young children at risk for ASD. 1 • Describe early red flags of ASD and when they typically present. • Identify active ingredients that should be incorporated into effective early intervention. • Specify family guided intervention strategies that may be disseminated and/or provided across all intervention

contexts.

Thursday, February 16 continued10:30 am - 12:00 pm (continued)

Wynfrey C Maximize Cognitive, Behavioral, and Language Success for Students Living in Poverty

Phuong Lien Palafox, MS, CCC-SLP (Bilinguistics, Austin TX) Participants will be able to:

• Identify statistical information related to children living in poverty in the United States. • List the effects of poverty on behavior and academic performance. • List effective strategies to use as a speech-language pathologist when working with children living in poverty.

Wynfrey D LAMP Part 2: Joint Engagement & Consistent and Unique Motor Planning


• Identify the benefits of accessing vocabulary with consistent motor patterns • Identify three of the five components of LAMP

Wyndsor II Pharmaceuticals and Nutraceuticals for Hearing Loss and Tinnitus, Part 2

Robert M. DiSogra, AuD (Private Practice, Millstone Township NJ) See Part 1 for learning objectives

Yorkshire Pediatric Vestibular Dysfunction: Concussion, Migraine, and Congenital Hearing Loss


• Identify different causes of vertigo and imbalance in children and adolescents following concussion. • Describe different pediatric vestibular migraine variant disorders along with their typical clinical presentation,

diagnosis, and management. • Explain ways that vestibular impairment can impact children with congenital hearing loss and cochlear implants

12:30 pm - 2:00 pm (60 CE ethics minutes)

Wynfrey A-B Ethical Decisions: Exempt Settings, The 4th Year Experience, and 100% Assistant Supervision

Yvonne Saxon, JD (Alabama Attorney General's Office, Montgomery AL) Boxed lunch is available only for those who pre-registered for the lunch. You may attend without eating.


• Recognize Alabama Board of Examiners for Speech-Language Pathology and Audiology (ABESPA) Rules of Ethics • Discuss the importance of following work rules and ABESPA requirements • Summarize how unethical conduct can affect licensure • Propose solutions to potential ethical dilemmas

2:00 pm - 4:00 pm



Riverchase B Evidence-Based Treatment for Dysphagia: Where We Are


• Explain what evidence-based practice is. • Describe what a compensatory swallow strategy is. • List at least three compensatory swallow strategies. • Explain what a rehabilitative swallow therapy entails.

2:00 pm - 4:00 pm (continued)

Wynfrey C Making Life Better in the Schools: A Service Delivery How-To (ABESPA Content Area II)


• Identify information and effectiveness related to current service delivery trends. • Identify research and benefits of various speech and language service delivery models. • List steps for implementing an intensive, 3 to 1 and co-teaching service delivery models.

Wynfrey D LAMP Part 3: Auditory Signals & Natural Consequences


• Describe core vocabulary and the importance of core when choosing vocabulary targets to teach • Identify how to address segmentation of speech with AAC • Identify the five components of LAMP

Wyndsor I Taming the Data Monster, Part 1: Setting Yourself Up for Success

Christine Reeve, PhD, BCBA-D (Reeve Autism Counseling, Plantation FL) Participants will be able to:

• Outline a variety of barriers and corresponding solutions faced in collecting and analyzing data for therapy and instruction.

• Write goals that are data friendly and match them to corresponding data tools. • Outline a plan to implement in their caseload and classrooms to organize their data collection and analysis process.

Wyndsor II Building Auditory Skills: Where Do We Go From Here? (Introductory)

Amy S. Arthur, AuD, CCC-A (MED-EL Corporation, Tuscaloosa AL) Virgi Mills, MEd (MED-EL Corporation, Mims FL) Participants will be able to:

• Give two examples of how to support the development of at least two auditory skills assessed on the LittlEARS Auditory Questionnaire.

• List at least two resources to support development of auditory skills as determined by the LittlEARS Auditory Questionnaire.

• Develop at least three IEP/therapy goals that address auditory development. • Utilize at least three strategies and on-line resources to promote social-emotional skills in a classroom learning

environment

Yorkshire Management of Single-Sided Deafness


• Discuss the effects of single-sided deafness • Identify options for management of single-sided deafness

2:30 pm - 4:00 pm

Wynfrey A-B The PEERS Intervention for Teens and Young Adults with ASD

Sarah O'Kelley, PhD (UAB Civitan-Sparks Clinics, Birmingham AL) Participants will be able to:

• Describe social-communication impairments in Autism Spectrum Disorders that have negative impact on friendship building in teens and young adults

• Summarize existing research on social skills group interventions in teens and young adults with ASD • Compare and contrast the PEERS intervention with existing and common social skills teaching approaches • Identify the core skills taught in PEERS and associated teaching strategies • Describe the differences in implementation of the clinic-based PEERS for teens and for young adults and the school-

based PEERS program

Thursday, February 16 continued4:30 pm - 6:00 pm



Riverchase B Evidence-Based Treatment for Dysphagia: Where We’re Going


• Explain how principles of strength training are being used to develop new treatments for dysphagia. • Describe the Swallow STRONG program. • Explain what the expiratory muscle strength trainer is and how it may improve swallow function. • Describe the McNeill Dysphagia Therapy program.

Wynfrey A-B Talking About My Generation? Practical Insights for Clinical Education (ABESPA Content Area II)

Carol Koch, EdD, CCC-SLP (Samford University, Birmingham AL) Participants will be able to:

• Describe their own unique generational traits that shape and influence their supervisory style • Describe characteristics of the millennial generation that is represented in their supervisees • Apply knowledge of generational differences to clinical scenarios

Wynfrey C I Don’t Speak That Language. How Do I Know If His Errors Are Normal?


• Utilize a Language Interaction Framework to enhance understanding of speech and language patterns in English Language Learners

• Apply the Language Interaction Framework to many languages • Identify characteristics consistent with language development in English language learners from different language

backgrounds • Analyze and interpret results from language samples of English language learners from different language errors • Describe expected versus unexpected errors

Wynfrey D LAMP Part 4: Words for Life Vocabulary and APP Features Julie A Adkins, MCD, CCC-SLP, BCBA (Center for AAC and Autism, Wooster OH)


• Modify vocabulary, use the word finder, utilize vocabulary builder, and hide keys • Describe the various vocabulary levels and decide where to start when implementing LAMP • Identify beginning vocabulary and activities for implementing LAMP

Wyndsor I Taming the Data Monster, Part 2: What Do I Do With the Data?

Christine Reeve, PhD, BCBA-D (Reeve Autism Counseling, Plantation FL) Participants will be able to:

• Make decisions about the amount of data needed to make educational and therapeutic decisions. • Apply several methods for analysis of data collected to make decisions about skill acquisition data. • Identify strategies for collaborating with other service providers in collecting, analyzing and sharing data collected.

Wyndsor II Advanced Instrumentation for Electrophysiology and Vestibular Testing

Greg Ollick Sr, MA, BSEE (MedAcoustics, Stone Mountain GA) Participants will be able to:

• Explain the utility of the VivoSonic Integrity Gen 2 AEP system in high-noise environments and with difficult patients.

• Identify the key features and benefits of the new MicroMedical VNG system and software. • List the advantages of the InterAcoustics Titan ABRIS AEP Infant Hearing Screening System. • Identify the main features and describe the diagnostic utility of the new vHIT systems from Micro-Medical and

InterAcoustics.

If this symbol is on your name badge, you

registered to attend the dinner. If you decide

not to attend, please let us know so we can

minimize waste.

No problem can be solved by the same

consciousness that created it.

We need to see the world anew.

Albert Einstein

6:30 pm - 8:00 pm (30 CE minutes during SHAA dinner)

Wynfrey C Genetic Testing for Hearing Loss in 2017 (Advanced) Nathaniel Robin, MD (UAB, Birmingham AL)

Participants will be able to: • Identify which patients will benefit from a genetic evaluation • State the complexity of genetic testing • Recognize the need of genetic counseling in the context of genetic testing

Be sure to check out the

Silent Auction! Quality items that benefit a great cause

Sessions by Day and Time Friday, February 17 8:00 am - 10:00 am

Riverchase A Evidence Based Guidelines for Using Music as a Means of Enhancing Cooperation in ADLs for People Who Have Dementia

Nancy Jeanne Haak, PhD, CCC-SLP (Auburn University, Auburn AL) Participants will be able to:

• Describe the current evidence for employing music as a means of engaging people with dementia in activities. • Generalize the data and strategies presented to the individual populations they serve who experience

cognitive/linguistic compromise. • Apply the music strategies presented (e.g., designing an individual's "play-list") to their own caseloads.

Riverchase B Creating an Effective Dementia Program: Starting at the End

Michelle S. Bourgeois, PhD, CCC-SLP (University of South Florida, Tampa FL) Participants will be able to:

• Describe assessment procedures for life participation and quality of life outcomes of persons with cognitive-communication challenges ranging from MCI to severe dementia

Wynfrey A-B School Age Stuttering Therapy: Preparing for Success

Nina Reeves, MS, CCC-SLP, BCS-F (Private Practice, McKinney TX) Participants will be able to:

• Outline a framework of stuttering therapy that meets the needs of the whole child. • Create a comprehensive assessment plan that touches each aspect of the framework of stuttering assessment and

therapy. • Develop talking points for children who stutter, parents, teachers and others to educate them about stuttering and

stuttering therapy.

Wynfrey C Beyond the Basics: Interventions for Speech Sound Disorders

Carol Koch, EdD, CCC-SLP (Samford University, Birmingham AL) Participants will be able to:

• Conduct a phonological analysis of a speech sample for intervention planning • Describe each of the contrast approaches: minimal, maximal, and multiple oppositions • Select a contrast approach based on phonological assessment data • Utilize phonological assessment information for intervention planning and target word selection

Wynfrey D Supporting Meaningful, Autonomous Communication in the Classroom, Part 1

Rachael M. Langley, MA, CCC-SLP (Michigan State University, East Lansing MI) Participants will be able to:

• Explain three benefits to inclusive programming or "Zero Exclusion" model for learning. • Describe the differences between "autonomy" and "independence" as it pertains to communication. • Identify three research-based methods for teaching robust communication to students with complex

communication needs. • Recognize at least three resources (e.g. books, programs, or websites) that offer materials or examples for teaching

accessible communication skills. • List four examples of prompting for communication support

Wyndsor II Audiological, Medical, and Counseling Aspects of the Diagnosis of Pediatric Sensorineural Hearing Loss (Advanced)

Brian Fligor, ScD, PASC (Boston Audiology Consultants, Mansfield MA) Participants will be able to:

• Judge validity and utility of electrophysiological results to enact a care plan for a child with sensorineural hearing loss

• Explain the purpose and yield of medical tests to identify the etiology of pediatric sensorineural hearing loss • Apply best practices in adjustment counseling with parents of a child newly diagnosed with sensorineural hearing

loss

8:00 am - 10:00 am (continued)

Yorkshire Cochlear Implants in the Classroom: Technology and Social-Emotional Skills of Students Who Are D/HH (Introductory)

Virgi Mills, MEd (MED-EL Corporation, Mims FL) Amy S. Arthur, AuD, CCC-A (MED-EL Corporation, Tuscaloosa AL Participants will be able to:

• Identify at least three components of the SYNCHRONY CI system and explain two troubleshooting strategies for the SONNET and RONDO audio processors.

• Identify at least two connectivity options in the classroom with SONNET and RONDO processors. • Design a physical environment conducive to listening through at least three strategies.

10:30 am - 12:30 pm

Riverchase A A Look Back Into Neurology; What You Have Always Known But Now Is Better Defined

Margaret L. Johnson, SLPD, CCC-SLP (Samford University, Birmingham AL) Participants will be able to:

• Describe the major systems of the brain and relate those to speech, language, cognitive and swallowing deficits. • Explain the motor pathways for speech and associate cranial nerves with specific neurologic speech disorders. • Analyze a case and determine which systems/structures of the brain are implicated

Riverchase B Functional Assessment: From MCI to Severe Dementia


• Select functional assessments for potential cognitive-communicative, sensory, social, and leisure treatment goals and diagnostic subtypes

Wynfrey A-B School Age Stuttering Therapy: Where Do I Start?


• Outline a framework for working with school age students who stutter • Demonstrate the foundational knowledge and skills necessary to enhance long term effectiveness of therapy for

children who stutter • Analyze a student's readiness for introduction of speech handling techniques.

Wynfrey C Expanding Cultural Competence in Your Clinical Practice: Working with African American English-Speaking Children and Their Families

Megan-Brette Hamilton, PhD, CCC-SLP (Auburn University, Auburn AL) Participants will be able to:

• Give examples of a variety of culturally-relevant materials and strategies to use at school and at home. • Discuss ways that AAE dialect and cultural identity may impact communication interactions. • Identify ways that AAE dialect and cultural identity may impact MAE literacy acquisition.

Wynfrey D Supporting Meaningful, Autonomous Communication in the Classroom, Part 2

Rachael M. Langley, MA, CCC-SLP (Michigan State University, East Lansing MI) See Part 1 for learning objectives

Wyndsor II Audiological and Social Emotional Aspects of Pediatric Hearing Aid Fitting (Advanced) Brian Fligor, ScD, PASC (Boston Audiology Consultants, Mansfield MA) Participants will be able to:

• Use American Academy of Audiology Best Practices in fitting, verifying, and validating hearing aid fitting in children with sensorineural hearing loss

• Identify indications and contraindications for fitting a child with unilateral sensorineural hearing loss • Apply best practices in adjustment counseling with parents when fitting hearing aids

Friday, February 17 continued10:30 am - 12:30 pm (continued)

Yorkshire Technology Update

Greg Ollick, Sr., MA, BSEE (MedAcoustics, Stone Mountain GA) Participants will be able to:

• Identify the features and advanced functions of the Gerason-Stadler Model TympStar Pro Middle Ear Analyzer, and compare it to other systems.

• List the OAE systems available on today's market as well as the advantages and challenges of each. • Describe the advantages of the common features available in modern PC-based and hybrid audiometers. • Describe the advantages of modern VRA systems over the older system designs.

1:30 am - 3:30 pm

Riverchase A HIPAA: Legal and Ethical Requirements Unraveled (ABESPA Content Area II)

JoAnne Payne, AuD (University of Alabama, Tuscaloosa AL) Rebecca Brooks, MA, CCC-A (Retired from University of Alabama, Tuscaloosa AL) Participants will be able to:

• Determine how HIPAA privacy and security regulations apply to them as professionals. • Develop and integrate HIPAA policies and practices into their workplace. • Complete an in-house audit to determine if HIPAA weaknesses are present in their workplace.

Riverchase B Intervention Approaches and Instructional Techniques: Where’s the Evidence?


• Match appropriate interventions and instructional approaches to a variety of cognitive-communication, sensory, social, and leisure needs in a range of settings.

Wynfrey A-B School Age Stuttering Therapy: What's in Your Toolbox?


• Devise a statement regarding an understanding of the overall goals and process of school-age stuttering therapy • Integrate communication skills and speech management techniques successfully in the therapy process • Demonstrate stuttering behaviors and speech management techniques for use in therapy activities

Wynfrey C State Department of Education Updates (ABESPA Content Area II) (repeated from TH 8:00 - 10:00)

Sheila Bolling, MS (Alabama State Department of Education, Montgomery AL) Stephanie Frucci, EdS, CCC-SLP (Alabama State Department of Education, Montgomery AL)


• Recognize current state and federal trends and issues in the practice of school-based speech-language pathology. • Identify updates in forms, processes, and/or procedures used in the special education process in the public schools. • Discuss new federal and/or legal guidance pertaining to school-based speech-language pathology

Wynfrey D Team AAC Assessment and Funding

Karen Baggett, MCD, CCC-SLP (Children's Rehabilitation Service, Homewood AL) Sonia Moore Cleckler, MS, CCC-SLP (Children's Rehabilitation Service, Montgomery AL)


• Identify professionals who can participate in a team augmentative/alternative communication assessment. • Understand the roles of each professional involved in a team AAC Assessment. • Understand and apply the components of a team AAC evaluation. • Prepare written justification to secure funding for an augmentative communication device following the Alabama

Medicaid format • Explain the choice of one device over all others as the least costly, equally effective alternative form of treatment • Interpret funding requirements from various payer sources and identify all documents required to produce a

complete funding packet • Prepare for an augmentative communication evaluation with an organized plan for preparing a completed funding

packet

Wyndsor II Noise-Induced Hearing Loss Diagnosis and Management Across the Lifespan Brian Fligor, ScD, PASC (Boston Audiology Consultants, Mansfield MA) Participants will be able to:

• Identify recreational and occupational noise exposures that constitute risk for noise-induced hearing loss • Prescriptively fit hearing protection devices, as appropriate for the intended use • Apply hearing aid and tinnitus masker programming strategies specific to management of noise-induced hearing

loss and noise-induced tinnitus

Yorkshire My Turn to Talk: Facilitating Communication for Teens with Hearing Loss

Amanda Weydeck, AuD, FAAA (Oticon, Inc., Somerset NJ) Participants will be able to:

• Describe the impact hearing loss has on teens. • Describe a new counseling tool designed to improve communication with teen patients. • List the features of Oticon OPN and its potential benefits for teen use

Poster Sessions

Available both days all day

Avon An ASHA Student Code of Ethics? (Introductory)

Esther Phillips-Ross, MA, CC-SLP (Alabama A & M University, Meridianville AL) Students: Megan Dawson, Savannah Latham, Erin Whitlow and Viviann Walston


• Determine if a Code of Ethics geared directly toward the student of Communication Sciences and Disorders is needed (student's perspective)

• Analyze components and note examples of what an ASHA/CSD Code of Ethics would entail, including principles and rules of ethics in the following given areas: (1) Individuals' responsibility to hold respect for the professor (2) Individuals' responsibility to academic honesty and quality of work (3) Individuals' responsibility to themselves (4) Individuals' responsibility to peers (5) Individuals' responsibility to ASHA-future certifying body

• Participate in discussions for the purposes of furthering developing the student code of ethics.

Avon Bilingual Assessment of School-Age Children

Laura S. Promer, MS CCC-SLP (Samford University, Birmingham AL) Student: Caroline Stanley


• Describe the components of a bilingual assessment. • Identify appropriate assessment materials. • Explain differences between primary and secondary language proficiency (English and Spanish).

It is well for people who think, to

change their minds occasionally in

order to keep them clean.

Luther Burbank

Convention Speakers

Julie A Adkins, MCD, CCC-SLP, BCBA, holds a BS and an MCD degree in communicative disorders from Arkansas State University. Julie completed her certification process for behavior analysis through Florida Institute of Technology and received certification from the Behavior Analysis Certification Board in 2011. Julie is currently a consultant working with the autism waiver for the state of Arkansas. She also works as a BCBA and Behavior Support Specialist for the AR Department of Education. Julie has been involved in working with children with autism spectrum disorders implementing LAMP strategies for many years. Julie has been fortunate to be in many different settings such as early intervention, home, school, private school, and clinical. She has had the unique opportunity to follow several children using AAC for many years, allowing her to share the difficulties and triumphs along the way.

Meghan Brown Amerson, MCD, CCC-SLP, is a graduate of Auburn University, where she received a BS in Communication Disorders and went on to earn a Master’s in communication Disorders. Meghan has been employed with Children’s of Alabama for 2 years. Prior to coming to COA, Meghan worked for Williamson County School District in Tennessee. Meghan is a speech-language pathologist on the Cleft and Craniofacial team and VPI team. She specializes in articulation disorders, resonance disorders, and language development. Meghan is a member of the American Speech Language Hearing Association and American Cleft Palate-Craniofacial Association.

Amy S. Arthur, AuD, CCC-A, is a Clinical Account Manager in the Southeast Region for the MED-EL Corporation where she provides clinical support and outreach services for cochlear implant clinics, audiologists, speech-language pathologists, educators, MED-EL recipients, and CI candidates. She has over 18 years of experience working with children and adults with hearing loss. Amy received her BA in Speech and Hearing and MA in Audiology from Indiana University. In 2008, she received her Doctorate of Audiology from the University of Florida. AmyPrior to joining MED-EL in 2016, she was the Director of Audiology at both Children’s Ear Nose Throat and Allergy in Orlando (2006 to 2016) where she started the cochlear implant program, and ENT LTD in Norfolk, Virginia (2003 to 2006). Amy served on the Clinical Faculty at Ball State University (2000 to 2003) and Indiana University (1997 to 2000), where she taught and supervised graduate students.

Karen Baggett, MCD, CCC-SLP, is the Speech-Language Pathologist with Children’s Rehabilitation Service in Homewood, where she has worked since 2007. She is also a part-time teaching instructor at the University of Alabama, where she teaches a graduate course in Augmentative and Alternative Communication. Karen is the coordinator of the Augmentative Communication and Technology (ACT) Clinic at CRS in the Birmingham district. ACT Clinic provides specialized augmentative communication and assistive technology evaluations, with a multi-disciplined team approach. Karen also provides on-going consultation for follow-up and training with AAC for clients and caregivers, including parents, teachers, and other therapists. Karen is also a team member in various multi-disciplinary CRS evaluation and medical clinics including Cleft Lip/Palate, Feeding, Pediatric Assessment, and Neuromotor. Karen received both her BS and MS in Communication Disorders from Auburn University.

Angela Barber, PhD, CCC-SLP, is an Associate Professor and the Chair of the Department of Communicative Disorders at the University of Alabama. Her research focuses on the dissemination of effective interventions for children with Autism Spectrum Disorder (ASD) living in rural, low-resource communities. She also conducts research targeting fidelity and efficacy of early social communication and language interventions.

Sheila Bolling, MS, is currently an Education Specialist with the Alabama State Department of Education (ALSDE), Office of Learning Support, Special Education Services. She holds a Bachelor’s Degree in Speech Communications Disorders and an MS in Special Education from Auburn University at Montgomery, as well as advanced certification in Assistive Technology Applications from California State, Northridge.

Michelle Suzanne Bourgeois, PhD, CCC-SLP, ASHA Fellow, is a Professor in the Department of Communication Sciences and Disorders, University of South Florida. She teaches and conducts research in the area of adult cognitive-communication disorders with a focus on improving the quality of life of persons with dementia, aphasia, TBI, and their caregivers through a variety of non-pharmacologic interventions.

Jacob R. Brodsky, MD, FAAP, is a Pediatric Otolaryngologist at Boston Children’s Hospital and Assistant Professor of Otology and Laryngology at Harvard Medical School. He directs the Balance and Vestibular Program at Boston Children’s Hospital, which is one of only a handful of dedicated pediatric vestibular programs in North America. He also co-coordinates the Brain Injury Center Multidisciplinary Concussion Clinic at Boston Children’s Hospital. His clinical practice encompasses the full breadth of pediatric otolaryngology, but his primary clinical focus is on the medical and surgical management of hearing loss and diseases of the ear. His research focuses primarily on clinical vestibular testing in children, treatment of pediatric vestibular disorders, and the effects of concussion, migraine, and congenital hearing loss on the vestibular system and balance.

Rebecca Brooks, MA, CCC-A, worked as Coordinator of Audiological Services, Department of Communicative Disorders, University of Alabama, until retirement Sept. 1,2016. Served on the University of Alabama HIPAA Committee from 2003-2016, served as HIPAA Privacy and Security Office for University of Alabama Speech anf Hearing Center from 2003-2016.

Sonia Moore Cleckler, MS, CCC-SLP, is the Program Specialist for Speech-Language Pathology for Children’s Rehabilitation Service (CRS), a division of the Alabama Department of Rehabilitation Services, (ADRS). Sonia coordinates the statewide Augmentative Communication/Technology (ACT) Program and processes augmentative communication device (ACD) prior approval request packets related to the Alabama Medicaid Agency and other insurance companies for ADRS. Sonia also serves as the external quality control reviewer for all Medicaid-funded ACD requests throughout the state. In addition to coordinating the CRS ACT Program, Sonia also coordinates the CRS statewide Oral Health/Dental/Orthodontia Programs and the statewide CRS Cleft Palate Program. Past work experience includes speech/special education positions in the public school system, inpatient/outpatient hospital experience and extensive work experience in long term care. Sonia earned both her Bachelor of Science and Master of Science in Speech Pathology from the University of Montevallo.

Candace Handley Cook, MS, CCC-SLP, is a clinical supervisor at the University of Alabama with over 10 years of experience working with pediatric clients with various speech-language disorders. Her clinical focus is primarily child language and autism. She has been formally trained on the SCERTS methodology, as well as Project ImPACT, which is a parent-mediated intervention for children with autism.

Megan Nicole Dawson, BS, is a graduate student at Alabama A & M University. She received her BS in Communicative Sciences and Disorders from the University of Tennessee in May of 2015.

Robert M. DiSogra, AuD, FAAA, is an independent audiology consultant with more than 30 years of experience in private practice. He received his MS in Audiology from Hofstra University and his AuD from Salus University. Dr. DiSogra developed and taught the Pharmacology/Ototoxicity distance learning course at Salus University from 2000-2005 and is now an adjunct lecturer at Salus. He has also taught doctoral level graduate and undergraduate audiology courses at Salus University, St. John's University, Rutgers University and Kean University. He continues to lecture nationally and internationally on adverse drug reactions and patient management and has several book chapters to his credit. His latest book is an extensive review of over 50 over-the-counter tinnitus relief products. Dr. DiSogra was recognized as the 2013 Alumnus of the Year from Salus University and also serves as Chairperson of the Osborne College of Audiology Advisory Board at Salus University.

Brian Fligor, ScD, PASC, is Chief Audiology Officer at Lantos Technologies of Wakefield, MA, and president of Boston Audiology Consultants. Prior to joining Lantos, Dr. Fligor was Director of Diagnostic Audiology at Boston Children’s Hospital and Assistant Professor at Harvard Medical School. He received his ScD from Boston University and is board certified in audiology with a specialty in pediatric audiology. Dr. Fligor published Understanding Childhood Hearing Loss: Whole Family Approaches to Living And Thriving in 2015. Dr. Fligor is adjunct faculty at Salus University, a member of the Children’s Oncology Group. Dr. Fligor’s publications on hearing loss risk from music received considerable popular media attention, including being spoofed on the David Letterman Show in 2005. His publications on ototoxicity were incorporated into the JCIH Position Statement (2007) and helped shape a unified international chemotherapy ototoxicity grading scale.

Stephanie Frucci, EdS, CCC-SLP, is SHAA's Liaison to the Alabama State Department of Education where she has been employed for two years and works with Speech-Language Impairment, preschool special education, English learners with disabilities, and LEAs in Region 1. Prior to joining the State Department, Stephanie served for fifteen years as a speech-language pathologist in the Elmore County and Marietta City Schools. She also has experience with Baptist East Hospital and Easter Seals. She received both her Bachelor's and Master's degrees from the University of Alabama, and her Education Specialist degree from Auburn University, Montgomery.

John H. Grant III, MD, holds the James C Lee III, Chair in Pediatric Plastic Surgery at Children's of Alabama and is a Professor of Plastic Surgery at the University of Alabama. Birmingham. He has been in practice since 1997 and has repaired over a thousand cleft palates. He has over 50 peer review manuscripts and speaks nationally and internationally on cleft and VPI surgery. Dr. Grant offers an International Fellowship dedicated to training surgeons from developing nations to become experts in the field and function as trainers and thought leaders after they return to their home countries. Through this program, he has maintained close working relationships with surgeons in Ho Chi Minh City, Vietnam; Kumasi, Ghana; and Sohag, Egypt.

Nancy Jeanne Haak, PhD, CCC-SLP, is an Associate Professor of Speech-Language Pathology at Auburn University and is currently serving as the Chair of the Communication Disorders Department and as the Director of the Auburn University Speech and Hearing Clinic. Neurogenic Communication Disorders has been her area of expertise for the past 30 years. She had taught graduate courses in Neuroanatomy, Medical Aspects of Communication Disorders, Dysphagia, Motor Speech Disorders, Aphasia,and Cognitive Disorders. Dr. Haak has presented and published in the areas of aphasia, dysphagia and dementia. In addition, she has over 15 years of experience as a primary caregiver for loved ones with dementia.

Megan-Brette Hamilton, PhD, CCC-SLP, is an assistant professor at Auburn University, where she teaches courses on child and adolescent language disorders and clinical problem solving. She spent 10 years in New York City schools working primarily with African American and Latino students. During this time, she also hosted a show on Brooklyn cable where she got a taste of the diverse cultures and dialects of the city. Her research centers on the classroom experiences of African American English-speaking children and speakers of other non-mainstream dialects. Dr. Hamilton has presented her work internationally, consulted with teachers and speech-language pathologists, and maintains a website www.honeybeeconnection.com dedicated to increasing the understanding of cultural-linguistic diversity.

Marsha Hays, MS, CCC-SLP, is a speech-language pathologist for Hoover City Schools. Marsi has over 24 years of experience in public school and private practice settings providing a variety of services to children and adults. She received her BS degree from the University of Alabama, and was awarded a graduate stipend to complete her MS at the university. Marsi has completed specialized training in the areas of Orofacial Myology and Childhood Apraxia of Speech and has developed a social skills program called BRIDGES (Building Relationships Initiating Dialogue Growing Extraordinary Students) which has been effectively implemented in two public school systems. Marsi feels that effective communication skills are critical to success in all areas of life and she is dedicated to providing therapy services with that goal in mind.

http://www.honeybeeconnection.com/

Margaret L. Johnson, SLPD, CCC-SLP, is a Professor and Chair of the Department of Communication Sciences and Disorders at Samford University. Dr. Johnson has created an undergraduate and graduate program for the university which began its inaugural class at the undergraduate level in the fall of 2014, and its inaugural class at the graduate level in the fall of 2015. Samford’s CSDS program is in process of creating the Doctor of Audiology degree which could open in Fall of 2018. Dr. Johnson’s area of research is in Constraint Induced Aphasia Therapy II. She continues this with the team of researchers and clinicians at UAB as they move ahead with studies and publications on their outcome-based measure. Dr. Johnson is an ASHA Fellow and currently serves as the Ethics Chair for SHAA.

Carol Lynn Koch, EdD, CCC-SLP is an Associate Professor at Samford University. Dr. Koch completed both her BS and MA degrees at Central Michigan University and her EdD in Education and Speech-Language Pathology at Nova Southeastern University. Her doctoral dissertation focused on the content of written feedback provided by supervisors to speech-language pathology graduate student clinicians. Dr. Koch was previously at Rockhurst University in Kansas City, MO, where she served as Clinical Coordinator, Department Chair, and Associate Professor during her 9 year tenure there. She also has approximately 28 years of clinical experience, primarily with infants, toddlers, and preschoolers. Her clinical expertise is in the areas of speech sound disorders, childhood apraxia of speech, autism spectrum disorders, and feeding and swallowing disorders.

Rachael M. Langley, MA, CCC-SLP, is a speech-language pathologist working as an Augmentative/Alternative Communication (AAC) Specialist in Mid-Michigan. Her 14-year career has focused primarily on supporting students with complex communication needs. A two-time graduate of Michigan State University, Rachael now serves as a Clinical Faculty member at her alma mater. Rachael is one of the organizers of the #TalkingAAC Conference, the only conference of its kind in Michigan. A regular contributor to the blog PrAACtical AAC, Rachael enjoys creating and sharing materials that focus on practical strategies for educators and families.

Savannah Latham is a 2012 Arab High School graduate with an Associate Degree in Science. She currently attends Alabama A & M University.

Virgi Mills, MEd, a certified Educator in the state of Florida, is also a bilateral MED-EL recipient, serving currently as a Consumer Outreach Manager for MED-EL in the southeast region. In this role, she provides support and outreach services for cochlear implant clinics, audiologists, speech-language pathologists, educators, VR counselors, MED-EL recipients and CI candidates. Previously, Virgi taught students who have hearing loss using listening and spoken language in Alachua County and Duval County Public Schools in Florida. Virgi received her Master in Education of the Deaf in the Auditory-Oral tradition from the Smith College/Clarke School program in 2008.

Sarah O'Kelley, PhD, Licensed Clinical Psychologist, has worked with individuals with ASD for 18 years. She is Director of the Autism Spectrum Disorders Clinic at UAB Civitan-Sparks Clinics where she is also the Training Director at the UAB LEND. Dr. O’Kelley received her doctorate in clinical child psychology from The University of Alabama. As a postdoc she was also Program Coordinator for The University of Alabama Autism Spectrum Disorders College Transition and Support program (UA-ACTS), a program she helped develop and implement. Dr. O’Kelley is a certified provider of the PEERS program developed at UCLA. Her research interests include cognitive and behavioral phenotypes of individuals with ASD, screening and early identification, sibling and family functioning, group social skills interventions, and issues across the lifespan for individuals with ASD. She has been active in the Act Early Alabama state team and is current President of the Alabama Autism Providers Network.

Greg Ollick, Sr., MA, is the founder of Med-Acoustics, Inc. which has been a distributor of audiological instrumentation in the Southeast since 1978. He earned his BS Degree in Electronics Engineering at the Wallace Cook Institute for Electronics Engineering. He has over 40 years of experience in the design, sales, installation, marketing and support of audiological instrumentation. Greg is also an engineering and product design consultant for InterAcoustics, and he has consulted for several other major manufactures on equipment design and specification projects, including auditory evoked potential, real ear measurement and otoacoustic emissions. Greg is an active member of the Institute of Electrical and Electronics Engineers and the Biomedical Engineering Society, and is past chairman of the Technical Standards Committee of the National Association of Special Equipment Distributors.

Phuong Lien Palafox, MS, is a bilingual speech-language pathologist at Bilinguistics. She has also been an Education Specialist at Region 13 Education Service Center and has worked as a public school bilingual speech language pathologist, a district lead speech-language pathologist and a researcher at UT-Austin and UW-Madison. Phuong has also been published in the American Journal of Speech-Language Pathology and ASHA Leader. She has been honored as the keynote address for the Texas Speech-Language-Hearing Association Conference (2015) and a requested presenter for the American Speech-Language-Hearing Association CONNECT Conference (2016 & 2017). She has a passion for working with students with autism, culturally and linguistically diverse needs (including poverty), literacy-based interventions and service-delivery models.

JoAnne Payne, AuD, has served as an audiologist for 29 years, having worked in a variety of settings. Dr. Payne is currently the Coordinator of Audiological Services at the University of Alabama, a member of the University of Alabama HIPAA Committee, and serves as the Department of Communicative Disorders HIPAA Privacy and Security Officer.

Esther Phillips- Ross, MA, CCC-SLP, is an Assistant Professor and Clinic Director in the department of Communication Sciences and Disorders at Alabama A&M University. Esther received her MA from The Ohio State University and has worked in varying scopes of practice in the area of speech-language pathology for the past 19 years. She specializes in supervision practices, and has interests in literacy and cognitive linguistic adult communication. Esther supervises the Literacy Clinic on the campus of AAMU and was involved in literacy research with Dr. Lombardino with the University of Florida, Gainesville. Esther has also served as an advocate for community involvement and has performed workshops targeting language and literacy development for several entities such as Action for Children Head Start in Huntsville, AL and the YMCA.

Laura Promer, MS, CCC-SLP, is an instructor and supervisor at Samford University and practitioner at Communication and Reading Therapies. Prior to joining Samford as the director of clinical education in the Department of Communication Sciences and Disorders, Laura provided diagnosis and treatment of language, reading, writing and related disorders to children and adolescents in a private clinic setting. She has also served patients in acute care and rehabilitation settings at Trinity Medical Center and UAB Hospital. Laura received training in multisensory reading evaluation and instruction at the Chrysalis Academy in Atlanta as well as in the Lindamood Bell and Wilson Language reading programs. Laura founded Communication and Reading Therapies in 2001. Promer became an Associate in the Academy of Orton Gillingham Practitioners in 2003 and she has completed course work toward the Educational Specialist master’s degree in Instructional Leadership at Samford University.

Christine Reeve, PhD, BCBA-D, provides consultation and training on classroom design, educational programming, assessing and intervening with challenging behaviors, and applied behavior analysis teaching strategies, as well as creating and selling materials for special education classrooms. She has also authored several articles and books including Taming the Data Monster. With an MS and PhD in clinical psychology from SUNY, Christine has more than 20 years of professional experience with a focus on autism. Previously, she served as the Director of Academics for the Mailman Segal Center for Human Development at Nova Southeastern University, where she co-designed the autism endorsement courses, the doctoral minor in autism coursework, and designed the master’s and doctoral programs in applied behavior analysis. She is currently adjunct faculty and dissertation advisor at NSU. Christine maintains www.AutismClassroomResources.com, a blog for educators.

Nina Reeves, MS, CCC-SLP, BCS-F is a staff Fluency Specialist for Frisco ISD, and Fluency Specialist Consultant for San Diego Unified School District. Specializing in providing private practice stuttering therapy services to children and adolescents who stutter, Nina has been a school-based speech language pathologist for over 20 years, first in Illinois and, since 2005, in Texas. She is a nationally recognized workshop presenter in the area of fluency disorders, and is an author who most recently co-authored School Age Stuttering Therapy: A Practical Guide. Nina volunteers her time for ASHA, has written for the Stuttering Foundation of America, and is an advisory board member of the National Stuttering Association. Nina is also a recipient of the ASHF Van Hattum Award for Contributions in the Schools.

Nathaniel H Robin, MD, attended Albert Einstein College of Medicine where he also completed a residency in pediatrics. He did a Genetics fellowship at The Children’s Hospital Philadelphia. His first faculty position was in the Department of Genetics at Case Western Reserve in 1995. In 2003, he joined the Department of Genetics at the University of Alabama, Birmingham. Dr. Robin is board certified in Clinical Genetics and has a focused interest in craniofacial disorders and the genetics of deafness. Dr. Robin has authored one book (Medical Genetics: Its Application to Speech, Hearing, and Craniofacial Disorders), 18 book chapters, over a dozen invited editorials and over 110 peer-review publications, as well as studies that have looked at genetics testing for deafness, and ethical issue issues in genetic testing.

Attorney Yvonne Saxon is a native of Mobile, Alabama. She is a 1981 graduate of Blount High School, a 1985 graduate of Hampton University, and a 1988 graduate of the University of Alabama School Of Law. Attorney Saxon is employed by the Alabama Attorney General's Office as an Assistant Attorney General in the Criminal Appeals Division. She has served as General Counsel for the Alabama Board of Examiners for Speech-Language Pathology and Audiology for over 25 years.

Laura Sconyers, MCD, CCC-SLP, graduated from Auburn University with a BS in Communication Disorders. She earned her Master’s in Communication Disorders from Auburn University. Laura has been employed with Children's of Alabama since 2013. She is the lead speech-language pathologist on the Cleft and Craniofacial team and the VPI team. Laura specializes in treating children with complex medical conditions. As part of the cleft team, she specializes in evaluation and treatment of feeding and swallowing needs, as well as evaluation and treatment of articulation and resonance disorders. Laura is a member of the American Speech Language Hearing Association and American Cleft Palate-Craniofacial Association.

Caroline Stanley, BA, is currently a Masters Candidate at Samford University in the field of Communication Sciences and Disorders. She is one of two first non-background candidates admitted into Samford's program. She received her BA in Spanish from Furman University in 2014 and spent the following year abroad in Madrid, Spain, teaching English and improving her Spanish fluency.

Debra Mehuron Suiter, PhD, CCC-SLP, BCS-S, is Director of the University of Kentucky Voice & Swallow Clinic and Associate Professor in the Division of Communication Sciences and Disorders at the University of Kentucky in Lexington, Kentucky. Her research and clinical interests focus on screening and assessment of adults with swallowing disorders. Together with Dr. Steven Leder, she developed a screening protocol for determining aspiration risk known as the Yale Swallow Protocol. Dr. Suiter has presented nationally and internationally and has published her research in a number of peer-reviewed publications. She is a Board Certified Specialist in Swallowing and Swallowing Disorders and serves on the American Board of Swallowing and Swallowing Disorders.

The eye sees only what the mind

is prepared to comprehend.

Henri-Louis Bergson

Without leaps of imagination, or dreaming, we lose

the excitement of possibilities.

Dreaming, after all, is a form of planning.

Gloria Steinem

Viviann Lin Walston, BA, is a student at Alabama A & M University. She completed her BA in drama.

Julie L. Wambaugh, PhD, CCC-SLP, is Professor in the Department of Communication Sciences and Disorders at the University of Utah and is a Research Career Scientist at the VA Salt Lake City Health Care System. She teaches graduate courses in Aphasia and Motor Speech Disorders. An ASHA Fellow, she has been conducting research focused on clinically-applicable treatments for apraxia of speech and aphasia for many years and has published extensively on these topics. Her research has been funded for many years by the Department of Veterans Affairs. She has been Chair of the AOS Treatment Guidelines writing committee and is currently an active member of that committee.

Amanda Weydeck, AuD, FAAA, is the Pediatric Account Manager for Oticon, Inc. serving Texas, Alabama and the Florida Panhandle. Prior to joining Oticon, Mandy worked as an audiologist in pediatric medical centers serving the birth-21 population. She received a Bachelor of Science degree in Speech Language Pathology from Texas Christian University, a Master of Arts in Audiology degree from the University of Tennessee-Knoxville and a Doctor of Audiology degree with a Pediatric Aural Habilitation concentration from the University of Tennessee Health Science Center.

Erin Whitlow is a graduate of Arab High School and received her AS degree from Snead State Community College. She is currently a senior in the CSD program at Alabama A & M University.

http://en.wikipedia.org/wiki/Gloria_Steinem

Rive

rcha

se A

Rive

rcha

se B

Wyn

frey A

-BW

ynfre

y CW

ynfre

y DAv

onW

ynds

or I

Wyn

dsor

IIYo

rksh

ireAd

kins

LAMP

Par

t 1:

Post

er S

essio

nsBa

ckgr

ound

and

Read

iness

to Le

arn

30 C

E mi

nutes

Must

revie

w bo

thAd

kins

LAMP

Par

t 2:

Cons

isten

t Moto

r Plan

ning

30-m

inut

e bre

ak

35-m

inut

e set

upAd

kins

Reev

eO'

Kelle

yLA

MP P

art 3

:Ta

ming

the

PEER

S Int

erve

ntion

Au

ditor

y Sign

als an

dDa

ta Mo

nster

Teen

s/YA

with

ASD

Natur

al Co

nseq

uenc

esPa

rt 1

Koch

Adkin

sRe

eve

My G

ener

ation

:LA

MP P

art 4

:30

CE

minu

tesTa

ming

the

Prac

tical

Insigh

tsW

ords

for L

ife V

ocab

Must

revie

w bo

thDa

ta Mo

nster

for C

linica

l Edu

catio

nan

d App

Fea

tures

Part

2

Lang

leyCo

mmun

icatio

nPo

ster

Ses

sions

Mills

/Arth

urin

the C

lassro

om30

CE

minu

tesCo

chlea

r Imp

lants

Part

1Mu

st re

view

both

in the

Clas

sroom

Lang

leyCo

mmun

icatio

nin

the C

lassro

omPa

rt 2

Broo

ks/P

ayne

Bagg

ett/C

leckle

rHI

PAA:

Team

AAC

Ass

essm

ent

Lega

l & E

thica

lan

d Fun

ding

Reqs

Unr

avele

d Key:

Adul

tCh

ildEt

hics

AAC

Audi

olog

y

A Lo

ok B

ack

Into N

euro

logy

Bour

geoi

sFu

nctio

nal A

sses

smen

t: MC

I to S

ever

e Dem

entia

Prom

er, S

tanl

ey B

ilingu

al As

sess

ment

of Sc

hool-

Aged

Ch

ildre

n

Philli

ps-R

oss,

Daws

on, L

atha

m,

Wals

ton,

Whi

tlow

ASHA

Cod

e of E

thics

for S

tuden

ts?

Reev

esSc

hool

Age S

tutter

ing:

Whe

re D

o I S

tart?

Reev

esSc

hool

Age S

tutter

ing:

Wha

t's in

You

r Too

lbox?

SHAA

2017

Con

vent

ion:

Sch

edul

e of S

essio

nsThursday, Feb 16

8:00 -

10:00 2:00 - 4:00

Palaf

oxMa

king L

ife B

etter

in th

e Sch

ools:

A

Servi

ce D

elive

ry Ho

w-To

Arth

ur/M

illsBu

ilding

Aud

itory

Skills

4:30 - 6:00

10:30 -

12:00

Wam

baug

hAp

raxia

of S

peec

h, Pa

rt 4

Suite

rSw

allow

Scre

ening

:W

hat Is

It? W

hy D

o It?

Suite

rEv

idenc

e-ba

sed

Trea

tmen

t for

Dysp

hagia

: W

here

We A

re

Suite

rEv

idenc

e-ba

sed

Prac

tice f

or D

ysph

agia:

Whe

re W

e're G

oing

Wam

baug

hAp

raxia

of S

peec

h, Pa

rt 1

Wam

baug

hAp

raxia

of S

peec

h, Pa

rt 2

DiSo

gra

Phar

mace

utica

ls &

Nutra

ceuti

cals,

I

Fruc

ci/Bo

lling

State

Dep

t of E

duca

tion

Upda

tes(re

peate

d FR

1:30-

3:30)

Brod

sky

Vesti

bular

Sys

tem

Made

Eas

y

Palaf

oxCo

gnitiv

e, Be

havio

ral, L

angu

age

Succ

ess -

Stud

ents

in Po

verty

Hays

BRID

GES

Amer

son/

Gran

t/Sco

nyer

sCl

eft Li

p, Cl

eft P

alate,

Velop

haryn

geal

Dysfu

nctio

n

30-m

inut

e bre

ak

Lunc

h Br

eak

30-m

inut

e bre

ak

Wam

baug

hAp

raxia

of S

peec

h, Pa

rt 3

30-m

inut

e bre

ak

30-m

inut

e bre

akDi

Sogr

aPh

arma

ceuti

cals

& Nu

trace

utica

ls, II

Brod

sky

Pedia

tric V

estib

ular

Dysfu

nctio

n

Barb

er/C

ook

Autis

m: E

arly

ID &

Int

erve

ntion

Palaf

oxI D

on’t S

peak

Tha

t Lan

guag

e.Ho

w Do

I Kno

w If H

is Er

rors

Are

Norm

al?

Ollic

kAd

vanc

ed

Instru

menta

tion

Elec

troph

ysiol

ogy/

Vesti

bular

Tes

ting

ABES

PALu

nche

on F

orum

Saxo

n: E

thica

l Dec

ision

s

Brod

sky

Mgmt

of S

ingle

Side

d Dea

fness

Lunc

h Br

eak

Prom

er, S

tanl

ey

Bilin

gual

Asse

ssme

ntof

Scho

ol-Ag

ed

Child

ren

Philli

ps-R

oss,

Daws

on, L

atha

m,

Wals

ton,

Whi

tlow

ASHA

Cod

e of E

thics

for S

tuden

ts?

Suite

rCl

inica

l Swa

llow

Evalu

ation

12:00 - 2:0

0

SHAA

Exe

c Bd

Roun

d Tab

le(1

0:15 -

11:15

)

Lunc

h Br

eak

Flig

or N

oise-

Induc

ed H

earin

g Lo

ss D

iagno

sis an

d Ma

nage

ment

Ham

ilton

Wor

king W

ith

AAE-

Spea

king C

hildr

en

Flig

orPe

diatric

Hea

ring A

id Fit

ting

Ollic

kTe

chno

logy U

pdate

Koch

Beyo

nd th

e Bas

ics:

Spee

ch S

ound

Diso

rder

s

Flig

or D

iagno

sis of

Ped

iatric

Se

nsor

ineur

al He

aring

Lo

ss30

-min

ute b

reak

30-m

inut

e bre

ak

Com

mitt

ee L

unch

Mee

tings

: AAC

(Dev

on) a

nd S

choo

l Affa

irs (R

iverc

hase

A)

Lunc

h Br

eak

John

son

ABES

PA C

onte

nt A

rea I

I ses

sions

in re

d

Plac

e nam

e bad

ges,

atte

ndan

ce re

cord

s, an

d co

nven

tion

evalu

atio

ns in

mar

ked

boxe

s. D

rive S

afely

!

1:30 - 3:30

Fruc

ci/Bo

lling

State

Dep

t of E

duca

tion U

pdate

s(re

peate

d fro

m TH

8-10

)

Bour

geoi

sInt

erve

ntion

App

roac

hes

& Ins

tructi

onal

Tech

nique

s

12:30

-1:3

0

10:30 -

12:30

6:00

- 6:

30 D

oor P

rize G

iveaw

ays (

Pref

unct

ion

Area

)

6

:30 S

HAA

Asso

ciatio

n Di

nner

Mee

ting

- Dr.

Nath

aniel

Rob

in: G

eneti

c Tes

ting f

or H

earin

g Los

s (30

min

CE cr

edit)

Friday, Feb 17

8:00 -

10:00

Haak

Music

/Pa

tients

w/

Deme

ntia

Reev

esSc

hool

Age S

tutter

ing:

Prep

aring

for S

ucce

ss

Wey

deck

Comm

for T

eens

w/He

aring

Loss

Bour

geoi

sCr

eatin

g an E

ffecti

ve

Deme

ntia P

rogr

am

Documents

Hyatt Regency Birmingham - The Wynfrey Hotel · Hyatt Regency Birmingham - The Wynfrey Hotel . February 16-17, 2017 . Up to 1.50 ASHA CEUs / 1.50 AAA CEUs / 15.0 ABESPA CEHs