Thursday, February 26 Pre-Convention

Thursday, February 26 Pre-Convention

12:00-5:30 PM 'He Chooses Not to Do It!... or Does He?' Helping Students with High Functioning Autism Meet Common Core State Standards Tim Kowalski, M.A. CCC-SLP

Moderator: Kimberly Turner-Rogers This presentation will discuss the underlying difficulty in these students’ ability to analyze and synthesize information necessary to achieve academic success. It will provide a framework to understand the CCSS as to the difficulties unique to HFA/AS. Techniques will be provided to help them develop strategies to compensate for these deficiencies. Learning Outcomes At the conclusion of this presentation, participants will be able to: 1. Describe how deficient Theory of Mind and Central Coherence impact CCSS outcomes 2. Describe how deficient Executive Functioning and Emotional Intelligence impact CCSS outcomes

3. List techniques designed to enhance these deficient areas to allow students to achieve the CCSS outcomes

Disclosures Financial: 1. Honorarium.

2. Royalties from publications. Non-Financial: ASHA Vice President for Professional Practices in Speech-Language Pathology, Florida Association

of Speech-Language Pathology & Audiology. Moderator: Kimberly Turner-Rogers is an unpaid GSHA volunteer and has no relevant financial or non-financial disclosures.

Friday, February 27

Opening Keynote Session & Awards

8:30-9:30AM . Keynote: ASHA: Empowering and Supporting Audiologists, SLPs, and Scientists Keynote Speaker: Howard Goldstein, Ph.D. CCC-SLP

The ASHA Vice-President for Science and Research will discuss strategies for successful advocacy, opportunities to lead, and ways to get involved. New tools and new initiatives that support knowledge dissemination, evidence-based practice, and career growth opportunities within our professions will be discussed. International initiatives will be highlighted.

Learning Outcomes At the conclusion of this presentation, participants will be able to: 1. Identify two tools that ASHA developed to support speech-language pathology and audiology service delivery

and information dissemination. 2. Describe up to 3 internal or external rewards for being an ASHA or GSHA volunteer.

3. Articulate why we need to advocate for individuals with communication disorders and research that helps us improve communication functioning.

Disclosures Financial: GSHA is paying an honorarium for this presentation. ASHA is paying travel expenses associated with this presentation. Non-Financial: I will be sharing information about resources available to members on the ASHA website.

GATFL LAB & Breakout Sessions #1

10:00 AM-12:00 PM Georgia Tools for Life Lab: How Can I Tell Which App Is Right for My Client? (10:00-11:00AM) Ben Satterfield, Ed.D Martha Rust, M.S

Apps and tablets are appearing more frequently within the field as tools for augmentative and alternative communication. But how can you be certain that a particular app is appropriate for your client? How do you decide which one is best? This session will introduce some tools for matching features in apps to specific clients and for calculating the degree to which AAC apps may be useful or effective with specific clients. This will be a hands-on session in which participants will evaluate existing AAC apps for suitability with individual clients. Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Identify three tools for evaluating AAC apps for suitability with specific clients 2. Describe the process for identifying the features of AAC apps that are appropriate for a specific client. 3. Evaluate an existing AAC app and compare it to 2 other apps for suitability for a specific client.

Disclosures Financial: Ben Satterfield & Martha Rust have no relevant financial relationships to report. Non-Financial: Ben Satterfield & Martha Rust have no relevant non-financial relationships to report.

Georgia Tools for Life Lab: Advocacy Strategies to Use When Seeking Funding for Augmentative Communication (11:00-12:00PM) Naomi Walker, J.D.

The power of augmentative communication (AAC) is exciting, but it is daunting to consider how a person can obtain what he/she needs. The funding process is often difficult and can change. It is important that a speech language pathologist knows how to seek out current information. I will discuss strategies that one can utilize as he/she seeks funding for a recommended AAC device. I will focus on the following three things. 1. There are several available funding sources, traditional and non-traditional. 2. To pursue funding, you must learn about the funding source and document accordingly. 3. "Follow through" on the funding request is critical. Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Describe and/or use advocacy strategies that can be used in seeking funding for an AAC device. 2. Access information needed in order to seek out Medicaid funding for AAC devices ("Speech Generating

Devices"/SGDs). 3. Ask the appropriate questions to a funding source to request assistance in the purchasing of an AAC device.

Disclosures Financial: The Georgia Advocacy Office, Staff Attorney, salary Non-Financial: No relevant non-financial relationship exist.

10:00 AM-12:00 AM Promoting Preschooler’s Language and Literacy through Multi-Tiered Systems of Support Howard Goldstein, Ph.D. CCC-SLP Moderator: Toby Stephan

Multi-tiered systems of support (or Response to Intervention) have the potential to promote school readiness and prevent language and reading disabilities. Assessments and curricula that fit into an MTSS model in pre-Kindergarten settings will be presented. SLPs’ roles within a system designed to be feasible and effective in diverse early childhood settings will be explored.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Collaborate with early childhood educators to match early literacy and language instruction to pre-

kindergartners’ needs at multiple levels (tiers). 2. Advocate for use of general outcome measures administered often enough to monitor needs of children who

may benefit from different tiers of instruction. 3. Articulate the potential advantages of instituting and refining an integrated MTSS in early childhood

Disclosures Financial: GSHA is paying an honorarium for this presentation. The curricula being described may soon be published products. Non-Financial: Howard Goldstein serves on the ASHA Board of Directors. Moderator: Toby Stephan is an unpaid GSHA volunteer and has no relevant financial or non-financial disclosures.

10:00 AM-12:00 PM . Treating Stuttering in Georgia Schools Anne Bothe Marcotte, Ph.D., CCC-SLP Nina Santus, M.S., CCC-SLP Moderator: Shaddai Wiggs Treating stuttering in the public school setting can be complicated, but it can also be positive and successful. This session will present recent research from the University of Georgia about relationships between stuttering treatment approaches and obtained treatment outcomes as reported by 43 clinicians in six Georgia counties. Treatment methods best supported in the research literature will then be discussed, with emphasis on how those

methods can be used effectively in the special context of the public schools. Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Select stuttering treatment approaches for use in public schools by assessing research evidence. 2. Compare stuttering treatment approaches currently in use with those reported to be effective and efficient. 3. Explain to parents, teachers, and other professionals the infrastructural bases that support effective stuttering

treatment in schools. Disclosures Financial: Anne Bothe Marcotte & Nina Santus have no relevant financial relationships to report. Non-Financial: Anne Bothe Marcotte & Nina Santus have no relevant non-financial relationships to report. Moderator: Shaddai Wiggs is an unpaid GSHA volunteer and has no relevant financial or non-financial disclosures.

10:00 AM-12:00 PM . Pediatric Feeding Disorders: A Multidisciplinary Approach to Assessment and Treatment Michele Cole Clark, M.Ed., CCC-SLP Rashelle Berry, M.S. Roseanne Lesack, Ph.D. Moderator: Jamie-Lee Willis Feeding issues create a serious risk of long-term medical and nutritional concerns, including nutritional inadequacies, poor growth, and obesity, with experience-based deficits in oral motor and oral sensory skill acquisition. Of the pediatric population identified with feeding concerns, significant portions are children with developmental disabilities, including children diagnosed with autism spectrum disorder. Of these children, studies suggest that up to 80% exhibit feeding concerns. This near epidemic level of feeding concerns involving inadequate food intake, profoundly impacting the families who deal with these difficulties daily, suggests the need to provide evidence-based models of intervention to therapists working in the field. This presentation will provide a comprehensive overview of how the foundations of evidenced-based behavioral treatment strategies can inform the treatment approach for speech language pathologists targeting the remediation of mealtime concerns and functional deficits associated with pediatric feeding disorders. This presentation will seek to describe and illustrate, through multiple video presentations and discussions, how the use of specific evidenced-based behavioral treatment strategies (e.g. applied behavioral analysis) by Speech Language Pathologists can increase the effectiveness of well-known feeding treatment approaches using treatment protocols such as those used in the Pediatric Feeding Disorders Program of Marcus Autism Center, Atlanta, Georgia. Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Develop an understanding of the behavioral, sensory and oral motor factors that contribute to feeding

disorders and the resulting nutritional and medical concerns associated with persistent feeding issues in the pediatric population.

2. Identify basic behavioral treatment components to enhance existing oral-motor and oral-sensory protocols. 3. Develop an understanding of appropriate referrals and time frames for behavioral, nutritional, and oral

sensorimotor interventions. Disclosures Financial: Michele Cole Clark, Rashelle Berry & Roseanne Lesack have no relevant financial relationships to report. Non-Financial: Michele Cole Clark, Rashelle Berry & Roseanne Lesack have no relevant non-financial relationships to report. Moderator: Jamie-Lee Willis is an unpaid GSHA volunteer and has no relevant financial or non-financial disclosures.

10:00 AM -12:00 PM . Effect of Medications on Hearing, Speaking and Swallowing Linda Hughes, Pharm.D

Moderator: Carol Ann Raymond

Millions of Americans take at least one prescription drug each month and 1 in 10 report taking five or more drugs. As society increases its use of medication, undesired side effects continue to be an important aspect of the risk

benefit analysis in each patient’s overall health outcomes. The population served by audiologists and speech-language pathologists may present with side effects from medications or may be taking medications affecting their hearing/speech/language therapy. Knowledge of these drugs and potential side effects will allow therapists to advocate for their patients and develop treatment plans to optimize quality of life. Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Summarize basic principles of pharmacology. 2. Identify medications with negative side effects on hearing, swallowing, speech and language development. 3. Identify medications used to treat ototoxicity, vestibular toxicity, and tinnitus and evaluate efficacy. 4. Use medication knowledge to positively impact patients’ therapeutic plan.

Disclosures Financial: No relevant financial relationship exists. Non-Financial: No relevant non-financial relationship exists. Moderator: Carol Ann Raymond is an unpaid GSHA volunteer and has no relevant financial disclosures. Carol Ann Raymond is a GSHA board member and will be presenting at the GSHA convention (non-financial disclosure).

10:00 AM-12:00 PM . Vendor Academy: Implementation Strategies and Resources for AAC: Featuring AAC Language Lab Christine Kramlich, M.Ed. – PRC Moderator: Jill Shedd

This presentation is intended to provide a detailed look at the AAC Language Lab which has lesson plans, blogs, language stages, resources and an app lab. Additionally, suggestions and resources will be provided on how to implement core vocabulary beyond the basic level. Examples of using core vocabulary to teach specific core curriculum standards will be provided. Participants will also have an opportunity to practice modifying core curriculum to make it accessible for a specific device user.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Identify three items you might find in the language lab. 2. List three examples of modifying core curriculum.

3. List three strategies you could teach to parents who are looking for ways to assist their child with their communication device.

Disclosures Financial: Christine Kramlich is an employee owner and salaried employee of PRC. Non-Financial: Christine Kramlich is a member of ISAAC. Vendor Academy: This presentation will focus on a specific product or service (Prentke Romich Company), and there will be limited or no discussion of similar products or services. Moderator: Jill Shedd is an unpaid GSHA volunteer and has no relevant financial disclosures. Jill Shedd is a GSHA board member and will be presenting at the GSHA convention (non-financial disclosure).

10:00 AM-12:00 PM . Supporting Families of Children Using AAC Tracy Rackensperger, M.A.

Moderator: Jill Barton As professionals who support children who use AAC, we sometimes struggle with how to involve families in effective ways to assist communication successfulness. This session will provide a general overview of research, conducted by the presenter, examining how families and educators can work to achieve communication successfulness of children who use AAC. Close attention will be made to the positive methodologies used between professionals and parents to support communication successfulness. A major learning outcome of this session is to provide possible practical applications to support family involvement in children’s communicative learning. This session will discuss the factors that are challenging for families who do not have resources and provide discussion about possible solutions.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Identify three positive methodologies used between professionals and parents to support communication

successfulness. 2. Utilize three strategies to improve family involvement in children's communicative learning. 3. Describe factors to full involvement that are challenging for families who do not have resources.

Disclosures Financial: No relevant financial relationship exists. Non-Financial: No relevant non-financial relationship exists. Moderator: Jill Barton is an unpaid GSHA volunteer and has no relevant financial disclosures. Jill Barton is a GSHA board member & President-elect (non-financial disclosure).

GATFL Lab, Vendor Academy & Breakout Sessions #2

1:00-2:00 PM . Georgia Tools for Life Lab: What's New in AT: Tracking Trends & Transferring Knowledge in the

Classroom

Carolyn Phillips, MEd, ATP

Welcome to the Assistive Technology revolution! The world around us is evolving at an astounding rate. Assistive

Technology developments have been foundational in this evolution and a catalyst producing positive life-changing

results for individuals with disabilities. Come learn about what's new in AT & the AT community as we explore

where we were, where we are, and perhaps, where we are going. We will also discuss possible solutions to expedite

knowledge transfer from research journals to your classroom & community.

Learning Outcomes: At the conclusion of this presentation, participants will be able to:

1. Summarize 2 current research studies or technology trends regarding applying specific AT in educational environments.

2. Summarize the evolution of 1 assistive technology solution. 3. Access and assess 3 resources to discover new AT solutions to support students.

Disclosures Financial: No relevant financial relationship exists. Non-Financial: No relevant non-financial relationship exists.

1:00-2:00 PM . Effective Interventions for Persons with Dementia: Part I –Assessment Michelle Bourgeois, Ph.D. CCC-SLP

Moderator: Sonya Dodson

This presentation will describe functional procedures for maximizing the life participation of persons with cognitive challenges from Mild Cognitive Impairment (MCI) to severe dementia. Beginning with the identification of a range of desirable life participation outcomes and intervention goals appropriate for community and residential care settings, tools for soliciting these outcomes and goals from clients, family members, and caregivers will be presented. Assessment tools for determining the sensory, environmental, cognitive, communicative, social, occupational, and leisure strengths and needs of clients and appropriate intervention approaches will be described. Clinical case examples will illustrate the continuum of therapeutic needs.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Describe assessment procedures for life participation and quality of life outcomes of persons with cognitive-

communication challenges ranging from MCI to severe dementia. 2. Select functional assessments for potential cognitive-communicative, sensory, social, and leisure treatment

goals and diagnostic subtypes.

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

Disclosures Financial: 1. Employed by the University of South Florida, Professor (salary & benefits)

2. Honorarium and travel expenses for this presentation from GSHA 3. Hearthstone Foundation, MA, Consultant on grant, receive consulting fee 4. Center for Research in Dementia, Solon, OH; co-investigator on grants; receive salary support.

Non-Financial: Alzheimer Association, Chicago, IL; Grant reviewer. Moderator: Sonya Dodson is an unpaid GSHA volunteer and has no relevant financial disclosures. Sonya Dodson is a GSHA convention committee member (non-financial disclosure).

1:00-2:00 PM . What is Wrong with my Patient? James Coyle, Ph.D. CCC-SLP

Moderator: Ingrid Hinkley

Adults with dysphagia are referred to the SLP with a variety of diagnoses, many of which were never seen by the SLP 10-20 years ago. Knowledge of the pathophysiology of these diseases is crucial to solving clinical dilemmas in these patients but such knowledge is not a part of graduate education. This one hour session will review several pulmonary, digestive and iatrogenic conditions, their nature and how they affect swallowing function and the clinician’s impressions.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Describe how homeostenosis lowers physiologic reserve of many systems in aging adults.

2. Explain the nature of congestive heart failure.

3. List the functions of upper digestive organs including the esophagus.

Disclosures Financial: 1. James Coyle receives a salary from the University of Pittsburgh. 2. James Coyle will receive an honorarium for speaking at the GSHA convention. Non-Financial: No relevant non-financial relationship exists. Moderator: Ingrid Hinkley is an unpaid GSHA volunteer and has no relevant financial disclosures. Ingrid Hinkley is a GSHA board member (non-financial disclosure).

1:00-2:00 PM . Pediatric Feeding Disorders: A Multidisciplinary Approach to Assessment and Treatment – Continued Michele Cole Clark, M.Ed., CCC-SLP Rashelle Berry, M.S. Roseanne Lesack, Ph.D. Moderator: Terri Dixon

Feeding issues create a serious risk of long-term medical and nutritional concerns, including nutritional inadequacies, poor growth, and obesity, with experience-based deficits in oral motor and oral sensory skill acquisition. Of the pediatric population identified with feeding concerns, significant portions are children with developmental disabilities, including children diagnosed with autism spectrum disorder. Of these children, studies suggest that up to 80% exhibit feeding concerns. This near epidemic level of feeding concerns involving inadequate food intake, profoundly impacting the families who deal with these difficulties daily, suggests the need to provide evidence-based models of intervention to therapists working in the field. This presentation will provide a comprehensive overview of how the foundations of evidenced-based behavioral treatment strategies can inform the treatment approach for speech language pathologists targeting the remediation of mealtime concerns and functional deficits associated with pediatric feeding disorders. This presentation will seek to describe and illustrate, through multiple video presentations and discussions, how the use of specific evidenced-based behavioral treatment strategies (e.g. applied behavioral analysis) by Speech Language Pathologists can increase the effectiveness of well-known feeding treatment approaches using treatment protocols such as those used in the Pediatric Feeding Disorders Program of Marcus Autism Center, Atlanta, Georgia. Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Develop an understanding of the behavioral, sensory and oral motor factors that contribute to feeding

disorders and the resulting nutritional and medical concerns associated with persistent feeding issues in the pediatric population.

2. Identify basic behavioral treatment components to enhance existing oral-motor and oral-sensory protocols. 3. Develop an understanding of appropriate referrals and time frames for behavioral, nutritional, and oral

sensorimotor interventions. Disclosures Financial: Michele Cole Clark, Rashelle Berry & Roseanne Lesack have no relevant financial relationships to report. Non-Financial: Michele Cole Clark, Rashelle Berry & Roseanne Lesack have no relevant non-financial relationships to report.

Moderator: Terri Dixon is an unpaid GSHA volunteer and has no relevant financial or non-financial disclosures.

1:00-2:00 PM . Learning Language Through Adapted Literature PreK-Grade 5 Jessie Moreau, M.Ed.

Moderator: Kelly Hulett

Adapted literature activities encourage student engagement, foster reciprocal communication opportunities, and promote active participation in language development. Listening comprehension and reading comprehension are supported through the myriads of grade appropriate literature activities designed for students who have cognitive, sensory, and/or physical impairments. IEP speech and language objectives are embedded into adapted literature lessons. Participants will experience interactive activities based upon the adapted literature presented and will receive a CD at the end of the session with many adapted literature materials. Feel free to bring a camera. Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Incorporate typical Speech/Language IEP objectives into Pre-K through Grade 5 adapted literature activities. 2. Adapt/modify Pre-K through Grade 5 literature to include interactive speech/AAC and language lessons. 3. Describe how to use PowerPoint to create adapted Pre-K through Grade 5 stories. Disclosures Financial: 1. Gwinnett County Public Schools, Instructional Coach, Annual Salary; 2. Georgia Department of Education, Contract Employee, Paid to create adapted curricular materials Non-Financial: No relevant non-financial relationship exists. Moderator: Kelly Hulett is an unpaid GSHA volunteer and has no relevant financial or non-financial disclosures.

1:00-2:00 PM . Vendor Academy: Switch Access for iDevices using iOS7 Mary Sagstetter, M.Ed. - AbleNet

Moderator: Deborah Foushee Switch accessibility like you´ve never seen before. Never before has a mobile operating system come with such a powerful switch accessibility toolset built directly into the operating system. With one or two switches connected via Bluetooth, users with significant physical disabilities can easily access an iPad, iPhone, or iPod Touch, running iOS 7, to do tasks like using an AAC app, writing an email, browse the internet, watch a video, or listen to music. Every app, every screen item, is now accessible!

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Set-up iOS 7 Switch Control with a single switch and auto scanning. 2. Set-up iOS 7 Switch Control with dual switches and step scanning. 3. Configure an iDevice to access an AAC app, writing an email, browsing the internet, watching a video, or

listening to music though using single or dual switches. 4. List 3 apps that were created as switch accessible and 3 apps that now are switch accessible using switch

control.

Disclosures Financial: AbleNet, Business Development Manager, salary position Non-Financial: No relevant non-financial relationship exists. Vendor Academy: This presentation will focus on a specific product or service (AbleNet), and there will be limited or no discussion of similar products or services. Moderator: Deborah Foushee is an unpaid GSHA volunteer and has no relevant financial disclosures. Deborah Foushee is a GSHA board member (non-financial disclosure).

1:00-2:00 PM . Parent-Child Interactions: Facilitating Communication Development Twyla Perryman, Ph.D., CCC-SLP Lama K. Farran, Ph.D., CCC-SLP Moderator: Debra Schrober-Peterson

Past research has shown that there is a strong positive association between the amount of responsive caregiver language and children's language growth. For caregivers’ language to be considered verbally responsive, it must first be connected to the child’s current focus of attention. The purpose of this presentation is to synthesize research findings indicating that for very young children showing symptoms of autism spectrum disorders (ASD), parental linguistic responsiveness is a significant predictor of early receptive language growth. We will explore ways to facilitate parent responsiveness through the use of follow-in comments in parent-child interactions. Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Discuss research examining the effects of parent responsiveness on communication development. 2. Describe foundational and theoretical principles associated with parental responsiveness. 3. Generate strategies and techniques for integrating evidence and child characteristics in training and

intervention programs. Disclosures Financial: Twyla Perryman & Lama Farran have no relevant financial relationship to report.

Non-Financial: Twyla Perryman & Lama Farran have no relevant non-financial relationship to report. Moderator: Debra Schrober-Peterson is an unpaid GSHA volunteer and has no relevant financial disclosures. Debra Schrober-Peterson is a GSHA board member and will be presenting at the GSHA convention (non-financial disclosure).

Breakout Sessions #3

2:30-3:30 PM . The Art of Accepting Feedback (1hr only) Debra Schober-Peterson, Ph.D., CCC-SLP Moderator: Jill Barton

This seminar will focus on the importance of one's ability to accept and use feedback constructively. Based on evidence from neuroscience and psychology, this presentation will discuss the value of learning how to receive feedback, even in difficult situations. Typically, in the area of supervision, there is a strong focus on how to give constructive feedback. This seminar will discuss instead, how to educate receivers of feedback to use it effectively. Application to supervision of students as well as employees will be discussed.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Explain strategies for receiving feedback of any kind and from any source. 2. Discuss why receiving feedback effectively is essential to learning and professional growth. 3. Describe information from the fields of neuroscience and psychology related to receiving feedback.

Disclosures Financial: No relevant financial relationship exists. Nonfinancial: No relevant non-financial relationship exists. Moderator: Jill Barton is an unpaid GSHA volunteer and has no relevant financial disclosures. Jill Barton is a GSHA board member & President-elect (non-financial disclosure).

2:30-4:30 PM . Effective Interventions for Persons with Dementia: Part II – Treatment Michelle Bourgeois, Ph.D. CCC-SLP


This presentation will describe functional procedures for maximizing the life participation of persons with cognitive challenges from Mild Cognitive Impairment (MCI) to severe dementia. Beginning with the identification of a range of desirable life participation outcomes and intervention goals appropriate for community and residential care settings, tools for soliciting these outcomes and goals from clients, family members, and caregivers will be

presented. Assessment tools for determining the sensory, environmental, cognitive, communicative, social, occupational, and leisure strengths and needs of clients and appropriate intervention approaches will be described. Clinical case examples will illustrate the continuum of therapeutic needs.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Describe assessment procedures for life participation and quality of life outcomes of persons with cognitive-

communication challenges ranging from MCI to severe dementia. 2. Select functional assessments for potential cognitive-communicative, sensory, social, and leisure treatment

goals and diagnostic subtypes.

3. Match appropriate interventions and instructional approaches to a variety of cognitive-communication, sensory,

social, and leisure needs in a range of settings.

Disclosures Financial: 1. Employed by the University of South Florida, Professor (salary & benefits)

2. Honorarium and travel expenses for this presentation from GSHA 3. Hearthstone Foundation, MA, Consultant on grant, receive consulting fee 4. Center for Research in Dementia, Solon, OH; co-investigator on grants; receive salary support.

Non-Financial: Alzheimer Association, Chicago, IL; Grant reviewer. Moderator: Sonya Dodson is an unpaid GSHA volunteer and has no relevant financial disclosures. Sonya Dodson is a GSHA convention committee member (non-financial disclosure).

2:30-4:30 PM . Dysphagia Treatment: Expected and Unexpected Results of Common Interventions James Coyle, Ph.D. CCC-SLP Moderator: Toby Stephan

Dysphagia treatments are chosen based on the effects they are reported to produce in the literature or textbooks. Since their inception, many treatments have been investigated only to identify effects not anticipated or hypothesized by their developers. This two-hour session will review several common dysphagia treatments and what is known, and not so well-known, about their effects on our adult patients with dysphagia.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Identify additional benefits of, and risks associated with, the supraglottic swallow. 2. Understand the objective evidence regarding "Free Water" protocols.

3. Formulate treatment decisions based on evidence and the logic corresponding to their biological rationale.

Disclosures Financial: 1. James Coyle receives a salary from the University of Pittsburgh. 2. James Coyle will receive an honorarium for speaking at the GSHA convention. Non-Financial: No relevant non-financial relationship exists. Moderator: Toby Stephan is an unpaid GSHA volunteer and has no relevant financial or non-financial disclosures.

2:30-4:30 PM . Teaching Strategies for Social Awareness & Self-Regulation Jill Shedd, M.Ed., CCC-SLP Moderator: Jane Frobose

This presentation is for anyone who works with ASD kids with regulation issues for self-control. Examples of activities will be interactively practiced, referencing Leah Kuypers' book, Zones of Regulation, published by Think Social Publications. Note this is not a Zones training, but a sampling of how the concepts can be incorporated into pragmatics therapy and social skills support. Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Demonstrate an understanding of communication behaviors associated with poor self-regulation. 2. Apply strategies to support student self-regulation and emotional modification.

3. Practice techniques for promoting social awareness in interactive situations.

Disclosures Financial: No relevant financial relationship exists. Non-Financial: Jill Shedd is a member and officer of The Georgia Speech-Language & Hearing Association. 2. She is employed full-time with the Henry County Board of Education. Moderator: Jane Frobose is an unpaid GSHA volunteer and has no relevant financial disclosures. Jane Frobose is a GSHA board member (non-financial disclosure).

2:30-4:30 PM . Learning Language through Adapted Literature Pre K-Grade 5—continued Jessie Moreau, M.Ed. Moderator: Patti Howard

Adapted literature activities encourage student engagement, foster reciprocal communication opportunities, and promote active participation in language development. Listening comprehension and reading comprehension are supported through the myriads of grade appropriate literature activities designed for students who have cognitive, sensory, and/or physical impairments. IEP speech and language objectives are embedded into adapted literature lessons. Participants will experience interactive activities based upon the adapted literature presented and will receive a CD at the end of the session with many adapted literature materials. Feel free to bring a camera. Learning Outcomes:

At the conclusion of this presentation, participants will be able to: 1. Incorporate typical Speech/Language IEP objectives into Pre-K through Grade 5 adapted literature activities. 2. Adapt/modify Pre-K through Grade 5 literature to include interactive speech/AAC and language lessons. 3. Describe how to use PowerPoint to create adapted Pre-K through Grade 5 stories. Disclosures Financial: 1. Gwinnett County Public Schools, Instructional Coach, Annual Salary; 2. Georgia Department of Education, Contract Employee, Paid to create adapted curricular materials Non-Financial: No relevant non-financial relationship exists. Moderator: Patti Howard is an unpaid GSHA volunteer and has no relevant financial disclosures. Patti Howard is a GSHA board member (non-financial disclosure).

2:30-4:30 PM . AAC Goals Development and Implementation: How We Do It! Vicki Clarke, M.S., CCC-SLP Holly Schneider, M.A., CCC-SLP Moderator: Deborah Foushee In the era of Evidence Based Practice, therapists often struggle to come up with applicable, research-based objectives for AAC patients. Therapists are required to show measurable progress and validate our work in all settings. Using a freely distributed evidenced-based tool, the Dynamic AAC Goals Grid-2, this session shares real-life case studies to highlight initial assessment, goal writing and measuring progress for our AAC users. Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Define four communicative competencies in AAC users.

2. Describe a simple prompting hierarchy.

3. Describe at least two ways to progress a basic goal to meet needs across environments.

Disclosures Financial: Vicki Clarke has no relevant financial relationships to disclose. Holly Schneider is a Clinical Application Specialist for Dynavox Mayer Johnson. Dynavox Mayer Johnson distributes the Dynamic AAC Goals Grid-2 to the public for free on its website. Non-Financial: Vicki Clarke consults pro bono for a variety of speech generating device manufacturers and AAC app developers. Holly Schneider has no relevant non-financial disclosures. Moderator: Deborah Foushee is an unpaid GSHA volunteer and has no relevant financial disclosures. Deborah Foushee is a GSHA board member (non-financial disclosure).

4:30-5:30 PM Poster Session A

Refer to Poster Agenda for details

GSHA Meetings

5:30-6:00 PM . Membership Meeting

The Membership Forum is held during every annual convention to provide an opportunity for GSHA members to offer feedback regarding the association’s activities during the current year and to make suggestions for the upcoming Annual Management Plan, which drives the activities of GSHA’s volunteer leadership. Don’t miss Friday’s Membership Forum! Rumor has it that door prizes will be offered during the session!

6:00-6:30 PM . Business Meeting

This is the only business meeting of the year for GSHA members, so please plan to attend and play an active role in your association. Learn about GSHA’s finances, membership, committee activities, and how you can be involved. Activities requiring a vote from the membership may take place so please attend and make your vote count. All attendees are welcome to participate in the business meeting; only members can vote on any proposed resolutions. Door prizes will be offered to attendees at this session!

Saturday, February 28

7:00-8:00 AM Poster Session B Refer to Poster Agenda for details


8:00-10:00 AM . Healthcare Reform: Leading Change as Shift Happens Paul Rao, Ph.D. CCC-SLP

Moderator: Kelly Ball

This session will review the history of healthcare reform that has occurred in the industry. The paradigm from volume to value is shifting rapidly and SLPs must arm themselves with critical information on this payment and quality revolution to position themselves to lead change for the profession and the persons served.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Define value in health care. 2. Outline the SLP's role in this new accountable and quality driven healthcare environment. 3. List at least three ways an SLP can lead healthcare change in their setting.

Disclosures Financial: Paul Rao will receive an honorarium for speaking at the GSHA convention. Non-Financial: Paul Rao serves as a Rehab Consultant in Washington DC and served as ASHA President in 2011. Moderator: Kelly Ball is an unpaid GSHA volunteer and has no relevant financial disclosures. Kelly Ball is a past GSHA president & board member (non-financial disclosure).

8:00-10:00 AM . Team Approach to Evaluation and Management of the Tracheostomized Patient Lori Burkhead-Morgan, Ph.D. CCC-SLP

Moderator: Sonya Dodson This presentation will provide clinical information regarding the indications and timing of tracheostomy and types of tracheostomy tubes. Current literature will be provided regarding complications of tracheostomy and benefits of cuff deflation and the Passy-Muir Speaking Valve. The speech-language pathologist will learn practical speech therapy techniques to improve valve tolerance and vocal quality. Specific swallowing interventions will be addressed, including cough techniques that are effective for the tracheostomized patient. Benefits of a multidisciplinary approach will be included to improve the likelihood of success. Case studies, hands-on sessions and group discussions will be incorporated to enhance the learning experience for attendees.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Combine tactile, visual, and auditory communication strategies to increase student receptive and expressive

communication skills. 2. Identify 5 physiologic changes to the airway secondary to tracheostomy. 3. Identify up to 5 techniques to increase vocalization or improve voicing in the tracheostomized patient. 4. Identify up to 5 techniques to improve swallow safety in the tracheostomized patient. Disclosures Financial: No relevant financial relationship exists. Non-Financial: No relevant non-financial relationship exists. Moderator: Sonya Dodson is an unpaid GSHA volunteer and has no relevant financial disclosures. Sonya Dodson is a GSHA convention committee member (non-financial disclosure).

8:00-10:00 AM .

Unleashing Your Stuttering Superstar…A Guide to Positive Motivation and Inspiration Steven Kaufman, BFA Moderator: Marian Jones

Being a person who stutters and working with a person who stutters (as an SLP) can be a very challenging experience, especially if the patient feels hopeless about their speech. But they don't have to-in fact, if they allow themselves to, their stuttering can open up worlds they never knew existed! I'm going to share my story of hope and perseverance and show you that inside everyone who stutters is a superstar-and the world needs to see it! I will motivate and inspire you to show everyone that you have a voice and it must be heard! Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Describe positive motivational techniques to allow them to better serve their clients, no matter what the age

may be. 2. Show that self-help and advocacy groups can play an integral role in the acceptance of one's stutter, and why

it is greatly beneficial to join one.

3. Identify difficult situations and will be ready to work with the most defiant of people who stutter to help them break down their walls and help them achieve all of their goals, no matter how big or small they are.

Disclosures Financial: No relevant financial relationship exists Non-Financial: Steven Kaufman serves as the Regional Chapter Coordinator of the Mid-Atlantic Region for the National Stuttering Association, an advocacy and empowerment organization for children, teens, and adults who stutter. He has been involved with them for eight years in a number of roles, including serving as the chapter

leader for the Long Island NSA Support Group for four years. Mr. Kaufman is also a special assistant to the executive director of the National Stuttering Association. Moderator: Marian Jones is an unpaid GSHA volunteer and has no relevant financial or non-financial disclosures.

8:00-10:00 AM .

Learning Language Through Adapted Literature Grades 6-12 Jessie Moreau, M.Ed. Moderator: Jill Shedd

Adapted literature activities encourage student engagement, foster reciprocal communication opportunities, and promote active participation in language development. Listening comprehension and reading comprehension are supported through the myriads of grade appropriate literature activities designed for students who have cognitive, sensory, and/or physical impairments. IEP speech and language objectives are embedded into adapted literature lessons. Participants will experience interactive activities based upon the adapted literature presented and will receive a CD at the end of the session with many adapted literature materials. Feel free to bring a camera.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Incorporate typical Middle/High School Speech/Language IEP objectives into grade appropriate adapted

literature activities. 2. Adapt/modify Middle/High School literature to include interactive speech/AAC and language lessons. 3. Describe how to use PowerPoint to create adapted Middle/High School stories.

4. Create repeated lines for use in adapted literature to encourage student use of AAC and verbal communication. Disclosures Financial: 1. Gwinnett County Public Schools, Instructional Coach, Annual Salary; 2. Georgia Department of Education, Contract Employee, Paid to create adapted curricular materials. Non-Financial: No relevant non-financial relationship exists.

Moderator: Jill Shedd is an unpaid GSHA volunteer and has no relevant financial disclosures. Jill Shedd is a GSHA board member and will be presenting at the GSHA convention (non-financial disclosure).

8:00-10:00 AM .

The Benefits of Using Sign Language with Children Aged Birth-3 and Beyond Jill Eversmann, M.S. CCC-SLP

Moderator: Jill Barton

This is an introductory level course and teaches basic American Sign Language (ASL) vocabulary words, the manual alphabet and numbers 1-10. In addition, participants will learn 5 benefits of using sign language with children as well as when, why and how to introduce sign language as part of therapy.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Understand the use of sign language in preverbal and nonverbal children 2. Recognize and demonstrate 25 ASL signs 3. Recognize and demonstrate letters of the manual alphabet and numbers 1-10 4. Understand the benefits of using ASL with children with a variety of speech and language delays and disorders

5. Name 5 benefits of signing with children Disclosures Financial: Jill Eversmann uses Signing Time materials as part of her presentation and is a Certified Signing Time Academy Instructor. As such, she is an authorized retailer of their products. Non-Financial: No relevant non-financial relationship exists. Moderator: Jill Barton is an unpaid GSHA volunteer and has no relevant financial disclosures. Jill Barton is a GSHA board member & President-elect (non-financial disclosure).

8:00-10:00 AM .

Engineering the Environment for Communication Gina Gelinas, M.Ed. CCC-SLP Deidra Bunn, M.S. CCC-SLP Moderator: Debra Schrober-Peterson

Students with communication difficulties need frequent communication opportunities in order to become competent communicators. This presentation will focus on 2 communication strategies, Engineering the Environment and Aided Language Stimulation, which can be used to create a communicative environment within the classroom and build modeling and support for the student’s communication needs throughout the day.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. List three benefits of using Aided Language Stimulation for the integration of Augmentative and Alternative

Communication. 2. Explain the importance of vocabulary selection for communication boards/devices for activities.

3. Give three examples for engineering the classroom/therapy/home environment for communication.

Disclosures Financial: Gina Gelinas & Deidra Bunn have no relevant financial relationships. Non-Financial: Gina Gelinas & Deidra Bunn have no relevant non-financial relationships. Moderator: Debra Schrober-Peterson is an unpaid GSHA volunteer and has no relevant financial disclosures. Debra Schrober-Peterson is a GSHA board member and will be presenting at the GSHA convention (non-financial disclosure).

GATFL Lab Session

10:00 AM-10:45 AM . .

Georgia Tools for Life Lab: Assistive Technology Consideration within UDL Designed Curriculum Carson Cochran, M.S., M.A., CCC-SLP

It is a requirement that assistive technology (AT) be considered at least annually for every student with an Individual Education Program (IEP). Many agencies and organizations have developed tools to explain the process of AT consideration. Even with these tools the understanding of true AT consideration is misunderstood by many IEP teams. Technology that is used in the classroom is often overlooked as possible AT for students with disabilities. Universal Design for Learning (UDL) brings access to curriculum that can confuse the AT consideration even further. This presentation offers a brief look at UDL vs AT, and uses the Georgia Project of Assistive

Technology’s AT Consideration Process Guide to explore AT consideration in the curriculum areas of reading and writing.

Learning Outcomes: At the conclusion of this presentation, participants will be able to:

1. List the 3 continuum elements of technology utilized in UDL. 2. Complete 1 consideration of assistive technology based on curriculum with embedded UDL. 3. List 3 evidences of classroom UDL including technology.


GATFL Lab Sessions & Breakout Sessions #2

10:45 AM-11:45 AM . Georgia Tools for Life Lab: Learn More and Do More: Exploring Accessibility and Apps for Android Martha Rust, M.S.

When it comes to accessibility features and apps, Apple iOS dominates our classrooms. But did you know that the Android system has over 12,000 various products on the market? With so many to choose from, we can only wonder if the Android platform can support our students in the classroom and through the transition process. If you've always wanted to learn more about Android, then this session is for you! Presenters will provide an overview of the Android system, explore the built-in accessibility features and share some apps that can assist with reading, writing, organization, computer and environmental access. Participants are encouraged to bring their Android devices to this session. Presenters will also provide a few Android tablets for demonstration purposes. Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Identify the difference between Apple iOS and Android systems. 2. Name 3 native Android accessibility features. 3. Identify 5 apps that can benefit students in the classroom.


10:45 AM-11:45 AM . . Healthcare Reform: Leading Change as Shift Happens-continued Paul Rao, Ph.D. CCC-SLP

Moderator: Kelly Ball This session will review the history of healthcare reform that has occurred in the industry. The paradigm from volume to value is shifting rapidly and SLPs must arm themselves with critical information on this payment and quality revolution to position themselves to lead change for the profession and the persons served. Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Define value in health care. 2. Outline the SLP's role in this new accountable and quality driven healthcare environment.

3. List at least three ways an SLP can lead healthcare change in their setting.

Disclosures Financial: Paul Rao will receive an honorarium for speaking at the GSHA convention. Non-Financial: Serve as a Rehab Consultant in Washington DC and served as ASHA President in 2011. Moderator: Kelly Ball is an unpaid GSHA volunteer and has no relevant financial disclosures. Kelly Ball is a past GSHA president (2012-13) & past board member (non-financial disclosure).

10:45 AM-11:45 AM . . Team Approach to Evaluation and Management of the Tracheostomized Patient -continued Lori Burkhead-Morgan, Ph.D. CCC-SLP


This presentation will provide clinical information regarding the indications and timing of tracheostomy and types of tracheostomy tubes. Current literature will be provided regarding complications of tracheostomy and benefits of

cuff deflation and the Passy-Muir Speaking Valve. The speech-language pathologist will learn practical speech therapy techniques to improve valve tolerance and vocal quality. Specific swallowing interventions will be addressed, including cough techniques that are effective for the tracheostomized patient. Benefits of a multidisciplinary approach will be included to improve the likelihood of success. Case studies, hands-on sessions and group discussion will be incorporated to enhance the learning experience for attendees. Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Combine tactile, visual, and auditory communication strategies to increase student receptive and expressive

communication skills. 2. Identify 5 physiologic changes to the airway secondary to tracheostomy. 3. Identify up to 5 techniques to increase vocalization or improve voicing in the tracheostomized patient. 4. The participant will be able to identify up to 5 techniques to improve swallow safety in the tracheostomized

patient.

Disclosures Financial: No relevant financial relationship exists.

Non-Financial: No relevant non-financial relationship exists. Moderator: Sonya Dodson is an unpaid GSHA volunteer and has no relevant financial disclosures. Sonya Dodson is a GSHA convention committee member (non-financial disclosure).

10:45 AM-11:45 AM . . Making MORE Memories: The Continued Role of the Speech-Language Pathologist as a Member of a Memory Center for the Early Diagnosis of Dementia Rosemary Brown Lewis, M.S. CCC-SLP

Moderator: Debbie Stanhouse

The presentation is a sequel to the 2014 presentation on the role of the SLP in the development of a Memory Center for the early diagnosis of dementia. This year’s presentation will focus on current medical concepts of dementia diagnosis with an emphasis on diagnosis and treatment programming for patients receiving SLP treatment on a short-term basis. Goals, objectives and treatment strategies for compensatory training will be introduced that provide success for the newly diagnosed dementia patient.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Verbalize 3 current medical diagnostic procedures for dementia 2. Write accurate goals and objectives for dementia treatment

3. Carry-out 3 successful compensatory treatment strategies for dementia treatment

Disclosures Financial: No relevant financial relationship exists. Non-Financial: No relevant non-financial relationship exists. Moderator: Debbie Stanhouse is an unpaid GSHA volunteer and has no relevant financial or non-financial disclosures.

10:45 AM-11:45 AM . . Learning Language Through Adapted Literature Grades 6-12 Jessie Moreau, M.Ed. Moderator: David Daniel

Adapted literature activities encourage student engagement, foster reciprocal communication opportunities, and promote active participation in language development. Listening comprehension and reading comprehension are supported through the myriads of grade appropriate literature activities designed for students who have cognitive, sensory, and/or physical impairments. IEP speech and language objectives are embedded into adapted literature lessons. Participants will experience interactive activities based upon the adapted literature presented and will receive a CD at the end of the session with many adapted literature materials. Feel free to bring a camera.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Incorporate typical Middle/High School Speech/Language IEP objectives into grade appropriate adapted

literature activities. 2. Adapt/modify Middle/High School literature to include interactive speech/AAC and language lessons. 3. Describe how to use PowerPoint to create adapted Middle/High School stories.

4. Create repeated lines for use in adapted literature to encourage student use of AAC and verbal communication. Disclosures

Financial: 1. Gwinnett County Public Schools, Instructional Coach, Annual Salary; 2. Georgia Department of Education, Contract Employee, Paid to create adapted curricular materials. Non-Financial: No relevant non-financial relationship exists. Moderator: David Daniel is an unpaid GSHA volunteer and has no relevant financial or non-financial disclosures.

10:45 AM-11:45 AM

. Vendor Academy: Improving Students Clinical Decision-Making Through Virtual Simulations Clint Johnson, M.A., CCC-SLP - SimuCase

Moderator: Shundra English

This presentation will discuss the benefits of incorporating virtual simulations into communication sciences and disorders programs to improve student's clinical decision-making and professional competence. Current simulation models will be reviewed. Practical strategies for implementing an online virtual simulation program across the curriculum will be explained. The utilization of clinical simulations to prepare for clinical placements and the clinical fellowship year (CFY) will be discussed. Opportunities to facilitate inter-professional education will be analyzed, and areas of future research will be identified.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. List six benefits of simulation-based education. 2. Identify five current simulation models. 3. Delineate strategies for implementing online virtual simulations into clinical programs. 4. Identify how virtual simulations may be used to prepare for clinical placements and CFY.

5. Define inter-professional education and how it impacts assessment and treatment.

Disclosures Financial: I receive a salary from Allied Health Media as the Vice President of SimuCase Education. Non-Financial: No relevant non-financial relationship exists. Vendor Academy: This presentation will focus on a specific product or service (SimuCase), and there will be limited or no discussion of similar products or services. Moderator: Shundra English is an unpaid GSHA volunteer and has no relevant financial or non-financial disclosures.

10:45 AM-11:45 AM

Vendor Academy: My Core is Strong. Now What? Beth Saunders, M.S. CCC-SLP – Saltillo Moderator: Jill Barton

The goal of this presentation is to provide those who support users of speech generating devices (SGD) in a variety of environments with useful strategies and ideas for creating interactive communication opportunities. Through videos, interactive discussions, and lecture, the presenter will provide researched based documents and activity plans that foster the development and growth of functional vocabulary. Barriers to communication success and reasons AAC users do not use their devices/systems will also be addressed.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. List at least 8 target vocabulary words for each activity discussed. 2. Discuss the benefits of Activity Based Objectives.

3. Apply the SETT framework to thoughtful decision-making when selecting functional vocabulary for users of

speech generating devices.

Disclosures Financial: Beth receives compensation as a per diem consultant for the Saltillo Corporation. Non-Financial: No relevant non-financial relationship exists. Vendor Academy: This presentation will focus on a specific product or service (Saltillo), and there will be limited or no discussion of similar products or services. Moderator: Jill Barton is an unpaid GSHA volunteer and has no relevant financial disclosures. Jill Barton is a GSHA board member & President-elect (non-financial disclosure).

Lunch, Vendor Academy & Forums

12:00 PM-1:00 PM . . Team Approach to Evaluation and Management of the Tracheostomized Patient -continued Lori Burkhead-Morgan, Ph.D. CCC-SLP

Moderator: Sonya Dodson This presentation will provide clinical information regarding the indications and timing of tracheostomy and types of tracheostomy tubes. Current literature will be provided regarding complications of tracheostomy and benefits of cuff deflation and the Passy-Muir Speaking Valve. The speech-language pathologist will learn practical speech

therapy techniques to improve valve tolerance and vocal quality. Specific swallowing interventions will be addressed, including cough techniques that are effective for the tracheostomized patient. Benefits of a multidisciplinary approach will be included to improve the likelihood of success. Case studies, hands-on sessions and group discussion will be incorporated to enhance the learning experience for attendees. Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Combine tactile, visual, and auditory communication strategies to increase student receptive and expressive

communication skills. 2. Identify 5 physiologic changes to the airway secondary to tracheostomy. 3. The participant will be able to identify up to 5 techniques to increase vocalization or improve voicing in the

tracheostomized patient. 4. The participant will be able to identify up to 5 techniques to improve swallow safety in the tracheostomized

patient.

Disclosures Financial: No relevant financial relationship exists.

Non-Financial: No relevant non-financial relationship exists. Moderator: Sonya Dodson is an unpaid GSHA volunteer and has no relevant financial disclosures. Sonya Dodson is a GSHA convention committee member (non-financial disclosure).

12:00 PM-1:00 PM . . Vendor Academy: Relay & Captioned Telephone Services for Those with Hearing Loss or Speaking Difficulties Ellen Rolader, M.A. Moderator: Deborah Foushee

For individuals who have difficulty hearing or speaking over the telephone, there are multiple solutions available that make communicating via the telephone possible, including TTY & voice carry-over. Hearing individuals who have difficulty speaking or being understood on the phone, Speech-to-speech (STS) AND Hearing carry-over (HCO) are especially useful. STS relay involves specially-trained Communication Assistants (CAs) who are familiar with a wide variety of speech patterns of callers with cerebral palsy, stroke complications, voice disorders, or other speaking difficulties. The CA repeats the STS user’s side of the telephone conversations as needed, to ensure that

the entire conversation is understood. HCO is for people who can hear, but who regularly or occasionally have difficulty speaking over the phone. HCO users listen directly to the person called, and through specialized equipment, type their responses to the other party. To process both types of calls more efficiently, users are encouraged to establish a customer profile. Their profile will store helpful information that is automatically displayed for the CA. This can save on call-time and make relay calls smoother and easier. Through this presentation, Ellen Rolader, Hamilton Relay Outreach Coordinator for the state of Georgia, will introduce participants to the various solutions available through Georgia Relay and their contracted service provider, Hamilton Relay, which meet each individual’s unique communication needs.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Recognize the various types of Traditional Relay and Captioned Telephone services available for individuals who

have difficulty hearing or speaking, and the advantages of each of the services. 2. Apply knowledge gained to assist patients by determining the best solution available for each patient’s

particular needs and bring them from “just getting along” to communicating well over the telephone, therefore delivering a more successful patient outcome.

3. Direct patients in how to access Georgia Relay and Hamilton Relay services and how to obtain appropriate assistive telecommunications equipment through Georgia Relay and the Georgia Telecommunications Equipment Distribution Program (GATEDP).

Disclosures Financial: Ellen Rolader, the presenter, is an employee of Hamilton Relay, but does not receive additional compensation for this presentation. Hamilton Relay provides Traditional Relay and Captioned Telephone services for Georgia Relay under contract with the Georgia Public Service Commission. Non-Financial: No relevant non-financial relationship exists. Vendor Academy: This presentation will focus on a specific product or service (Hamilton Relay /Georgia Relay), and

there will be limited or no discussion of similar products or services. Moderator: Deborah Foushee is an unpaid GSHA volunteer and has no relevant financial disclosures. Deborah Foushee is a GSHA board member (non-financial disclosure).

12:00 PM-1:00 PM . . Student Forum (CEUs are not available for forum attendance) Sponsored by EBS Healthcare

Facilitator: Elizabeth Taddonio

Licensure, Clinical Fellowship & Advocacy

This forum will focus on understanding more about obtaining licensure and completing your Clinical Fellowship in

Georgia, as well as provide information about student advocacy opportunities at both the state and national levels.

Undergraduate and graduate students are welcome and should plan to attend!

Student Poster Winners to be announced during the Forum.

EBS Healthcare will be providing box lunch for student attendees who participate in this forum.

Please see flyer for session details.

12:00 PM-1:00 PM . Healthcare Forum (CEUs are not available for forum attendance)

Facilitator: Marla Mann

Introduction of the Trialliance, who it is and who are the members

The recent focus of the Trialliance has been on Pediatric issues. Those with adult concerns are welcome to attend

however may want to form a separate small group with peers to discuss specific issues.

Summary of current issues the Trialliance is working on:

Medicaid Denials for Duplication of Services

System issues for submission of Prior Approvals for CMOs

Completion of evaluations by Therapists unable to provide ongoing services

Provider Credentialing for CMOs

Question and discussion of current issues and concerns.

Please see flyer for session details. Please gather your lunch and join us.

12:00 PM-1:00 PM . Schools Forum (CEUs are not available for forum attendance)

Facilitator: Kara Jones

Student Loan Forgiveness and the School-Based SLP Join your fellow School SLPs to discuss and learn about the complicated process of Student Loan Forgiveness. Topics covered will include: eligibility, applications, FAQs and success stories.

Please see flyer for session details Please gather your lunch and join us

12:00 PM-1:00 PM

Georgia Supervisory Network Meeting (CEUs are not available for meeting attendance)

Facilitator: Jill Shedd The Georgia Supervisory Network (GSN) hopes to increase awareness of all aspects of supervision, promote

interaction, disseminate information, and support any continued education experiences for supervisors. Join us as

we re-establish this group for an organizational meeting, setting up officers, updating membership, and planning

for a follow-up meeting with relevant best practice information.

Please gather your lunch and join us. Members include SLPs and AUDs as well as degree-seeking students

interested in the supervisory process. Check the registration table/flyer for room specifics.

GATFL Lab & Breakout Sessions #3

1:30 PM-2:30 PM Georgia Tools for Life Lab: Research Insights into LAMP (Language Acquisition through Motor Planning) Ben Satterfield, Ed.D

Language Acquisition through Motor Planning (LAMP) is a therapeutic approach based on neurological and motor

learning principles which aims to provide individuals who are nonverbal or have limited verbal abilities a method of

independently and spontaneously expressing themselves in any setting. LAMP focuses on giving the individual

independent access to vocabulary on voice output AAC devices that use consistent motor plans for accessing

vocabulary. Aspects of this approach will be discussed in relation to recent research on LAMP.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Review the background and theory which underlies the LAMP approach

2. List the 5 components of LAMP therapy

3. Describe how and why children with autism would benefit from using a voice output AAC device.

4. Summarize the results of recent research on the LAMP Therapy approach


1:30 PM-2:30 PM . . Growth of Self-Regulation in the Transition to School Fred Morrison, Ph.D. Moderator: Jane Frobose

The development of self-regulation as an important, unique source of variance in early literacy development will be discussed. The presentation will focus on current conceptual and methodological ambiguities in the field, early emergence and long-term prediction of academic achievement and later life success and the role of environment in growth of self-regulation skills. Recent efforts to broaden the focus of inquiry to include neurobiological perspectives and intervention efforts will be included.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Define self-regulation. 2. Discuss its components. 3. Discuss its impact on child development. 4. Understand its neurobiological connections.

5. Describe how it might be improved. Disclosures Financial: Fred Morrison will receive an honorarium for speaking at the GSHA convention. Non-Financial: No relevant non-financial relationship exists. Moderator: Jane Frobose is an unpaid GSHA volunteer and has no relevant financial disclosures. Jane Frobose is a GSHA board member (non-financial disclosure).

1:30 PM-2:30 PM . . Managing Your "Not So Typical" Adult Client Ellen Hamby, Ph.D. CCC-SLP Carrie Mills, Ph.D. CCC-SLP

Moderator: Ingrid Hinkley

Speech-language pathologists are becoming increasingly aware of the need to provide functional treatment services for adults with a variety of medical conditions. In a grand rounds format, the purpose of this presentation is to discuss management techniques for three individuals with unique cognitive-linguistic disorders with and without dysphagia.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Discuss the medical backgrounds of three atypical adult clients and how these backgrounds impact their

cognitive-communication status. 2. Identify the assessment tools utilized for these individuals and discuss pertinent assessment results.

3. List and describe treatment techniques used with these clients and their respective outcomes.

Disclosures Financial: Ellen Hamby & Carrie Mills have no relevant financial relationships. Non-Financial: Ellen Hamby & Carrie Mills have no relevant non-financial relationships. Moderator: Ingrid Hinkley is an unpaid GSHA volunteer and has no relevant financial disclosures. Ingrid Hinkley is a GSHA board member (non-financial disclosure).

1:30 PM-2:30 PM . . Strategies for Teaching Beginning Forms of Communication to Children with Cortical Visual Impairments Mickey Rosner, M.Ed. CCC-SLP Moderator: Kara Jones

Children with multiple sensory impairments often have cortical visual impairments. These children are frequently misunderstood in the therapy process. This presentation will cover what is a cortical visual impairment and how does it affect these children. Then we will discuss intervention strategies to use to develop alternate forms of communication with this population. The attendees will leave with a host of tricks and tools to get them started to develop low tech communication strategies.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Know when to refer for formal diagnosis of cortical visual impairments. 2. Implement at least 3 different treatment strategies to ensure success in treatment. 3. Design low tech boards using size and color for optimal visual recognition. 4. Use a single shot voice output device for low tech communication strategies.

Disclosures Financial: No relevant financial relationship exists. Non-Financial: No relevant non-financial relationship exists. Moderator: Kara Jones is an unpaid GSHA volunteer and has no relevant financial disclosures. Kara Jones is a GSHA board member (non-financial disclosure).

1:30 PM-2:30 PM . . Vendor Academy: One Child's Communication Journey Christine Kramlich, M.Ed. – PRC Kyleigh Kramlich, AAC User Moderator: Deborah Foushee

Kyleigh is a 12 year old student who uses a communication device for speaking. She accesses her device via eye gaze or switch scanning. She is in general education classes in middle school and enjoys science and art. She wants to own a business one day where she can help animals.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Obtain a list of apps to enrich articulation and language therapy. 2. Obtain ideas for articulation and language targets for a variety of applications.

3. Discuss articulation and language techniques and strategies demonstrated through videos.

Disclosures Financial: Christine Kramlich is a salaried employee at PRC, an employee owned company. Kyleigh Kramlich has no relevant financial disclosures. Non-Financial: Christine Kramlich is a member of ISAAC. Kyleigh is Christine’s 12 year old daughter. Vendor Academy: This presentation will focus on a specific AAC user experience as well as products and services (Prentke Romich Company), and there will be limited or no discussion of similar products or services. Moderator: Deborah Foushee is an unpaid GSHA volunteer and has no relevant financial disclosures. Deborah Foushee is a GSHA board member (non-financial disclosure).

1:30 PM-2:30 PM . . The Basics of Working with Children with Hearing Loss Monica Dorman, M.S. CCC-SLP Shannah Lee, M.S. CCC-SLP

Moderator: Akilah Heggs

The purpose of this presentation is for speech-language pathologists who are inexperienced in working with children with hearing loss who utilize hearing technology. This presentation will give auditory oral strategies and techniques to implement in therapy, as well as strategies for parents to carryover in the child’s natural environment. Tools and techniques to ensure that equipment is functioning appropriately will be demonstrated via video examples. Questions and topics of conversation with other members, including parents, on the child’s team will also be addressed. The intention of this presentation is for speech-language pathologists to have resources, strategies, and knowledge for an easier transition in working with children with hearing impairments.

Learning Outcomes:

At the conclusion of this presentation, participants will be able to: 1. Identify tools necessary to check audiological technology to ensure adequate daily functioning. 2. Identify questions to dialogue with an audiologist about hearing loss and hearing technology.

3. Identify basic strategies to use while conducting a therapy session with a child with hearing loss.

Disclosures Financial: Monica Dorman & Shannah Lee have no relevant financial relationships. Non-Financial: Monica Dorman & Shannah Lee have no relevant non-financial relationships. Moderator: Akilah Heggs is an unpaid GSHA volunteer and has no relevant financial disclosures. Akilah Heggs is a GSHA past president (2013-14) & current board member (non-financial disclosure).

1:30-2:30 PM .

Do Action Video Clips Facilitate Verb Production in Persons with Aphasia? Jean Neils-Strunjas, PhD, CCC-SLP Janet Everly, M.A., CCC-SLP Laina Dinneen, B.S. Angela Grace, B.S. Moderator: LaRae Brown

We are conducting clinical research to support the idea that action video clips will facilitate verb production in persons with aphasia. After confirming a diagnosis of aphasia we will present both static pictures depicting an action verb and video clips depicting an action verb.

Learning Outcomes:

At the conclusion of this presentation, participants will be able to: 1. Describe word retrieval impairments common to persons with aphasia. 2. State at least one benefit of using action video clips to facilitate verb production in persons with aphasia. 3. Identify at least one example of a way to incorporate the findings of this research study into their current

therapy plans for persons with aphasia.

Disclosures Financial: Jean Neils-Strunjas, Janet Everly, Laina Dinneen & Angela Grace have no relevant financial relationships. Non-Financial: Jean Neils-Strunjas, Janet Everly, Laina Dinneen & Angela Grace have no relevant non-financial relationships. Moderator: LaRae Brown is an unpaid GSHA volunteer and has no relevant financial disclosures. LaRae Brown is a GSHA board member (non-financial disclosure).


3:00 PM-5:00 PM . Growth of Self-Regulation in the Transition to School-continued Fred Morrison, Ph.D.

Moderator: Jill Shedd

The development of self-regulation as an important, unique source of variance in early literacy development will be discussed. The presentation will focus on current conceptual and methodological ambiguities in the field, early emergence and long-term prediction of academic achievement and later life success and the role of environment in growth of self-regulation skills. Recent efforts to broaden the focus of inquiry to include neurobiological perspectives and intervention efforts will be included.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Define self-regulation. 2. Discuss its components. 3. Discuss its impact on child development. 4. Understand its neurobiological connections.

5. Describe how it might be improved. Disclosures Financial: Fred Morrison will receive an honorarium for speaking at the GSHA convention. Non-Financial: No relevant non-financial relationship exists.

Moderator: Jill Shedd is an unpaid GSHA volunteer and has no relevant financial disclosures. Jill Shedd is a GSHA board member and will be presenting at the GSHA convention (non-financial disclosure).

3:00 PM-5:00 PM .

Developing a Comprehensive Dysphagia Program for Patients with Moderate to Severe Intellectual Disabilities Carrie Mills, Ph.D. CCC-SLP Ellen Hamby, Ph.D. CCC-SLP Moderator: Jacqueline Yokley

When working with patients who have dysphagia, concomitant impairments such as moderate to severe intellectual disability can impact both the assessment and treatment protocols, as well as the overall prognosis. Components of a comprehensive assessment and treatment program will be reviewed, and reviews of more basic to most challenging cases will be shared. Resources for caregiver education will also be provided.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Identify the components of a comprehensive assessment of dysphagia with patients who have intellectual

disabilities. 2. Identify the components of a comprehensive therapy program of treatment of dysphagia with patients who

have intellectual disabilities.

3. Identify factors that should be considered when determining appropriate assessment and treatment

approaches based on patient characteristics.

Disclosures Financial: Ellen Hamby & Carrie Mills have no relevant financial relationships. Non-Financial: Ellen Hamby & Carrie Mills have no relevant non-financial relationships. Moderator: Jacqueline Yokley is an unpaid GSHA volunteer and has no relevant financial disclosures. Jacqueline Yokley is a GSHA board member (non-financial disclosure).

3:00-5:00 PM . Unlocking Communication in the Severely Impaired Child Mickey Rosner, M.Ed. CCC-SLP Moderator: Jane Frobose

There are three different populations of children that present specific and unique issues when teaching them to use alternate forms of communication. This presentation will identify these specific populations (the cognitively low child, the child with multiple sensory impairments, and the child with extreme physical challenges). This two hour workshop will identify specific issues when working with these children and strategies to overcome these issues. Attendees will be provided many different tools and strategies to enhance their effectiveness of that child who they are struggling to teach in their sessions.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. List at least three rules for unlocking children that apply to every child they see. 2. Use a single shot message system to develop partner assisted scanning. 3. Advance a child from objects to pictures for the purpose of communication. 4. Name 4 different environmental changes they can make to their sessions to accommodate specific vision and

motor disabilities.

5. Name 3 different low tech communication strategies and identify when to use them.

Disclosures Financial: No relevant financial relationship exists. Non-Financial: No relevant non-financial relationship exists. Moderator: Jane Frobose is an unpaid GSHA volunteer and has no relevant financial disclosures. Jane Frobose is a GSHA board member (non-financial disclosure).

3:00 PM-5:00 PM . . Beyond Basic HIPAA: What SLPs and Audiologists Need to Know about Current Regulations, Penalties, and Risks Carol Ann Raymond, MBA, Ed.S., CCC-SLP Moderator: Sue Lindstrom

The regulations to maintain privacy and security of protected health information have increased over the last few years, and new compliance challenges are being faced due to marketplace trends. Random audits and stricter penalties are being enforced, affecting small and large healthcare providers. This session will provide updates to the HIPAA privacy and security rules, including expanded regulations under the Health Information Technology for Economic and Clinical Health (HITECH) Act and the Omnibus Rule. Strategies to manage security risks, decrease liability, and to develop an effective breach identification and response plan will be discussed.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Explain the updates in HIPAA requirements based on the HITECH Act and Omnibus Rule. 2. Implement required risk assessment strategies and practical solutions. 3. Identify risks and solutions associated with BYOD (bring your own device), electronic records, and unencrypted

email in the workplace.

4. Develop a breach identification and response plan.

Disclosures Financial: No relevant financial relationship exists. Non-Financial: No relevant non-financial relationship exists. Moderator: Sue Lindstrom is an unpaid GSHA volunteer and has no relevant financial or non-financial disclosures.

3:00 PM-5:00 PM . .This this

Just a Box of Games (1hr) Just an Ipad of Apps (1hr) Monica Dorman, M.S. CCC-SLP Shannah Lee, M.S. CCC-SLP

Moderator: Jill Barton Just a Box of Games (1hr) 3:00PM -4:00PM

Both experienced speech pathologists and those new to the field use games within their therapy sessions daily. Games are used to make the therapy session fun for the child but therapists should never allow for children to have missed opportunities in language. Just a Box of Games will assist therapists in broadening language expectations in therapy sessions and allow for maximum learning potential for the children on their caseload. Since a therapist’s ultimate goal is to have a child carryover and generalize language into everyday use, games are a perfect way to work on using language appropriately in conversation. Numerous games with unique language targets for immediate use will be discussed and examples will be demonstrated through video.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Obtain a list of common games to enrich language therapy. 2. Obtain more language target ideas for common board games.

3. Discuss language techniques and strategies demonstrated through videos.

Disclosures Financial: Monica Dorman & Shannah Lee have no relevant financial relationships. Non-Financial: Monica Dorman & Shannah Lee have no relevant non-financial relationships. Moderator: Jill Barton is an unpaid GSHA volunteer and has no relevant financial disclosures. Jill Barton is a GSHA board member & President-elect (non-financial disclosure).

Just an Ipad of Apps (1hr) 4:00PM -5:00PM

Over the course of the last three to five years, iPads and their applications have become a prominent tool used by speech-language pathologists in therapy. The number of applications available is vast and a therapist would likely be able to find an application for almost any target. This presentation reveals to attendees a list of applications frequently used by the presenters and specific speech and language goals targeted with each. At the end of this presentation, attendees will have at least 12 new resources to utilize in therapy with approximately five new language targets for each of the applications.

Learning Outcomes: At the conclusion of this presentation, participants will be able to: 1. Obtain a list of apps to enrich articulation and language therapy. 2. Obtain ideas for articulation and language targets for a variety of applications. 3. Discuss articulation and language techniques and strategies demonstrated through videos.

Disclosures Financial: Monica Dorman & Shannah Lee have no relevant financial relationship exists. Non-Financial: Two of the applications (Speech That Works and InTense) were created by the Speech Therapy Department at Sunshine Cottage. However, no monetary benefit is being received from any sales or promotions by any of the department members. They served as subject matter experts and provided the information for the applications. These applications are being presented for information purposes only, and will not be biased above the other 10 applications. This presentation will focus on a specific product (Ipad), and there will be limited or no discussion of similar products or services. Moderator: Jill Barton is an unpaid GSHA volunteer and has no relevant financial disclosures. Jill Barton is a GSHA board member & President-elect (non-financial disclosure).

Documents

Thursday, February 26 Pre-Convention