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Amy Graham, MA, CCC-SLP, Graham Therapy Services
Children with phonological deficits require different intervention approaches than those with articulation errors and/or motor speech deficits. This session will provide rationales and overviews of several evidence-based phonological interventions, including complexity theory, cycles, minimal pairs, multiple oppositions and the stimulability approach. Videos of actual therapy sessions will be shown, demonstrating implementation.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Education
Melanie Potock, MA, CCC-SLP, My Munch Bug, LLC
Pediatric food allergies are ever evolving and speech pathologists must be aware of the current research in order to provide safe and effective feeding therapy sessions for all children. This session provides the most up-to-date, evidence-based research and recommendations when starting solids for infants or toddlers with and without a family history of food allergies. Any speech-language pathologist who engages in food play, food crafts and especially feeding therapy must have a clear understanding of the guidelines for introducing food allergens per current research. Clinicians must also recognize possible presentations of allergic reactions to keep children safe. Common myths and misunderstandings regarding food allergies will be presented, including but not limited to the danger of food allergic proteins in common oils used for cooking or processing food products, such as crackers; the truth about nut vs. legume allergies; oral allergy syndrome in children: Life-threatening or just annoying? Risk factors for having an allergic reaction when tasting new foods will be explained. Family history, sibling allergies and medical conditions that play a role in increasing the risk of reactions will be considered. The audience will learn how to introduce allergens to children by following safety guidelines established through current research and the AAP. Specific charts will be provided to outline suggested amounts, timing and other considerations for safety. The discussion will conclude with a comparison of using traditional purees, mix-ins, baby-led solids or a hybrid approach to introducing allergens, all while following a Responsive Feeding model endorsed by the AAP.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Early Intervention
Natalie Bowman, MS, CCC-SLP; Jordan Romick, MS, CCC-SLP, Brainstorm Therapy Services
In Colorado, nearly 36% of adults will suffer a mild traumatic brain Injury (mTBI) at some point in their lifetime, compared to 27% of adults nationwide. More commonly known as concussions, mTBIs cause longer-term symptoms in 10% of diagnosed cases. Persistent post-concussive symptoms (PPCS) are observed in patients four or more weeks after an mTBI is suffered. SLPs play a critical role in cognitive recovery and symptom management in these cases. Premorbid level of function varies widely across patients living with PPCS, and goals for return to work, activity and sport are equally as diverse. This heterogeneity presents a unique set of challenges to the SLP in assessing and directing treatment for patients presenting with PPCS. This session will discuss common symptoms of mTBI and diagnostic criteria for PPCS, assessment and establishment of goals and treatment considerations to maximize functional, individualized gains for this population.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Medical
Kallie Knight, MS, CCC-SLP, KKnight Therapy
Narrative language intervention does not have to be complicated to be effective and it definitely should not be boring! In this engaging and practical session, speech-language pathologists will gain a clear understanding of narrative language intervention and walk away with evidence-based strategies that are both impactful and fun (and best of all, they can be implemented immediately).This session includes a quick, clinician-friendly overview of narrative language (or storytelling) as a therapeutic tool. It includes an overview of the relevance of storytelling across various domains (personal, academic, social and more) as well as a simple explanation of narrative characteristics, including macrostructure (story grammar) and microstructure (e.g., vocabulary, syntax, cohesion). The focus then shifts to application, highlighting FUNctional strategies that are easy to implement, engaging for students and will seamlessly move into real-life therapy sessions. Whether you’re working with students who have language disorders, managing mixed therapy groups, or just looking to level up your narrative instruction, this session is packed with practical tools you can start using tomorrow. No extensive prep or materials required, just effective, engaging strategies and ideas that support meaningful language growth through storytelling.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Education
Jennie Bjorem, MA, CCC-SLP, Bjorem Speech Publications
Behavior is one of the most common and complex challenges faced by both therapists and caregivers of young children. But what if the real change starts not with the child but with us? This interactive session explores the idea that challenging behaviors are often best addressed through intentional adult action. We’ll dive into the most frequently observed behaviors in children ages 2–6 and uncover how our own words, tone, choices and mindset can either escalate or ease those tough moments. Participants will learn 10 self-strategies that shift the focus from controlling behavior to guiding it with empathy, structure and clarity. These strategies, rooted in principles of child development, motor learning and emotional safety, are supported by real-world examples and simple techniques designed for therapy sessions, classrooms, or home environments. Attendees will leave this session feeling empowered to create a more successful, less stressful space for children to grow and learn.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Early Intervention
Resa Gardner, DDC, Wray Family Dental
Ankyloglossia, commonly known as tongue tie, is a condition characterized by an abnormally short, thick or tight lingual frenulum that restricts tongue mobility. Traditionally associated with breastfeeding difficulties and speech articulation issues, emerging evidence suggests that tongue tie plays a significant role in orofacial development and airway health. This session explores the multifaceted impact of ankyloglossia across critical developmental domains. We examine how restricted tongue function can influence maxillofacial growth, potentially contributing to malocclusions, altered jaw positioning and compromised nasal breathing. The downstream effects on speech clarity, swallowing patterns and sleep-disordered breathing, including obstructive sleep apnea, are analyzed in the context of developmental biology and craniofacial orthopedics. By integrating current clinical research with developmental physiology, this session underscores the importance of early diagnosis and interdisciplinary management of ankyloglossia. Understanding the broader implications of tongue tie extends beyond speech therapy, highlighting its relevance in pediatric healthcare, orthodontics and airway health.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Medical
Ryan Pollard, PhD, CCC-SLP, BCS-SCF, University of Colorado Boulder
Although counseling falls within an SLP’s scope of practice (ASHA, 2016), clinicians often feel ill-equipped or unsure how to address the emotional and cognitive aspects of stuttering. This session offers practical suggestions for engaging clients of all ages in deeper discussions and explorations of the impact and experience of stuttering. Topics will include: helping clients discuss and move through the coping and change processes, motivational interviewing techniques, exploring clients’ preferences for controlling stuttering and letting go of control, addressing difficult emotions such as shame, frustration, and the (often unrecognized) effects of internalized stigma, and developing self-advocacy skills. Application of counseling theory and practice will be facilitated through video case studies and experiential learning activities.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Education
Andi Putt, MS, CCC-SLP, Ms. Speechie P
This session will give a comprehensive overview of Autism spectrum disorder, including defining characteristics and common misconceptions. Attendees will learn early signs of autism, such as differences in language development, gesture usage and variations in joint attention, though the examination of video examples. Additionally, participants will be able to distinguish when an autism evaluation should be recommended, and will gain practical insights for how to bring up evaluation conversations with caregivers. By the end of the session, attendees will be equipped with valuable knowledge about the wide spectrum of autism with a focus on EI.
Time Ordered Agenda
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Early Intervention (DEI)
Sherri Tennant, MS, CCC-SLP; Christina Riseman, MA, CCC-SLP; Christine Brennan, PhD, CCC-SLP, from University of Colorado Boulder
Adults with progressive motor, neuromuscular and neurodegenerative conditions, including ALS, primary progressive aphasia, vascular dementia, muscular dystrophy, progressive supranuclear palsy and frontotemporal dementia, present with evolving communication needs that require timely, thoughtful and evidence-informed AAC intervention. This session equips experienced SLPs with practical strategies to enhance AAC assessment and implementation across the continuum of neurodegeneration. We begin by reviewing neuroanatomy and neurophysiology relevant to progressive diseases, emphasizing how patterns of motor, cognitive and language decline influence AAC candidacy and timing. Building on this foundation, we outline best practices for AAC assessment and implementation, reflecting patient-centered care and current clinical innovations. We use the life participation approach to aphasia (LPAA) as a framework to address multimodal communication, trialing systems, selecting effective tools (light- to high-tech) and tailoring supports to motor, sensory and cognitive profiles to address changing needs throughout disease progression. We end with detailed case presentations illustrating AAC use in individuals with different progressive diagnoses to demonstrate how to adapt strategies across care settings, manage transitions, and navigate challenges such as motor decline and fluctuating cognition. We also address barriers to AAC adoption, including access, caregiver support, readiness and interdisciplinary collaboration, which is crucial to preventing communication breakdowns that may have life-threatening consequences. By restoring or preserving each individual’s voice, AAC can empower participation and dignity across the lifespan. Attendees will leave with clinical decision trees, practical and adaptable strategies and renewed insight into how AAC can advance therapy practices and restore the voices of individuals living with progressive conditions.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Medical
Angela Halpern, MS, CCC-SLP, LSVT Global, Inc.
This session will define and explore key research-driven principles of activity-dependent neuroplasticity, including specificity of training, repetition, salience, and intensity, and demonstrate their application to evidence-based voice and speech therapy. Using LSVT LOUD® as a model, this session will illustrate how to integrate these principles into clinical practice to enhance vocal quality, speech intelligibility and functional communication for people with Parkinson’s and other motor speech disorders. Neural imaging data documenting brain changes post LSVT LOUD will be highlighted. Potential barriers to implementing neuroplasticity-focused approaches and solutions tailored to real-world clinical and home settings will be discussed. By understanding how neuroplasticity principles guide treatment selection and delivery, clinicians can optimize patient-centered care for neurological populations. This knowledge empowers SLPs to design targeted interventions that enable clients to overcome voice and speech challenges while prioritizing functional outcomes that enhance independence and quality of life.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Medical
Amy Fetter, MS, CCC-SLP, BCBA, Integrated Speech & Behavior
Speech-language pathologists (SLPs) and board certified behavior analysts (BCBAs) often work with the same clients, but not always with shared language, aligned goals or a clear understanding of each other’s scope. This session is designed to help SLPs develop a deeper understanding of the principles and practices that guide behavior analysts and how meaningful collaboration can elevate outcomes for children with complex for interdisciplinary teaming, clarify common areas of overlap (and tension), and provide tools for navigating goal development, data collection, and intervention planning together. Special attention will be given to working with autistic clients who use AAC, where joint planning between communication and behavior supports is critical. Participants will walk away with a renewed sense of partnership potential and actionable ideas for improving collaboration to honor both professions while keeping the child and family at the center.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory │Education
Andi Putt, MS, CCC-SLP, Ms. Speechie P
This session guides speech-language pathologists in shifting early intervention practices to align with neurodiversity-affirming care. Participants will explore how to support families in reframing goals, responding to regulation and communication differences, and letting go of normalization-based expectations. Through real-world examples and practical strategies, this session highlights how coaching with compassion can foster authentic connection, strengthen child autonomy and promote long-term well-being for neurodivergent children. Attendees will leave with actionable tools to apply immediately in their parent coaching practices.
Time Ordered Agenda
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Early Intervention (DEI)
Dianna Evers, MS, CCC-SLP, MaineHealth
Tongue thrust, an orofacial myofunctional disorder (OMD), is known to affect speech production and oral-phase swallowing. Despite these established impacts, its potential relationship to oropharyngeal swallowing function has received limited empirical attention. This study investigates whether individuals with untreated tongue thrust demonstrate differences in superior tongue strength and oropharyngeal swallow timing compared to normative peers, thereby exploring the potential overlap between OMD and oropharyngeal dysphagia (OPD). Data were drawn from 26 individuals aged 7–52 diagnosed with tongue thrust across four master’s theses (Evers, 2013; Ellgen, 2016; Elliott, 2016; Evans, 2015). These were compared to age and sex-matched participants from the normative dataset published in Martin-Cowger et al. (2024), which included 409 individuals without OMD or OPD. Superior tongue strength was assessed using the Iowa Oral Performance Instrument (IOPI), and swallowing timing was measured via surface electromyography (sEMG) during trials of pudding, water, and cracker boluses. All participants were evaluated using standardized protocols, and reliability across and within studies was confirmed using Pearson Product-Moment Correlation Coefficients. Statistical analyses, including independent t-tests, ANOVA, and non-parametric alternatives, were used to determine group differences. This study underscores the importance of recognizing tongue thrust not solely as an orthodontic concern, but as a potentially significant contributor to altered oropharyngeal dynamics. Results may inform clinical screening practices, refine diagnostic frameworks, and support early intervention strategies targeting both OMD and OPD.
Learner Outcomes
Level of Learning: Advanced
Track: Poster – Student
Elizabeth Feaster, BA; Serina Whyte, BA; Holly Kleiber, MS, CCC-SLP, from University of Colorado Boulder
According to the Colorado Health Institute (2023), there will be approximately 1.2 million individuals over the age of 65 in Colorado by 2030. This represents about a 50% increase from 2018. There is a need for healthcare providers to serve this growing aging population. Senate Bill 2023-31 provided funding for CU Anschutz to create a new multidisciplinary provider training program to improve the healthcare of older Coloradans. This poster will provide details of the curriculum of the Geriatric Care Graduate Certificate Program, which serves graduate students and early professionals across disciplines such as speech-language pathology, pharmacy, dental medicine, physical therapy, nursing and more. Participating universities include CU Boulder, CU Anschutz, University of Denver, and Colorado Mesa University. Training programs like these are critical to address the growing gap between the number of older adults seeking healthcare services and the relatively few health professionals who are specializing in geriatric care.
Learner Outcomes
Level of Learning: Introductory
Track: Poster – Student
Lauren Erickson, BS; Nicholas Price, BA; Kyra Turner, BA; Jess Ursprung, BS; Marcia Walsh-Aziz, PhD, CCC-SLP
Deaf and hard of hearing (DHH) adults are essential members of society who frequently report unsatisfactory social interactions in aspects of daily life, including the workplace, healthcare settings and law enforcement encounters. This literature review of 14 scholarly articles will provide an understanding of barriers faced by DHH individuals and steps for professionals to take when interacting and collaborating with the D/deaf community. This review found training programs within nursing and law enforcement that have shed light on awareness and communication strategies at the individual and systemic levels. Limitations within these singular trainings indicate the need for ongoing practice to support cultural responsiveness and finding ways to better understand factors influencing non-engagement/training dropout. Review of findings shows the need for practice in cultural competency, reflective practice, patient-centered practice, and sign language interpretation or access to other communication modes to benefit DHH adults in multiple settings (Wainscott, 2024). This indicates the need for interprofessional collaboration between different disciplines to share the knowledge gained in DHH awareness training (Engelman & Deardorff, 2015; Terry et al., 2025).
Learner Outcomes
Level of Learning: Introductory
Track: Poster – Student
Victoria Avila, BA; Carolina Chavez, BS, Kathryn Lowry, BA; Abby Marroon, BA; Marcia Walsh-Aziz, PhD, CCC-SLP, from Metropolitan State University of Denver
The purpose of this study is to explore the culture found within the community of alternative augmentative communication (AAC) users. Specifically, how immersive educational programs can foster community and provide a strong language and educational foundation. Immersive programs from other linguistic communities serve as a guide for integration into traditional classrooms. We researched the perspectives of individuals who use AAC, their support systems and expectations of using AAC. Collecting and analyzing research to explore these thoughts is useful for speech-language pathologists (SLPs) to understand the community of AAC users and better align intervention and support what is inclusive with their communication and identity. The question this project aims to answer is: how does participation in an immersion program impact the cultural identity and social integration of AAC users? Data was collected through a review of 20 peer-reviewed articles. The authors found that most AAC users feel that their communities could be doing more to implement a better way of integration into the larger society. Patterns that emerged revealed limitations in their social identities, as individuals outside of the AAC community often do not understand the perspectives associated with using an AAC device..
Learner Outcomes:
Level of Learning: Introductory
Track: Poster – Student
Natalie Sesselmann, MA; Richard Hayes, Jr., MA; Pui Fong Kan, PhD, CCC-SLP, from University of Colorado Boulder
Supporting evidence-based, culturally and linguistically informed care for diverse pediatric populations, this study examined narrative development in 30 simultaneous Japanese-English bilingual children, ages two to eight (M = 5;9; SD = 1;8), a population rarely studied despite its growth in the United States. Given the typological distance between Japanese and English (Brown & Gullberg, 2011), it provides an opportunity to look at unique group of bilingual speakers. Using the Multilingual Assessment Instrument for Narratives (MAIN) and Systematic Analysis of Language Transcripts (SALT), we investigated how macrostructural elements — Story Structure (SS), Structural Complexity (SC), Internal State Terms (IST), and Comprehension (Comp) — transfer across languages and how microstructural elements — Mean Length of Utterance in Morphemes (MLUm) and Moving Average of Number of Different Words (MANDW) — predict macrostructure within and across languages. Age and heritage language (HL) parent input were included as covariates. In English, MANDW significantly predicted SS and IST, while MLUm predicted SS, SC, and comp. In Japanese, both microstructural measures significantly predicted SS. Cross-linguistic macrostructural transfer was limited to relationships between Japanese IST and Comp and their English counterparts. Lastly, there was limited cross-linguistic transfer between microstructure and macrostructure, with Japanese MLUm significantly predicting English SS and IST, and English microstructural measures predicting Japanese Comp, aligning with cross-linguistic transfer theories (e.g., Cummins, 1979; Westergaard et al., 2017). These findings highlight the complex interplay of language-specific and cross-linguistic influences on bilinguals’ narrative development. Clinical implications for educators and SLPs are discussed.
Learner Outcomes
Level of Learning: Intermediate
Track: Poster – Student
Richy Hayes, MA, CCC-SLP; Pui Fong Kan, PhD, CCC-SLP, from University of Colorado Boulder
Narratives require lexical, grammatical and narrative structure knowledge. Additionally, these skills must be skillfully integrated to tell a “good” narrative. However, does adding an additional language increase the complexity? Bilinguals have the additional challenge of parsing the lexical semantic and morphosyntactic information (microstructure) of their languages, while combining it with narrative structure (macrostructure). In this study, we compared the English narratives of Japanese-English bilinguals and English monolinguals. Narrative macrostructure skills are found to be relatively invariant across languages, while microstructure skills can vary depending on various factors such as typology and input (Bohnacker, 2016). Thus, macrostructure should be similar, whereas microstructure may differ between groups. 28 Japanese-English bilingual and 28 English monolingual children attending public school in Colorado, matched for age (F = .97) and sex (12 girls per group), were assessed via the Multilingual Assessment Instrument of Narratives (MAIN) in English. We compared the two groups’ mean length of utterance in morphemes (MLUm), number of different words (NDW), story structure (SS), structural complexity (SC), internal state terms (IST), and comprehension. Results showed that while narrative macrostructure and MLUm did not differ, NDW was significantly lower in the bilingual children, which is similar to the findings of research on bilingual vocabulary (Bialystok et al., 2010). These findings suggest that, while bilingual children can develop narrative macrostructure skills on par with monolingual peers, clinicians should be mindful of potential vocabulary differences when assessing bilingual children to avoid misinterpreting language ability.
Level of Learning: Intermediate
Track: Poster – Student
Katrina Smoot, BA; Pui Fong Kan, PhD, CCC-SLP, from University of Colorado Boulder
The global population of bilingual and multilingual individuals is growing, increasing the demand for culturally and linguistically appropriate services from speech-language pathologists (SLPs) and audiologists (AuDs). However, is the current research base sufficient to inform evidence-based clinical decision-making for diverse populations? Concerns exist regarding English-dominant perspectives and disproportionate focuses on specific groups and conditions. To understand the intersection of bilingualism and communication disorders in research, this study employs bibliometric analysis (Kirby, 2023). This approach allows us to objectively map the evolution of a field, identify influential authors and journals, and reveal underlying thematic structure and networks within a field of study. Bibliometric analysis can uncover trends, research gaps and the overall landscape of knowledge in a specific area. This method supports evidence-based practice by helping identify relevant, high-impact research in our field. This study examines the evidence for communication disorders in bilingual populations through a bibliometric analysis of 6,326 publications (1912-2025) indexed in Web of Science. Utilizing VOSviewer, we identify thematic and temporal trends, research gaps and underrepresented groups across speech, language, and hearing domains. Findings indicate a research focus on language disorders in bilingual children learning English, with limited evidence concerning adults, augmentative and alternative communication (AAC) users, genetic conditions and non-English speaking bilinguals. These findings highlight the need for clinicians to critically assess the relevance of existing research and advocate for more inclusive evidence to support diverse bilingual populations in practice.
Learner Outcomes
Level of Learning: Intermediate
Track: Poster – Student
Emma Hansen, BS; Allie Schwartz, BS; Lauren Tremblay, BA; Nicole Zeray, MA; Jessica Rossi-Katz, PhD, CCC-A, from Metropolitan State University of Denver
The U.S Bureau of Labor Statistics predicts 18% growth in employment for speech-language pathologists (SLPs) between 2023 and 2033 – much higher than the average 4% growth expected for all occupations. Compared to the national average, demand for SLPs in Colorado is even greater. These workforce trends are observed in both healthcare and educational settings. The increasing demand for SLPs, particularly in rural and underserved areas, underscores the urgent need for targeted workforce development initiatives. One way to address the workforce shortage is to consider entry into health careers, like SLP. Professional credentialing is imperative to safeguard the public; yet confusion about state-level requirements and the role of professional certification organizations may create upstream barriers to individuals interested in pursuing SLP. In this poster, we compare how the credentialing process for SLPs compares to that of other health-related professionals (occupational therapists, physical therapists and audiologists). We also present findings from a pilot survey of SLPs currently practicing in Colorado on their perceptions of licensure and certification. This information may inform advocacy efforts that address workforce needs in recruitment and retention of SLPs.
Learner Outcomes
Level of Learning: Introductory
Track: Poster – Student
Kelly Nelson, MS, Metropolitan State University of Denver
Indigenous languages across North America are critically endangered due to the ongoing effects of colonialism, linguicism, assimilation and displacement. Research suggests that only a small fraction of Indigenous languages will survive by the end of the century, highlighting the urgent need for revitalization initiatives. Over the past three decades, digital technologies have become a significant tool in these efforts, with mobile applications, video games, social media platforms and online language tutors offering new opportunities for language learning. These tools hold promise for supporting intergenerational transmission, expanding accessibility, and reducing reliance on elders as the sole language teachers and keepers. This proposal reviews current literature on technology-based revitalization and considers both the strengths and limitations of these approaches. While digital tools can increase access to Indigenous language learning, challenges such as inequitable access, historical use of Western pedagogies and limited Indigenous-led design continue to be significant barriers. To ensure that revitalization efforts are culturally responsive and community-led, it is essential to incorporate Indigenous knowledge systems into the development and application of digital tools. Speech-language-hearing professionals have an important role in advancing this work. Not only can they advocate for linguistic diversity, but also implement decolonized clinical practices in therapy when working with Indigenous individuals and families.
Learner Outcomes
Level of Learning: Intermediate
Track: Poster – Student
Catrina Harrell, BS; Molly Werle, BA; Hilary Horton, BA; Rebecca Saeed, BA; Kathryn Hardin, PhD, CCC-SLP, from Metropolitan State University of Denver
Traumatic brain injury (TBI) is the leading cause of death in children in the United States and roughly 62,000 children each year require hospitalization for traumatic brain injuries. Across the literature, individuals with TBIs and their support systems have acknowledged that professionals often lack empathy and knowledge about the condition. Specifically, literature examining caregivers’ perception of education professionals involved in the ‘back to school’ transition for children and adolescents with TBI has highlighted that professionals primarily lack knowledge about TBI and how to support individuals and their families. Furthermore, research identifies that schools have poor tracking of injuries from year to year and place the responsibility of maintaining accommodations on caregivers, and that there is a lack of communication between medical and educational providers. The disconnect between healthcare providers and school providers is a systemic issue that impacts school systems across the United States. This pilot study seeks to understand not only how pediatric TBI experts view facilitators and barriers to TBI intervention in schools, but also what role empathy plays in the care that students receive. With the help of MSU Denver’s Graduate Studies department and the Provost Mini-grant, Dr. Hardin’s experiential learning training sparked conversation with 19 of Colorado Department of Education’s Brain Steps service providers, who provide TBI intervention services across a widespread geographical range in Colorado.
Learner Outcomes
Level of Learning: Introductory
Track: Poster – Student
Charlie Lunaris, PhD, CCC-SLP; Coco Rice, BS, from University of Northern Colorado
With the current federal budget cuts to LGBTQ+ resources, it is important to be up to date with current free resources available to LGBTQ+ clients. This poster will list free community-based resources for LGBTQ+ clients both within and outside the area of gender-affirming voice. This work also recognizes the overlap between LGBTQ+ and disabled communities, where resource gaps are especially pronounced in rural Colorado. Gender-affirming free resources will include the following formats: Reddit forums, Discord forums, YouTube channels, and websites.
Learner Outcomes
Level of Learning: Introductory
Track: Poster – Student
Judy Cobian, BA; Angie Garcia, BA; Sara Jenkins, BA; Ilana Oliff, MA; Kathryn Hardin, PhD, CCC-SLP, from Metropolitan State University of Denver
According to ASHA EdFind, 80 of 305 master’s in speech-language pathology (SLP) programs offer a study abroad opportunity. Students studying SLP and other medical fields have had opportunities to study abroad and have reported positive experiences. In the articles reviewed, common outcomes from students include critical thinking, medical experience, flexibility, and increased cultural- and self-awareness. Notable things to consider from the articles include limited resources and encountering rare diagnostics. Based on the articles, study abroad opportunities have resulted in more positive effects than negative effects and have helped students increase their cultural competence when working with a diverse population. With an increasingly diverse population in the United States, it is critical for SLPs to have cultural competence. Study abroad opportunities help students in increasing intercultural competency. In January of 2025, ten graduate students from MSU Denver studied abroad in San Miguel de Allende, in Guanajuato, Mexico. The students spoke Spanish and worked alongside the local SLP, physical therapists and occupational therapists. They worked directly with clients at CRISMA: Comprehensive Rehabilitation Center of San Miguel de Allende, where they screened and provided treatment for individuals with speech and language deficits and provided caregiver education. This poster will consist of content analysis with masked raters. The raters will review reflective writing collected by all participants pre, during, and post study abroad trip. The writings from the students were collected and coded. Analyses will be discussed in the poster.
Learner Outcomes
Level of Learning: Introductory
Track: Poster – Student
Erin Sundseth Ross, PhD, CCC-SLP, Feeding Fundamentals, LLC
Critical thinking is an essential clinical competency for speech-language pathologists, particularly when working with medically complex infants and children. Effective assessment and intervention rely on the ability to analyze clinical information, identify contributing factors and determine the most appropriate course of treatment. In cases involving comorbidities, feeding progress may be slow, inconsistent, or regress unexpectedly, requiring clinicians to continually evaluate and adjust their approach. This session will examine common causes of both sudden and gradual regressions in feeding skills and introduce a structured framework to support clinical reasoning. Participants will enhance their ability to think critically about the etiology of feeding challenges and interpret treatment progress to make informed, responsive decisions.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Multi-Interest
Amy Graham, MA, CCC-SLP, Graham Speech Therapy
This session explores evidence-based strategies to promote generalization in children with speech sound disorders, including phonological impairment, motor-based disorders and residual articulation errors. Participants will learn how to bridge the gap from therapy to spontaneous speech through strategic cueing, systematic practice and functional communication activities. The session will cover how the selection of appropriate interventions and principles of motor learning can support lasting progress. Practical case studies and therapy videos will demonstrate how to implement these strategies.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Education
Kellie Sitarz, MS, CCC-SLP, Children’s Hospital Colorado; Jamie Gibbons, BA, Self Employed
This session explores the dynamic relationship between speech-language pathologists (SLPs) and caregivers in the implementation of augmentative and alternative communication (AAC) at home. Co-presented by a practicing SLP and a parent of a child who uses AAC, this session offers dual perspectives to illuminate the challenges, emotions and practical strategies involved in making AAC work beyond the therapy room. Presenters will discuss how trust, communication and vulnerability play key roles in therapy outcomes. Topics include how to tailor AAC coaching to caregiver learning styles, set realistic expectations for home practice, and navigate cultural, emotional, and systemic barriers that families may face. Through real-life examples, attendees will gain insight into how to foster caregiver-SLP collaboration, when and how to pivot therapy plans, and how to center caregiver voices while offering clinical expertise. Participants will leave with actionable strategies to strengthen therapeutic alliances, support caregiver capacity and enhance AAC use in meaningful everyday contexts.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ AAC
Gary Robinaugh, PhD, CCC-SLP, University of Northern Colorado
Individuals with primary progressive aphasia (PPA) experience a gradual decline in language, significantly affecting daily communication and overall quality of life. As this language-led dementia progresses, individuals’ communication needs evolve, requiring clinicians to adopt a treatment approach that not only addresses current needs but also anticipates future challenges. This session will present best practices for implementing interventions that are responsive to the shifting nature of PPA. Attendees will learn how to apply a dynamic treatment framework that integrates restitutive therapies to support residual language abilities, compensatory strategies to promote communication, and partner-focused training to prepare loved ones for increased communication burden. We will also examine data from recent clinical studies that demonstrate how individuals with PPA and their care partners adapt to changing communication needs. Findings underscore the value of encouraging multimodal communication and offer insight into how clients respond to systematic multimodal communication training. This session is designed for clinicians and researchers who seek to deepen their understanding of progressive language disorders and strengthen their ability to deliver flexible, individualized and impactful interventions.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Medical
Gretchen Storm, MS, CCC-SLP, Speech Therapy of the Rocky Mountains, LLC; The Learning Zone; Douglas County School District
Assessing individuals with complex communication needs can be both challenging and nuanced. This session will explore the different profiles of complex communicators and provide practical considerations for assessment across both motor and linguistic domains. Attendees will be introduced to a range of assessment tools and strategies, with an emphasis on translating assessment findings into meaningful, functional goals. Whether you’re new to AAC or looking to deepen your assessment practices, this session will offer concrete guidance for supporting individuals with complex communication needs.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ AAC
Shelby Ford, MS, CCC-SLP, Shelby the SLP, LLC; Bjorem Speech Publications
The R sound is one of the most complex and stubborn targets in speech therapy. With more than 30 variations and no single correct tongue position, it’s no surprise that R remediation can feel overwhelming. This session will help demystify the process by breaking R down into manageable components and providing clear, practical strategies for assessment and treatment. We will start with the anatomy of R, what needs to move, what needs to stay still, and why tongue-jaw dissociation, tension, and pharyngeal constriction matter. From there, we’ll explore evidence-based elicitation techniques that can be adapted for a range of learners and R types. You’ll learn how to assess stimulability, identify facilitators and compensatory movements and choose targets that match your student’s current skill level. Finally, we’ll focus on making therapy functional and fun. Whether you’re working with a preschooler who’s just starting or an older student stuck in therapy for years, this session will offer fresh ideas for keeping them engaged while building accurate and consistent R productions. Walk away with the confidence and tools to tackle R therapy with intention, creativity and success.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory │ Education
Katherine Isaacson, MS, CCC-SLP, Gender Voice SLP
Historically, strategies for gender affirming voice training are comprised of various vocal resonance and semi-occluded vocal tract exercises typically used for vocal relaxation, warm-up, cool down and exploration related to technique and repertoire by cisgender speakers. Much of this is due to understanding that resonance placement and control is the main aspect of voice that influences how the listener genders a voice in the binary. However, most gender affirming voice clients are seeking an automated process for voice production, rather than temporary changes. This requires shifting clinical perspective to use evidence-based techniques in more habitual ways to change the sensory motor memory process; i.e., training the brain to change vocal behaviors related to everyday, conversational voice. Scaffolding the breathing mechanism using a highly organized curriculum using a well-research evidence based practice with tightly controlled variables at the task level offers a solution for success. Creating an environment for a speaker to develop new vocal behaviors at the independent and spontaneous level requires implementing specific, concrete steps that are repetitive and replicable over time. Learn how to use water resistance therapy, confidential voice therapy, and the Stanley Method at multiple levels to teach gender affirming voice training and voice transition for clients while embedding voice care that’s gentle, hygienic, safe, protective and restorative. Give clients the power to feel from the inside out how to explore their voice! Please bring a water bottle with lid and straw, or cup with lid and boba or regular straw for implementation and discussion.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Advanced │ Medical
Charlie Lunaris, PhD, CCC-SLP
A recent survey showed most graduate students in Communication Sciences and Disorders do not feel qualified to provide gender-affirming voice and communication training following their coursework and clinical experiences. This talk will provide a foundational information, techniques, and resources for clinicians providing gender-affirming voice. Topics will include vocal health, adaptations to voice evaluations and intake forms, updated terminology, techniques for voice training/modification, and gender-affirming voice resources. We will end by discussing case studies that apply this information to real life scenarios.
Learner Outcomes:
At the conclusion
Level of learning: Intermediate | Track: Medical
Erin Sundseth Ross, PhD, CCC-SLP, Feeding Fundamentals, LLC
With the introduction of avoidant/restrictive food intake disorder (ARFID) in the DSM-5 (2013) and the addition of pediatric feeding disorder (PFD) codes (R63.31 acute; R63.32 chronic) in the ICD-10-CM update (2021), speech-language pathologists are now equipped with more precise diagnostic options for children with feeding challenges. However, these diagnoses are not interchangeable. ARFID is classified as a mental health disorder, while PFD typically involves skill-based or physiologic impairments requiring a different clinical approach. This session explores the evolution of these diagnoses, clarifies key distinctions, and underscores the critical importance of accurate coding to ensure appropriate treatment access and prevent misdiagnosis. Through real-world case studies and the introduction of a differential diagnosis decision tree, participants will gain tools to confidently navigate the diagnostic process and advocate for the most effective care pathways.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Multi-Interest
This session will prepare students and early career professionals to best market their skills in preparation for internships and CF positions. Attendees will learn how to best present their experiences on their resumes and subsequent interviews to appeal to supervisors. All current students and recent graduates are welcome to attend this informational session.
Stephanie Budd, MA, CCC-SLP, Craig Hospital
Acquired visual agnosia secondary to brain injury can be a debilitating condition that tends to impact the entirety of the neurorehabilitation process. Individuals who experience this condition may perceive the world around them to be visually confusing, overwhelming and exhausting. These individuals often have increased difficulty regaining independence within functional daily activities and, as a result, may require additional support upon discharge from the inpatient rehabilitation setting. Speech-language pathologists are generally provided with limited (if any) training on how to assess and treat visual agnosia, yet they play a vital role in the cognitive rehabilitation process as visual agnosia is theorized to be a disorder of attention. This session will provide practical information for SLPs in assessment and treatment of common subtypes of visual agnosia while working in collaboration with occupational therapists and other disciplines to support those affected in regaining functional independence. While the focus of this presentation details visual agnosia secondary to brain injury in the inpatient rehabilitation setting, principles may be applicable across etiologies of the disorder and clinical settings.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Medical
Danielle Maglinte, MS, CCC-SLP, Scarlet Larkin, Inc.
Have you ever wondered if a little one might benefit from AAC, but didn’t know where to start? In this session, we will discuss how to get started with AAC in Early Intervention, including talking with caregivers, low- and mid-tech AAC ideas, and how to trial SGDs with young children.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ AAC
Jennifer Gray, MS, CCC-SLP, Gray Speak Therapy; Angela Halpern, MS, CCC-SLP, LSVT Global
This session will define and explore key research-driven principles of activity-dependent neuroplasticity, including specificity of training, repetition, salience and intensity and demonstrate their application to pediatric motor speech interventions. Using LSVT LOUD® as a model, we will illustrate how to integrate these principles into clinical practice to enhance vocal loudness, speech intelligibility and functional communication in children with cerebral palsy, Down syndrome and related motor speech disorders. Neural imaging data documenting brain changes post LSVT LOUD will be highlighted. Potential barriers to implementing neuroplasticity-focused approaches and solutions tailored to real-world clinical, school and home settings will be discussed. By understanding how neuroplasticity principles guide pediatric treatment design, clinicians can optimize care for developing motor speech systems. This knowledge empowers SLPs to create targeted interventions that help children overcome communication challenges while prioritizing functional outcomes like classroom participation, peer interactions and self-expression.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Multi-Interest
Phillip Erkkila, MA, CCC-SLP, The Stepping Stone Group
The Knowledge Quest is a review of general knowledge from all areas of practice in speech-language pathology and audiology. Participants will be required to demonstrate knowledge and best practice in the areas of research methods, professional practice and medical treatment across the disciplines by answering a number of questions related to all aspects of the field. Audience members, along with students and other professionals will test their knowledge and review important information to gain exposure to new content.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory │ Multi-Interest
Alison Stewart-Dunham, MS, CCC-SLP, Nurture Home Health Care; WellCare Pediatric Specialists
Speech generating devices (SGDs) are vital tools in enhancing effective communication and promoting independence for individuals of all ages. For tweens and teens, however, providers and families often face several challenges in determining what is most functional to teach this age group as they quickly approach adulthood. This session focuses on minimally verbal tweens and teens with cognitive and intellectual differences who have not been prescribed an SGD before, have a current SGD that is not meeting their needs, or may use physical force or self-injurious behaviors as a way to communicate. From grammatically correct swearing and slang to accessing smart technology in the home, this age group requires additional considerations to address their social, emotional and communication needs across various environments.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ AAC
Staci Neustadt, MS, CCC-SLP; Susan Golubock, OTD, OTR/L, from Making Sense of Autism
Are traditional assessments missing the mark when it comes to autistic students? In this session, a neurodivergent SLP and an autistic occupational therapist introduce the neuro-strengths-based support for autism framework and tools based on the framework to help professionals assess more meaningfully, beyond surface behaviors. Participants will learn to reframe behavior as communication, recognize how sensory and cognitive processing differences impact participation and assess motivation, connection and communication across modalities. Through discussion and real-life case examples, attendees will leave with a practical framework to guide goal-setting and build deeper, more affirming collaboration with teams and families.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory │ Education
Becky Spence, MS, CCC-SLP, Achieve Therapy; Spence Tax Advising
Whether you’re an independent contractor or private practice owner, navigating self-employment as a speech-language pathologist/audiologist can feel overwhelming. This session delivers SMART strategies to help you feel more confident, organized and financially empowered in your business. Using the familiar SMART goal framework, we’ll apply clinical precision to business ownership by focusing on the following; structuring your business entity (with Colorado-specific insights); managing income and expenses through simple, effective systems; aligning your financial goals with strategic tax planning; reviewing deductions to maximize tax savings; tracking progress to support sustainable practice growth. We will also explore key self-employment considerations including record-keeping best practices, understanding business expenses and the tax implications of different business structures. Attendees will receive actionable strategies, downloadable tools and real-world examples to support implementation. Led by a SLP turned tax strategist who specializes in supporting service-based professionals, this session bridges the gap between clinical expertise and entrepreneurial confidence. Attendees will leave with a SMART-informed approach to business ownership that’s practical, empowering and designed to help private practices and contractors thrive in today’s evolving professional landscape.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory │ Multi-Interest
Kathy Hardin, PhD, CCC-SLP, Metropolitan State University of Denver; Hilary Diefenbach, MA, CCC-SLP, Swedish Medical Center
The rate of traumatic brain injury (TBI) and developmental communication disorders in justice involved populations significantly exceeds that of the general population (Wiseman-Hakes et al., 2023) and this has negative consequences across the justice continuum. Despite, its commonality, TBI remains underappreciated and undertreated within justice settings, leading to misinterpretations, misperceptions, and misrepresentations of those with communication disorders. Did you know that 54% of Coloradans involved in criminal justice settings have traumatic brain injury (TBI)? That in the UK, 60% to 90% of juveniles intersecting in justice settings have developmental language disorder (DLD)? That individuals with TBI tend to receive more severe sentences, and that this is largely assumed to be based on their differences in social communication? That DLD is the number one predictor of juvenile recidivism? That SLPs can work as victim advocates to assist with effective communication in justice settings? Our field is re-conceptualizing our roles and responsibilities working with individuals involved in justice settings, both in terms of support for victims and for those considered offenders. There are deep repercussions that result from having language disorders and one’s ability to access and fully participate in justice settings. Please join us to thoughtfully consider what our roles as speech-language pathologists are as we move forward in this evolving area of practice. We will explore cases, legal language and tips for improving our clinical care.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate │ Medical
Belinda Daughrity, PhD, CCC-SLP, California State University Long Beach
This session will review the ASHA Code of Ethics and utilize case study scenarios to evaluate potential ethics issues for ASHA members. Members will review the Code and discuss current expectations for members, in addition to reviewing the process an ethics complaint.
Time Ordered Agenda
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory │ Ethics