JOIN NOW
Learn more about Member Benefits
Shelly Elfner, MA, CCC-SLP; Sara Rode, MA, CCC-SLP, from Douglas County School District
Are you at a loss with AAC? Come lean in with us! We will share how augmentative alternative communication
(AAC) is considered in schools. The presenters will discuss different collaboration options that can be used with school teams, families and private providers. AAC resources and tools will be explored so you have practical strategies that you can use tomorrow with your clients or students. Join us so you can implement AAC like a boss and collaborate with confidence!
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Education
Louis Rossetti, PhD, University of Wisconsin Oshkosh
This session will alert early intervention professionals to a variety of issues related to intervention for children with special needs and their families. Issues to be discussed include models of service delivery, models of team functioning, intervention with parents and caregivers, intervention in the home, center and neonatal intensive care nursery, and measuring program efficacy. This session is highly clinical in nature. Participant discussion will be encouraged.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Early Intervention
Kathy Hardin, PhD, CCC-SLP, Metropolitan State University of Denver; Nick Manely, FND Hope
If your clinical practice includes voice, swallowing, motor speech, fluency, aphasia, cognitive communication, seizure disorders, cough, and/or upper airway dysfunction, then you work with patients who have functional neurological disorder (FND). While you may not know about FND, it is a common condition seen by speech-language pathologists (SLP), occurring in 16% of patients in outpatient neurology clinics and 10% of acute neurology inpatient admissions. FND can also occur in children and adolescents. Historically, healthcare providers described those living with FND as malingering, faking it, or that symptoms were “all in your head”. Despite there being actual physiological and neurological changes, even today, providers still use outdated terminology including “psychogenic” and “conversion” disorders. Consequently, people living with FND experience deep stigma by having their symptoms minimized/ignored and not receiving adequate support. FND is a hot topic in speech-language-pathology as we have new treatment recommendations to better identify, assess, and treat those living with FND and their unique therapeutic needs. In this two part session we will use the current clinical practice recommendations (Baker et al, 2021) to clearly define FND and interventional practices as well as using case-based learning to apply this knowledge into clinical care. In addition, Nick Manely, a Colorado-resident and FND Hope Ambassador, will share his journey from dismissed patient to FND international advocate, so that we may ground our decision-making in the lived experiences. Join us to translate the revised world of FND into your daily clinical practice.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Medical
Louis Rossetti, PhD, University of Wisconsin Oshkosh
One of the major initiatives of current legislation designed to meet the needs of children with special needs is the degree to which the family is recognized as critical to the success of intervention activities. This session will review the concepts of attachment and how to enhance caregiver involvement in early intervention. A variety of specific clinical examples will be provided as family issues are discussed, with participant involvement encouraged.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Early Intervention
Kathy Hardin, PhD, CCC-SLP, Metropolitan State University of Denver; Nick Manely, FND Hope
If your clinical practice includes voice, swallowing, motor speech, fluency, aphasia, cognitive communication, seizure disorders, cough, and/or upper airway dysfunction, then you work with patients who have functional neurological disorder (FND). While you may not know about FND, it is a common condition seen by SLPs, occurring in 16% of patients in outpatient neurology clinics and 10% of acute neurology inpatient admissions. FND can also occur in children and adolescents. Historically, healthcare providers described those living with FND as malingering, faking it, or that symptoms were “all in your head”. Despite there being actual physiological and neurological changes, even today, providers still use outdated terminology including “psychogenic” and “conversion” disorders. Consequently, people living with FND experience deep stigma by having their symptoms minimized/ignored and not receiving adequate support. FND is a hot topic in SLP as we have new treatment recommendations to better identify, assess, and treat those living with FND and their unique therapeutic needs. In this 3-hour class, we will use the current clinical practice recommendations (Baker et al, 2021) to clearly define FND and interventional practices as well as using case-based learning to apply this knowledge into clinical care. In addition, Nick Manely, a Colorado-resident and FND Hope Ambassador, will share his journey from dismissed patient to FND international advocate, so that we may ground our decision-making in the lived experiences. Join us to translate the revised world of FND into your daily clinical practice.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Medical
Natalie Potter, MA, CCC-SLP, Cherry Creek School District
Growth in CAS research, with social media on its coattails, has created increased awareness of CAS characteristics and assessment instruments. This session will help narrow the focus of CAS assessment by discussing the specific features probed in the Dynamic Evaluation of Motor Speech Skill (DEMSS), along with an introduction to DEMSS administration. Dynamic assessment measures for older students with mild motor impact will be provided, coupled with probes which look at speech inconsistency. Three motor-based treatment approaches will be highlighted, with suggestions for structuring CAS sessions and goal writing. For Dynamic Temporal and Tactile Cueing (DTTC), an introduction to target selection will be shared. Methods for probe data collection and systems for rating whole-word accuracy will be addressed. A wraparound theme for maintaining focused, conscious practice in CAS treatment, while keeping sessions light and fun for students, will be presented.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Education
Marie Jettê, PhD, CCC-SLP, University of Colorado Anschutz Medical Campus
Chronic cough (CC), lasting eight weeks or longer, affects about 10% of the global adult population and poses significant healthcare and economic burdens. Refractory chronic cough (RCC), which resists standard treatments, exacerbates these challenges, impacting patients’ quality of life and causing complications like depression and urinary incontinence. Post-COVID patients have added to the rising prevalence of RCC. Behavioral cough suppression therapy (BCST) is an effective non-pharmacological intervention for RCC. Techniques include: Cough-control breathing; teaches specific breathing patterns to suppress cough; laryngeal relaxation exercises: reduces tension in the laryngeal muscles; sensory replacement strategies: Uses alternative sensory inputs to distract from the cough reflex; clinical evidence supports BCST’s efficacy in reducing cough frequency and severity, improving patients’ quality of life. Medical interventions for RCC include: Superior laryngeal nerve (SLN) block: Involves injecting a local anesthetic near the nerve to reduce the cough reflex. Injection Augmentation: Uses materials like hyaluronic acid to improve vocal fold closure, reducing cough. Neuromodulator Therapy: Medications like gabapentin and pregabalin modulate the nervous system’s response, reducing cough reflex sensitivity. This session aims to train novice speech-language pathologists (SLPs) and graduate students in BCST. The session covers RCC’s impact, challenges and BCST techniques, providing SLPs with the skills to offer effective RCC treatment. Training SLPs in BCST will enhance multidisciplinary collaboration, expand treatment options and improve outcomes for RCC patients, addressing an urgent need in healthcare.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Medical
Terry Hall, MA, CCC-SLP, Children’s Hospital Colorado Developmental Pediatrics/JFK Partners
According to the Center for Disease Control, 1 in 36 children are diagnosed with autism spectrum in the United States. As an early interventionist, what can we do to provide the services needed for this population? The Early Start Denver Model (ESDM) is a comprehensive early intervention treatment approach for children ages 12 – 60 months. It has evolved from the original Denver model at the University of Colorado Health Sciences Center in Denver, Colorado, to ESDM under the thoughtful eye of Dr. Sally Rogers and colleagues currently at the MIND institute at the University of California, Davis. ESDM is a naturalistic treatment approach with some ABA teaching components that focuses on building strong, positive relationships with caregivers to provide daily opportunities for language, social, play, and cognitive learning. It is important to note that ESDM is a child led approach in which the child’s motivation increases their enjoyment of play and learning. ESDM works to empower children with autism spectrum and their parents and families to become active participants in the world around them, and to expand their child’s constricted learning opportunities. Thus, parents play a key role in ESDM intervention. ESDM therapy is a comprehensive approach to treatment intervention and includes assessment, objective development, data collection and progress monitoring. It has been a recognized and respected treatment approach for children with autism spectrum and has evolved over time to reflect the dynamic learning needs of both parents and their children.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Early Intervention
Becky Spence, MS, CCC-SLP, Achieve Therapy
Do you have questions about all the hype surrounding orofacial myofunctional therapy on social media? This session will discuss orofacial myofunctional therapy within the scope of practice of the speech-language pathologist and provide you with information to determine the usefulness of this approach for your caseload. Topics will include differentiation of OMT vs. NSOMEs, review of the anatomy of the orofacial complex, and discussion of the clinical value of understanding the reciprocal relationship between structure and function in evaluation and treatment for speech and swallowing objectives. This session will focus on building confidence for practical incorporation of myofunctional principles into treatment across settings and diagnoses. Attendees can expect to leave with a foundational understanding of the myofunctional approach, a guide for completing task analysis for your treatment objectives and a tool box of takeaways for immediate implementation.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Education
Maria Chisolm, MS, CCC-SLP, Private Practice
In the US, 50.4% of speech-language pathologists (SLPs) work in schools, frequently serving multilingual learners (MLs). In Colorado, while 16.2% of residents over age five speak a language other than English at home, only 7.5% of SLPs identify as multilingual. Training monolingual SLPs in culturally and linguistically appropriate assessments is crucial to accurately identify MLs for special education. MLs are nationally overrepresented in special education compared to their native English-speaking peers. When assessing MLs for special education, IDEA mandates the use of diverse evaluation tools and prohibits sole reliance on one measure. Accordingly, ASHA’s assessment protocol requires SLPs to use both standardized and non-standardized tools. Before evaluating MLs, the team should gather extensive information in six key areas, including: personal and family factors; physical and psychological factors; previous schooling factors; oral language and literacy development in all languages; academic performance and instruction in all languages; and cross-cultural factors. If an evaluation is appropriate, standardized assessments alone often fall short as they do not comprehensively measure linguistic competence and exclude MLs from normative samples. Because the linguistic abilities of MLs can span a wide spectrum, no single measure fully captures an ML’s abilities. A comprehensive approach, including language questionnaires, speech and language sample analyses, dynamic assessment (DA), and standardized testing with conceptual scoring, is advocated. All SLPs, regardless of background, must proficiently screen and evaluate MLs. By implementing the outlined strategies, SLPs can reduce the risk of mistakenly qualifying MLs for special education services.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Education
Delora Abedzadeh, MS, CCC-SLP, Craig Hospital; Annie Daorai, PT, DPT, Craig Hospital
A disorder of consciousness (DoC) is an altered state of consciousness, which occurs following damage to the brain; consciousness requires both wakefulness and awareness, and can include a spectrum of presentations. Individuals along the DoC continuum have unique needs for which specialized training is important in order to provide comprehensive and appropriate care. Without specific knowledge and clinical reasoning, clinicians may incorrectly attribute an individual’s reflexive or automatic behavior as cognitively initiated command following, or may not provide adequate support, or the correct opportunities, for an individual to interact with their environment. This session will review general terminology and basic information related to the DoC population, and will progress to more advanced discussions regarding interventions, ethical concerns, and effective methods for access and communication with the patient, their family and interdisciplinary team, regarding progress, challenges and prognoses as appropriate. As Craig Hospital has worked to streamline and solidify treatment for this population, one of the primary gaps in knowledge was implementing various therapeutic interventions in our day-to-day interactions. As such, we have initiated educational and mentorship programs focused on interventions that are based in a breadth and depth of research and knowledge. Various treatment and assessment methods will be discussed in the areas of sensory, motor, oral-motor interventions, arousal maintenance, and the use of technology and salient stimuli for improved quality of life. This session will also highlight the importance of interdisciplinary communication, and aim to improve clinician confidence.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Medical
Dawn Winkelmann, MS, CCC-SLP, EZPZ
This session aims to give participants a thorough understanding of the developmental and safety advantages of promoting open-cup drinking in infancy and early childhood. The session will cover key milestones associated with cup drinking, helping therapists and caregivers identify when and how to use an open cup with their clients. The presentation will delve into the differences in swallowing mechanics between open-cup and sippy-cup usage, illustrating how open-cup drinking promotes a more mature and safe swallow pattern. This information is essential for understanding the long-term implications of drinking from different types of cups and how they can affect mealtime. Furthermore, the presenter will address the prevalence of delays, disorders and damage associated with an immature swallow pattern. By the end of the session, attendees will be equipped with the knowledge and practical strategies to advocate for and implement open-cup drinking practices, ultimately promoting healthier and safer drinking habits for the children they work with.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Early Intervention
Product Disclosure: This session includes some of the products Dawn has developed for EZPZ. Similar products will not be discussed.
Katja Piscitelli, MS, CCC-SLP, Total Spectrum Speech Therapy
Did you know that most autistic children are gestalt language processors? This is a unique way of language development that calls for tailored treatment methods. Join this session for an engaging and practical two part session designed for professionals seeking to enhance their knowledge of supporting gestalt language processors. By understanding the natural language acquisition (NLA) stages thoroughly, you will be better equipped to help move autistic students from using delayed echolalia, to self-generating language. This comprehensive session will dive into what the NLA stages are, how to identify gestalt language processors on your caseload and the basics of how to support students within each of the four main NLA stages. Participants will leave equipped with a toolkit of practical skills, evidence-based strategies and the confidence to implement methods that support gestalt language processors’ unique learning style.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Education
Liz Cuadrado, MS, CCC-SLP, BCS-S, University of Colorad
Respiratory muscle strength training (RMST) can be an effective modality for dysphagia therapy when combined with other treatments. In this session, we will discuss the rationale for RMST, protocols, evidence and diagnoses with which it can be appropriate to use.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Medical
Kimberly Bierbrauer, MA, CCC-SLP, Private Practice
During this session the presenter will introduce the basic principles of collaborative problem solving, an innovative, trauma-informed, and evidence-based approach to understanding and helping kids and adults with behavioral challenges. Participants will learn a more empathic and accurate understanding of what causes unmet expectations and challenging behavior. An overview of the three key components of the approach will be provided.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Product Disclosure: “Collaborative Problem Solving” approach is owned and developed by Think: Kids, a program based in the Department of Psychiatry at Massachusetts General Hospital.
Sarah Foley, MS, CCC-SLP, Craig Hospital; Grace Gahan, MS, CCC-SLP, Craig Hospital
The purpose of this session is to explore the theory and practical application of augmentative and alternative communication (AAC) throughout a person’s continuum of care following an acquired injury. This session will focus on working with adults during their ICU and acute care stay, inpatient rehabilitation and outpatient programs. We will discuss the goal of providing maximum possible communication for all patients at all times to improve patient engagement, lower amount of burden placed on caregivers, and provide the best opportunity for assessment and treatment. Content will include access to both AAC and treatment applications. Additionally, we will discuss ways to train staff, families and caregivers on how to best communicate with patients who use AAC. By the end of this session we hope to provide you with ideas and tangible tools for practical application of these skills in your clinical practice.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Medical
Katja Piscitelli, MS, CCC-SLP, Total Spectrum Speech Therapy
Did you know that most autistic children are gestalt language processors? This is a unique way of language development that calls for tailored treatment methods. Join the presenter for an engaging and practical two part session designed for professionals seeking to enhance their knowledge of supporting gestalt language processors. By understanding the natural language acquisition (NLA) stages thoroughly, you will be better equipped to help move Autistic students from using delayed echolalia, to self-generating language. This comprehensive session will dive into what the NLA stages are, how to identify gestalt language processors on your caseload, and the basics of how to support students within each of the four main NLA stages. By the end of this session, participants will leave equipped with a toolkit of practical skills, evidence-based strategies, and the confidence to implement methods that support gestalt language processors’ unique learning style.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Education
Charlie Lunaris, PhD, CCC-SLP, University of Northern Colorado; Clare Henderson, MA, CCC-SLP, Center for Vocal Health
Gender-affirming voice is a rapidly growing area of voice care that requires a unique skillset. As a starting point for clinicians working in the area of gender-affirming voice, this session will focus on three pillars of gender-affirming voice care (vocal pitch, weight and resonance). The purpose of this session is to facilitate understanding of how to modify vocal pitch, weight and resonance while providing an opportunity to practice these techniques. This session will cover the anatomy and physiology of the vocal mechanism responsible for sexually dimorphic vocal features, an explanation of vocal pitch, resonance and weight, and demonstration/practice on modifying vocal pitch, resonance and weight. Vocal practice will be optional but encouraged for audience participants to explore their own voice and/or alter their own vocal qualities.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Medical
Danielle Maglinte, MS, CCC-SLP, Talking Together Inc, AAC Consult LLC; Kendra Decker, COTA/L, Essence of Communication Inc.
Have you thought about introducing augmentative alternative communication (AAC) to little ones in early intervention, but thought the child was too young or worried what the parents would think? In this session, we will look at one parent’s experience with getting an SGD for her little one in early intervention. We will discuss the myths and research about introducing AAC to young children, talk about the benefits and challenges of introducing AAC in early intervention and discuss strategies for implementing AAC in the home with little ones.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Early Intervention
Emily Martin, MS, CCC-SLP, Medical Center of Aurora
Communication and swallowing disorders are among the most commonly reported distressing symptoms in patients post tracheostomy. Despite this, a SLP consultation is often delayed or neglected altogether while ICU teams focus on life-saving care. This session will outline the development and implementation of an SLP-led clinical practice protocol for evaluation of communication and swallowing post tracheostomy. Discussion will include evidence for early and robust SLP involvement in tracheostomy patients, staff training and education, barriers to implementation and directions for future improvement.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Medical
Phillip Erkkila, MA, CCC-SLP
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 | Track: Multi-Interest
Barbara Rodriguez, PhD, CCC-A/SLP, American Speech-Language-Hearing Association
This session explores the comprehensive efforts by the American Speech-Language-Hearing Association (ASHA) to promote diversity, equity and inclusion (DEI) within the association and the fields of communication sciences and disorders. The session aims to illuminate the resources, strategic objectives, and initiatives spearheaded by ASHA’s Office of Multicultural Affairs (OMA). Participants will gain insight into OMA’s mission to engage and support professionals and students by recognizing and responding to cultural influences in communication exchanges. The session will delve into key strategic objectives such as increasing DEI within the association and enhancing member’ cultural competence. Clinical application of DEI issues and concepts will be emphasized. Through the exploration of culturally relevant clinical approaches and case studies published in ASHA journals, attendees will learn how to apply DEI principles in their practice. Key terms such as cultural humility, cultural competence and culturally responsive practice will be defined, applied, and contextualized within the DEI framework. This session is designed to equip professionals with the knowledge and tools needed to navigate and address the cultural and linguistic diversity encountered in their work, ensuring equitable and inclusive service delivery for clients, students and patients.
Time Ordered Agenda
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Track: Multi-Interest