Conference Program Detail

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:

• Identify one new approach to phonological intervention that has not previously been used in practice.
• Describe how phonological approaches differ from traditional articulation intervention.
• Describe one reason you might or might not choose each of the outlined treatment approaches.

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:

• Summarize how to introduce allergens to children per current research.
• Identify and compare IgE vs. non-IgE mediated food allergies.
• Identify and apply evidence-based feeding strategies for infant food allergy introduction.
• Describe the spectrum of risk for an allergic reaction for all children in feeding therapy.

Instructional Level: Intermediate │ Early Intervention

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:

• Describe visual agnosia, common subtypes and our role as SLPs in the rehabilitation process.
• Identify and describe a case study of a patient with simultanagnosia in the inpatient setting and identify treatment approaches that were clinically useful.
• Identify and describe mechanisms for assessment and treatment of simultanagnosia.
• Identify research findings related to treatment of object agnosia/prosopagnosia.

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:

• Define narrative language and its core components (macrostructure and microstructure).
• Describe how storytelling can be used as a therapeutic tool in speech-language intervention.
• Identify and describe the relevance of narrative language intervention across academic, social, and personal domains.
• List at least two strategies that can be implemented into therapy sessions this week.

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:

• Identify at least three common challenging behaviors in young children ages 2–5.
• Describe how intentional adult language, choices and actions can influence a child’s behavior and emotional regulation.
• Describe at least three self-strategies and the rationale behind how each supports a child’s development and behavioral success.
• Apply a self-strategy by sharing it with a colleague or family member, reinforcing its use within the child’s support

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:

• Identify and describe the importance of early detection and intervention in minimizing long-term functional and developmental consequences associated with tongue tie.
• Describe the interdisciplinary approach to diagnosing and managing ankyloglossia, including roles of pediatricians, speech-language pathologists, dentists, orthodontists and myofunctional therapists.
• Analyze the influence of restricted tongue mobility on orofacial development, including jaw growth, dental arch formation and facial structure.

Instructional Level: Intermediate │ Medical

Ryan Pollard, PhD, CCC-SLP, BCS-S, 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:

• Identify typical features of coping in their clients such as denial, resistance, and acceptance and discuss the coping process as a natural response to difficult life circumstances.
• Describe self-advocacy to clients and help them develop individualized goals for advocating within their own lives.
• Identify and apply goal-directed questions to help clients build solutions to their challenges and move toward their preferred future.

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

• 5 mins:   Introduction/ disclosures 
• 10 mins: Basic definitions of Autism, Neurodiversity, thinking/talking about Autism from a positive lens
• 15 mins: Differences in Language Development: delays, gestalt language processing, language regression, differences in voice use, differences in gesture use, etc. 
• 15 mins: Differences in Socialization: differences in eye contact and joint attention, shared enjoyment, parallel play, play development 
• 15 mins: Differences in interests/routines/sensory processing: preference for routines, strong interests, sensory processing differences, dysregulation 
• 20 mins: When and how to make autism referrals/scripts to use when speaking to caregivers: Differences noted in 2+ areas would equal a referral. autism information importance on the full spectrum. 
• 10 mins: Questions 

Learner Outcomes: At the end of this presentation, participants will be able to:

• Identify defining characteristics of autism.
• Identify how to initiate autism evaluation referrals with increased confidence.
• Identify and describe how to re-evaluate one’s understanding of disability from an affirming lens.

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:

• Apply evidence-based strategies for AAC assessment and intervention for adults with progressive conditions, including considerations for timing, system trials, feature matchingy and patient-centered planning across stages of disease progression.
• Identify and address common barriers to AAC adoption, including motor and cognitive decline, caregiver readiness and the need for interdisciplinary coordination across care settings.
• Analyze clinical case examples to support decision-making in AAC selection and implementation across outpatient, home health, hospice and long-term care contexts.

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:

• Identify three principles of practice that drive activity-dependent neuroplasticity and that may be important to integrate into speech treatment approaches for individuals with neurological disorders.
• Summarize the components of evidence-based interventions such as LSVT LOUD that incorporate these principles and are designed to improve vocal loudness, speech intelligibility, and functional communication in adults with motor speech disorders.
• State solutions to potential challenges for implementing intensive treatment protocols into real world clinical practice.

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:

• Describe the core principles and scope of practice of behavior analysts.
• Identify strategies to align communication and behavior goals in shared cases.
• Identify and describe real-world examples of effective SLP-BCBA collaboration in AAC-based intervention.
• Identify communication tools for building respectful, productive interdisciplinary relationships.

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

• 10 mins: Welcome/Intro/Disclosures/Objectives 
• 15 mins: What is Neurodiversity-Affirming care (definitions, give examples of what it looks like, key principles/goals)
• 15 mins: Addressing and Reframing Parent fears and expectations (what parents want vs what child wants, scripts/visuals/analogies to use with parents to help them understand affirming support)
• 15 mins: Coaching with Compassion (what coaching can look like, how to model acceptance and connection, addressing sensory, regulation, and communication differences, reframing how they view “behavior”)
• 20 mins: Rethinking Goals (goals to avoid/goals to target, practical tips for aligning family values with affirming practices) 
• 10 mins: Putting it together, real life case
•  5  mins: Questions 

Learner Outcomes: At the end of this presentation, participants will be able to:

• Define key principles of neurodiversity-affirming care in early intervention.
• Identify and reframe common parent fears and expectations.
• Describe practical, strengths-based strategies for parent coaching.

Instructional Level: Intermediate │ Early Intervention (DEI)

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:

• Identify and describe one reason an infant or child may have a sudden regression in feeding.
• List one reason an infant or child may have a gradual regression in feeding.
• Summarize three systems in the structured approach that uses systems-thinking process called RINGGCAST.

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:

• Identify and explain how choosing an appropriate intervention (phonological vs. motor-based) can help encourage generalization of target sounds more efficiently.
• Describe how motor learning principles may facilitate the generalization of speech targets.
• Demonstrate how practical strategies for incorporating motor learning principles may be used in real-world therapy situations.

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:

• Describe three ways that trust and vulnerability influence AAC implementation between SLPs and caregivers.
• Identify two strategies to tailor AAC home practice based on caregiver learning styles and daily routines.
• List at least three barriers caregivers may face when implementing AAC and discuss how SLPs can adapt support accordingly.
• Describe how to use collaborative coaching strategies to build caregiver confidence and promote consistent AAC use at home.

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:

• Identify and describe how communication changes over time for individuals impacted by PPA.
• Describe how intervention can support individuals with PPA over the course of disease progression.
• Describe interventions that can be used to support individuals impacted by PPA.

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:

• List three different AAC assessments.
• Identify and describe at least one consideration when assessing an AAC user.
• List an example of an AAC goal developed from an assessment result.

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:

• Identify the essential components of accurate R production for assessment and treatment planning.
• Describe at least three effective elicitation techniques for the R sound.
• Identify and create play-based and functional therapy activities that promote R generalization.

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:

• Identify, describe and explain the evidence based practices of water resistance therapy, confidential voice therapy, and the Stanley Method, as strategies for changing the sensory motor memory process related to gender affirming vocal behaviors at the conversational speech level.
• Identify, describe and explain how to use water resistance therapy, confidential voice therapy, and the Stanley method, at the task and curriculum levels in order to independently construct short and long term goals and objectives for gender affirming voice training in the clinic.
• Demonstrate to others how to implement water Resistance therapy, confidential voice therapy, and the Stanley Method, at the task and curriculum levels for teaching gender affirming voice training.

Instructional Level: Advanced │ 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:

• Identify and describe the four domains of PFD.
• List two symptoms of ARFID.
• Describe how to use a decision tree to differential between picky eater vs. PFD vs. ARFID.

Instructional Level: Intermediate │ Multi-Interest

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:

• Identify and describe three low tech AAC options and free communication apps to start exploring.
• List three factors to consider when deciding what SGDs to trial.
• List three options for obtaining SGDs to trial.
• Identify three strategies for introducing SGDS during a trial.

Instructional Level: Intermediate │ AAC

Natalie Bowman, 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:

• Describe the core features of persistent post concussion symptoms and post concussion syndrome.
• Describe the use of standardized and informal measures to evaluate cognitive-communication impairment in individuals with PPCS.
• Identify evidence-based, functional treatment targets for managing cognitive-communication deficits associated with PPCS.

Instructional Level: Intermediate │ Medical

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:

• Identify three principles of practice that drive activity-dependent neuroplasticity and that may be important to integrate into speech treatment approaches for children with motor speech disorders.
• Summarize the components of evidence-based interventions such as LSVT LOUD that incorporate these principles and are designed to improve vocal loudness, speech intelligibility and functional communication in children with motor speech disorders.
• Identify and describe solutions to potential challenges for implementing intensive treatment protocols in clinical practices that focus on pediatric motor speech disorders.

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:

• List pertinent practice concepts related to the fields of speech-language pathology and audiology.
• Demonstrate knowledge of a broad range of concepts and skills related to their field of practice of speech-language-pathology or audiology.
• Identify areas for professional growth through analysis of identified areas of weakness.

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:

• Define and utilize the five domains of communicative competency to support tweens and teens using SGDs.
• Identify the five questions provided to guide SGD programming for this population.
• Utilize features of SGD software to access smart technology to increase independence and social engagement.
• Identify and create goals for tweens and teens using SGDs that build skills for their future communication needs across environments.

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:

• Describe at least three core components of the neuro-strengths-based support for autism framework.
• Identify two common pitfalls in traditional autism assessment that may misrepresent autistic strengths or needs.
• Apply a strengths-based lens to behavior observation, sensory processing and connection when assessing autistic students.
• Formulate questions and strategies for gathering meaningful input from autistic individuals and their communication partners.

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:

• Identify the key differences between sole proprietorship, LLC, and S-Corp business structures relevant to tax implications for self-employed SLPs in Colorado.
• List at least three categories of deductible business expenses applicable to independent contractors and private practice owners.
• Demonstrate how to apply the SMART goal framework to create a basic strategic growth plan for a speech-language pathology business.
• Identify and select appropriate record-keeping methods to track income and expenses that support accurate tax reporting and financial planning.

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:

• List three ways SLPs can support justice-involved individuals.
• List three ways that legal language is often misinterpreted by those with TBI or DLD.
• List three social communication behaviors resulting from communication disorders that are important in justice settings.

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

•   5 mins: Introduction and Disclosures
• 15 mins: Introducing the ASHA Code of Ethics
• 20 mins: Case Study Scenarios and Discussion
• 10 mins: Review for Ethical Decision Making for Diverse Populations
• 10 mins: Summary and Questions

Learner Outcomes: At the end of this presentation, participants will be able to:

• Describe the key areas of the code of ethics set forth by the American Speech-Language and Hearing Association.
• Identify the procedure for an ethics complaint.
• Identify and discriminate between ethical and unethical professional practices.

Instructional Level: Introductory │ Ethics