MSHA members in action.

MSHA Fall Convention

 

The goal of the MSHA Fall Convention is to provide a networking and educational opportunity for SLPs and AUDs in Montana and surrounding states. This year our annual conference theme is Creating Communication Connections. Convention dates are October 18th – 20th, 2018 and will be located at Helena, Montana’s Delta Hotels by Marriott Helena Colonial (Previously Radisson Colonial Inn).  The reservations number is (406) 443-2100.

LODGING: Delta Hotels by Marriott Helena Colonial  

  • 2301 Colonial Drive, Helena, MT
  • Phone: 406-443-2100
  • Discounted lodging starting at $129 per nite. Last day to book @ reduced rate is 9/16/18
  • Be sure to mention: MT Speech/Language Hearing Association

CONTINUING EDUCATION:This conference is offered for up to 1.95 ASHA CEUs (Intermediate level, Professional area)

Schedule at a Glance

  • MSHA Board Meeting begins Wednesday @ 4:00 pm
  • Join us for the President’s Reception Wednesday @ 7:00pm
  • Yoga with Ashley early morning Thursday and Friday
  • Music with Bruce Anfinson Thursday evening following poster sessions. Read more about Bruce Here.
  • MSHA Business and Awards Meeting with Lunch on Thursday!
  • Round Table Discussions and MAG Luncheon during lunch on Friday.
  • Tickets will be available for the Distillery Tasting on Friday night!
  • Bring gently used materials no longer used to share with students

See the conference schedule here: MSHA 2018 Conference Schedule

Register for Fall Convention

PLEASE FILL OUT FORM AND MAIL IN OR FILL OUT ONLINE REGISTRATION

MSHA Registration Form

Mail to MSHA at PO Box 1065; Glasgow, MT 59230

Thursday-Speaker Information

Students First: The role of related service professionals in Special Education Advocacy 

This session will examine the role of related service professionals in advocating for and delivering a free appropriate public education (FAPE) to students with disabilities in K-12 public schools.  The session begins by understanding special education as a fundamental civil rights issue and then turns to a provide a broad overview of the legal requirements regarding the delivery of related services as an essential component of FAPE.  The session concludes by exploring the power and capacity of related service professionals to successfully advocate for the the application of research-based interventions implemented with fidelity in K-12 public schools.

Learner Outcomes:

  1. Understand special education in the context of the civil rights of students with disabilities;
  2. Understand, in broad overview, the key substantive requirements of the Individuals with Disabilities Education Act (IDEA); Section 504 or the Rehabilitation Act of 1973 (Section 504); and Title II of the Americans with Disabilities Act (ADA) as they relate to K-12 public school students;
  3. Understand the role of related services professionals in advocating for and providing students with disabilities a free appropriate public education (FAPE) under IDEA through the application of research-based interventions implemented with fidelity in K-12 public schools.

Speaker Bio: Tal Goldin is a civil rights attorney at Disability Rights Montana (DRM) where he supervises the Education Unit, focusing on the civil rights of students with disabilities in K-12 public schools.  DRM is Montana’s federally mandated protection and advocacy organization with the mission of protecting the civil, human and legal rights of individuals with disabilities.  Tal is also an adjunct professor of Special Education, Law, Policy and Practice at the Phyllis J. Washington College of Education and Human Sciences of the University of Montana, Missoula.

Tal is a graduate of the State University of New York, Purchase College (cum laude) and the University of Montana School of Law (UMSL), where he served on the Jessup International Law Moot Court team twice, the ABA Client Counseling Team, the Student Bar Association, and was a graduate teaching assistant in U.S. Constitutional Law.   He frequently lectures in his practice areas and is a former adjunct professor at UMSL.  Tal is a member of the Order of Barristers, the Council of Parent Attorneys and Advocates, the National Association of Counsel for Children, the American Bar Association, the Montana Trial Lawyers Association, the Dispute Resolution Committee of the State Bar of Montana, and the Family Law Section of the State Bar of Montana.  He is a past president of the Western Montana Bar Association and a 2013 fellow of the New Leader’s Council.  Tal is licensed to practice law in Montana and Washington State.  In his former career, Tal was a set designer, production designer, and art director for Broadway, off-Broadway, and regional theatre; television; film; and live events.

Tal Goldin  has no Financial or Non-Financial disclosures to declare.

Throw me a LINE Throw me a SIGN Kitty Griffin, Leann Goss & Brenna Herlson

For the first time, professionals promoting Listening and Spoken Language (LSL) techniques and professionals using sign language will be sharing the topic of CREATING COMMUNICATION CONNECTIONS.

State of the Heart Therapy, Inc. and Montana School for the Deaf and Blind will team up in a very unique way.  Participants will learn practical strategies or use in therapy and when consulting with families whose children have speech and language disorders.  Participants will also learn everyday sign language for use at home, clinic and school.  Games and activities will be shared to get you the BASICS FAST!  Get ready to sign, laugh and leave this presentation with a heart full of practical skills!

Learner Outcomes:

  1. Participants will learn the manual alphabet and demonstrate skill in fingerspelling/reading 30-40 single words.
  2. Participants will identify/practice 3 strategies to promote listening skills in the clinical environment.
  3. Participants will identify/practice 3 strategies to promote listening skills in the home environment.

Speakers Bio: 

Catherine “Kitty” Griffin, M.C.S.D. CCC-SLP is a master’s level Speech and Language Pathologist.  She received her BA in speech pathology in 1984 and Master of Communication Science and Disorders in 1988 at the University of Montana, Missoula. Kitty also hold the Certificate of Clinical Competence- Speech Language Pathology from the American Speech Language and Hearing Association (CCC-SLP)   Kitty has spent her career working with families in home based and clinic based treatment. She has worked across the nation including The Helen Beebe Center in PA and the Listen Center in CO. One of Kitty’s clinical specialties is working with families whose children have hearing loss. Kitty has worked for MSDB as a Family Advisor since 2003 and is currently a DHH Outreach Consultant in SW MT since 2009. She is a certified Baby Signs® instructor.

Kitty is a former MT Speech Language and Hearing Association president and currently chairs the PR committee of that organization. (She likes to get the word out about services!)  She also owns and operates her private practice, State of the Heart Therapy, Inc. in Dillon MT. Kitty’s most prestigious and rewarding assignment thus far is as mother to twins David and Elizabeth, who are now UM Griz and making their Mom proud!

Financial Disclosure:  has a relationship with the Mt. School for the Deaf and Blind, and received complimentary registration

Non-Financial Disclosure:  None

Leann Goss, M.Ed, TOD, Outreach Consultant for Deaf and Hard of Hearing MSDB
Leann started her teaching career in Maryland where she received a Bachelors of Science degree in Early Childhood Education.  She became the Director of the first Public Schools Employees’ Child Care Center in Landover Hills and remained there for four years before moving to San Antonio, Texas where she taught public school Kindergarten while earning her Masters of Education degree in Deaf Education. Before completing her degree she was hired as a preschool teacher at Sunshine Cottage School for Deaf Children, using the Listening and Spoken Language philosophy.  After ten years at Sunshine, Leann and her family moved to Montana in 2006.  She had been a Teacher of the Deaf at the Montana School for the Deaf and Blind for 10 years and left the classroom 2 years ago to become an Outreach Consultant covering 13 counties in central Montana.  Equal experience working in a private listening and spoken language  school for the deaf and then a residential total communication state school for the deaf has given her a well rounded perspective of the variety of strategies, philosophies, technological advancements, cultural influences, and vast research in the field of deaf education on which she can rely when working with children, families, and schools in providing opportunities for students with hearing loss to reach their full potential.  Leann has also returned to graduate school at Texas Tech University to pursue her certification as an Orientation and Mobility Specialist.

Financial Disclosure:  has a relationship with the Mt. School for the Deaf and Blind, and received complimentary registration

Non-Financial Disclosure:  None

Brenna Herlson BS, SLPA

Brenna obtained her undergraduate degree in Communication Sciences and Disorders along with a minor in Psychology in May of 2017 from the University of Montana.  She began her career by working at State of the Heart Inc, a private practice in Dillon, MT and as a family advisor for the Montana School for the Deaf & Blind.  She plans to continue my education by applying to the Speech and Language Pathology Graduate Program in the fall of 2018.

Financial Disclosure:  has a relationship with the Mt. School for the Deaf and Blind, and received complimentary registration

Non-Financial Disclosure:  None

Difference vs. Disorder: Referral & Evaluation of English Language Learners

Determining whether a student presents with a true disorder or is merely in the process of typical second-language learning is essential to ensure appropriate educational placement. This presentation will discuss the referral and evaluation process for English Language Learners, including practical ideas for how to accurately identify or rule-out a speech and language impairment.

Learner Outcomes:

  1. Describe the pre-referral process for a special education evaluation, including specific considerations for English Language Learners.
  2. Contrast characteristics of typical second-language learning with those of a language disorder.
  3. Explain what to include in a comprehensive evaluation to accurately identify language disorder in students from diverse cultural backgrounds.

Speaker Bio: Christina Hansen attended graduate school at the University of Minnesota – Twin Cities, where she completed the Bilingual and Multicultural Emphasis Program. After graduation, she moved to Billings, Mt with her husband, where she is currently employed by School District #2. She is also a recent graduate of ASHA’s Leadership Development Program.

Financial Disclosure:  Christina receives a salary from Billings Public School, and received compensation for Leadership Development Program

Non-Financial Disclosure:  None

Suicide Prevention

This presentation focuses on suicide within our culture with specific attention towards Montana. The presentation covers national and Montana data, demographics of a suicidal person, warning signs, risk assessment, training on how to intervene with a suicidal person, evidenced-based practices, and resources available.

Learner Outcomes:

  1. Participants will be able to identify at least three warning signs of suicide
  2. Participants will know what QPR stands for
  3. Participants will be able to identify at least two suicide prevention resources in the state.

Speaker Bio: Karl Rosston is the Suicide Prevention Coordinator for the Montana Department of Public Health and Human Services. He provides evidenced-based programs to all Montana secondary schools, implements the State Suicide Prevention Plan, supports the Montana Suicide Prevention Lifeline, implements firearm safety programs and statewide media campaigns, provides suicide prevention trainings, and coordinates suicide prevention efforts around the state. Karl is adjunct faculty at the Montana Law Enforcement Academy and a nationally certified trainer in QPR and Mental Health First Aid.

Previously, Karl was the Director of Social Services at Shodair Children’s Hospital in Helena. Before returning to Montana, he was on the faculty of the University of Colorado, School of Medicine, and a clinical consultant with the Colorado Division of Youth Corrections.

He is a licensed clinical social worker who maintains a small private practice in Helena. He received his Master’s in Social Work from the University of Denver and his Bachelor’s in Psychology from the University of Montana.

Financial Disclosure:  Karl receives a salary from DPJJS, and complimentary registration

Non-Financial Disclosure:  None

Documentation for Maximum Reimbursement 

Learner Outcomes:

1. Write Statements that reflect how a communication disorder impacts a patient’s
functional status.
2. Write goals that emphasize functional outcomes.
3. Write clearly defined discharge criteria.
4. List key pieces of a report and plan of care.

Speaker Bio:Carol Morse, M.S.,CCC-SLP is a lifetime ASHA member, MSHA member, STAR, StAMP and
Habilitative representative for MSHA. She is employed at Billings Clinic as an outpatient speech-language
pathologist. Carol is married to Bill and they call Billings home with three dogs. They
raised 5 children. Both enjoy their 13 grandchildren, 12 grand dogs and 3 grand cats. Carol is a
strong patient advocate. Her hobbies are fishing, camping, reading, family and friends.

Financial Disclosure:  Carol receives a salary from Billings Clinic

Non-Financial Disclosure:  Carol is a STAR, StAMP and Habilitative Rep for MSHA

Growing Telepractice in MT 

Montana has allowed telepractice for five years.  Telepractice is a service delivery mode that requires key components to ensure the privacy and treatment efficacy of clients served.  Telepractioners need to combine an understanding of technology, rules, regulations, HIPAA/FERPA compliance and evidenced based methods into their practice.  Problems include:  technology changes frequently so practitioners need to be up to date, rules and regulations can also change-practitioners need an awareness of personal responsibilities. In this presentation, we will share the current recommendations for equipment, connectivity, resources, current Montana law, rules/regulations, HIPAA/FERPA compliance as well as implementing evidence-based methods into telepractice sessions. Demonstration of language and articulation therapy sessions will also be featured.

Learner Outcomes:

1. Participants will be able to list the key points and requirements for practicing using telepractice in Montana and find the statues and rules for Montana telepractice on the web.

2. Participants will be able to explain the requirements for HIPPA/FERPA compliance.

3. Participants will be able to list equipment, web based platforms and resources online for delivering evidence based therapy.

4. Participants will be familiar with where they can get additional training and support.

Speakers Bio: Rachel Stansberry, MA CCC-SLP is a graduate of the University of Wisconsin-Madison and the University of Montana. She has worked as an SLP in Montana schools and hospitals for 30 years. Currently, she works in central Montana serving rural schools. She is currently incorporating more telepractice into her practice and is committed to sharing her experiences and training school based therapists in Montana on the use of telepractice.  She is two time past president of MSHA. She currently serves on the Board of Speech Language Pathologists and Audiologists.
Diane Simpson received her Master of Arts degree in Speech-Language Pathology from Truman State University (formerly Northeast Missouri State University). She served as Dr. Louis M. Rosetti’s graduate assistant in 1984-85. Diane has had the pleasure of working with children in multiple rural settings for her entire career. Diane Simpson served on the MSHA board and advocated for the passage of SB 230 allowing telepractice in Montana. Diane worked with MSHA lobbyist, Abigail St. Lawrence to craft responses to rules and regulations for telepractice proposed by the Montana Board of Speech Pathology and Audiology. Diane became the first SLP in Montana to participate in a pilot program in telepractice. She also developed a resource guide for MSHA members. Diane is the 2014 recipient of the ASHA Foundation’s Louis M. DiCarlo Recent Clinical Achievement Award for her work in telepractice in the state of Montana.

Financial Disclosure:  Rachel received complimentary registration

Non-Financial Disclosure:  Rache serves on MSHA Board and is presenting as an individual

CABA: Working as a Team with SLPs Brett Gallio

The Genomics of Hearing Loss – A Practical Guide to Diagnosis 

Hearing loss (HL) is relatively common among all populations, with profound congenital deafness present in about 1 in 1000 births. The causes of HL may be genetic, environmental, or multifactorial. In the United States, at least 50% of prelingual HL is of genetic origin, and later onset progressive HL is frequently of genetic in origin as well. A genetic diagnosis may help determine clinical management, prognosis and recurrence risk.

In the past, genetic testing for HL proceeded by sequencing a series of genes, individually or in small sets, based on the expected frequency of the gene and clinical features that guided the selection of genes to be tested (such as enlarged vestibular aqueducts, low-frequency HL, or auditory neuropathy).Genetic hearing loss is extremely heterogeneous which is illustrated in the > 400 genetic syndromes that feature hearing loss and >100 genes associated with nonsyndromic genetic hearing loss. Patients with HL frequently present with highly variable and often overlapping phenotypes. Due to this genetic and phenotypic heterogeneity, the traditional diagnostic approach of serial sequencing of a small number of genes has a low diagnostic yield, is time consuming, and expensive.

Next generation sequencing (NGS) technologies allow for analyzing hundreds to thousands of genes in a single test run. NGS has dramatically increased the rate of gene discovery for HL. In clinical laboratories, NGS platforms have replaced many single gene–sequencingtests for hearing loss and transformed the practice of medical genetics. We now know that genes associated with syndromic and nonsyndromic genetic hearing loss encode a variety of proteins involved in the development and function of the auditory system, including transcription factors, structural proteins, gap junction proteins, and ion channels, for example. Many of these genes are included in large next generation sequencing panels allowing for efficient testing. Approximately 30% of genetic hearing loss is syndromic. Some syndromic forms of hearing loss, such as Usher syndrome or Pendred syndrome may not present in childhood with the typical clinical features, making a clinically guided diagnosis difficult. For other syndromes, hearing loss might not be the presenting manifestation. Examples include Muenke syndrome or KBG syndrome featuring craniosynostosis and developmental delay/intellectual disability as major manifestations, respectively. Testing for a large number of genes using NGS panels needs to be balanced with potential difficulties in interpretation that come from identifying variants of uncertain significance(VUS) that may require genetic counseling and/or further genetic evaluations.

In this session, we will outline the genetic architecture of hearing loss, discuss practical approaches to the clinical evaluation and etiologic diagnosis of hearing loss from a genetic perspective, and review existing clinical practice guidelines. We will use interactive case studies to apply the presented information in real-world scenarios.  There will be time for questions and discussion.

Learners Outcomes: 

  1. Differentiate between non-syndromic and syndromic genetic hearing loss.
  2. Discuss the term genetic heterogeneity and its implication for genetic hearing loss.
  3. Explain the role of next generation sequencing in the diagnosis of hearing loss.
  4. Follow current practice and developments in the genetic evaluation of hearing loss.

Speaker Bio: Dr. Abe Elias is a Clinical Geneticist and was at Johns Hopkins Hospital in Baltimore, MD, before joining Shodair Children’s Hospital in 2013. He became medical director of the Shodair Medical Genetics Department in 2014 and since 2017 also serves as the laboratory director. He is affiliate professor in the Department of Biomedical & Pharmaceutical Sciences at the University of Montana and currently Vice President of the Montana Chapter of the American Academy of Pediatrics. He has published in peer-reviewed journals on various aspects of genetic medicine and is involved in CME activities with the American Academy of Pediatrics (AAP), the National Coalition for Health Professional Education in Genetics (NCHPEG) and the Jackson Laboratories. A native of Germany, Abe completed his medical degree and a Pediatrics residency at the University of Freiburg in Germany. He came to Montana in 1997 to research the molecular genetics of Lyme disease at the Rocky Mountain Laboratories, an intramural branch of the National Institutes of Health (NIH) in Hamilton, MT. He then completed a Family Medicine residency at the University of South Dakota in Sioux Falls, South Dakota, and a residency and fellowship in Clinical Genetics at the McKusick-Nathans Institute of Genetic Medicine, Johns Hopkins University. He greatly enjoys the privilege of working with patients and their providers across Montana.

Financial Disclosure:  Director of Shodair Medical Genetics Department
Non-Financial Disclosure:  None

Supervision of Aides and Assistants

Speaker’s Bio:

Lezlie grew up in Great Falls, MT and attended Montana State University for two years and then moved to Portland, OR to complete her undergrad and graduate studies as Portland State University. Lezlie has worked in many settings over her 40 years of professional life in three states.  She is currently licensed in Montana and Oregon. Work settings included: hospitals, early intervention, clinics, schools, rehab facilities, university graduate programs, university clinics, contract services and private practice. Lezlie retired from the University of Oregon CDS program in 2015 following 7 years as a Clinical Instructor and Supervisor.

Lezlie served in all positions of Oregon Speech Language and Hearing Association’s (OSHA’s) board (Secretary, Public Relations Chair, 2nd Vice President (Conference Coordinator of two yearly conferences), Newsletter Editor and President in 1994 and 2001. She served on the OR Licensing Board for nine years, and ASHA Legislative counsel for 7 years. Lezlie worked to pass legislation for continuing education and speech/language pathology assistants in OR and participated in the writing of rules and regulations for the OR Licensing Board following passage of the legislation. She also served as Time and Place Chair and Secretary for the Council of State Association Presidents (CSAP).

Lezlie is currently working to introduce legislation for SLP and Aud Assistants on MSHA’s behalf for passage during the 2019 MT Legislative Session.  She has supervised aides in early intervention settings, elementary and middle schools and supervised graduate students in her elementary school positions and their graduate school clinic settings.

Lezlie and husband Warren live in the Helena area.  They have a married daughter and son who live in Oregon and Missouri and are most excited to welcome their first grandchild in December.

Learners Objective:

 

Friday-Speaker Information

Cognitive and Executive Function development and training for all kinds of brains: Closing the gap between theoretical framework and practical application 

Sucheta will discuss cognitive neuroscience pertaining to the development and mastery of Executive Function and its relationship to healthy and impaired brains. She will discuss7 key elements of Executive Function and ways to design therapy to facilitate strategy generation and strategy use beyond the therapeutic process. Finally, Sucheta will share practice tips and hands-on ideas to create a range of therapeutic resources using social media, apps, and YouTube videos that have immediate application in all settings.

Learner Outcomes:

  1. Summarize the nature of Executive Function, self-regulation, and the adaptive process required for daily problem solving as it relates to cognitive and communication disorders
  2. List and describe assessment tools including standardized tests, rating scales, and informal measures that captures the nature of Executive Function skills and challenges in a clinical setting
  3. Utilize practical intervention approaches that promote the development of 7 key components of Executive Function and self-regulatory skills in multiple contexts
  4. Identify at least 3 tools and approaches that integrate social media, YouTube videos, and apps into the therapeutic process to help with the transfer and generalization of cognitive and executive function skills

Speaker Bio: Sucheta Kamath is the founder of Cerebral Matters, a private consulting practice where she trains people to change the way they think, learn, and act. As an Executive Function specialist, Sucheta’s work focuses on cognitive training to master the art of self-control, attention management, decision making, goal-planning, perspective taking, and social reciprocity skills. Sucheta specializes in neurogenic communication disorders in an outpatient setting and her individual and group training programs focus on academic and professional reentry in patients with brain injuries and academic mastery for those in an educational setting. For the past 11 years, Sucheta has developed and implemented several signature “Think-To-Learn” training programs that have targeted the specific aspects of Executive Function:Executive Function Mastery, Attention & Social Cognition Training, Working Memory Training, Abstraction & Critical Reading Training, Exam Prep Training, and Mind Reading & Social Thinking.

Sucheta is highly celebrated and her work has been professionally recognized through several awards including the Professional Achievement Award from GSHA (2015), the“Stephanie Macaluso Expertise in Clinical Practice Award” (2001)and the“Partners in Excellence Award” for leadership and innovation(2001).

Sucheta was selected amongst 400 or more leaders in the Metro Atlanta area to participate in the Leadership Atlanta class of 2015. Finally, Sucheta was invited to speak on the Mental GPS at aTEDx Peachtree event in 2012.

Sucheta is the Past-President of GSHA (2017-2018), founding member/treasurer of the Georgia Speech-Language-Hearing Foundation (2016-current), member of the medical advisory board of the Brain Aneurysm Foundation (BAF), and an Executive Committee member of the International Dyslexia Association- GA (2015-2018).

Finally, Sucheta has created and launched a software called ExQ™ that offers self-optimization through Executive Function training to adolescents and adults from all walks of life.

Financial Disclosure:  Owner of ExQ, LLC, software developer / patent holder for ExQ
Non-Financial Disclosure:  None

Here a Dis, There a Dys, Everywhere a Dis, Dys: Writing Assessment and Intervention for Language Disorders, Dyslexia, and Dysgrahia 

Writing is to reading as speaking is to listening. All are vital components of literacy and have an interconnected and reciprocal relationship. Although writing has not had the same level of traction as reading, a growing body of research and practice is emerging.  This session will describe the writing process with developmental sequences and indicators of dyslexia and dysgraphia. Assessment strategies and evidence-based intervention techniques will be described to develop the foundation writing skills facilitating reading and oral language.

Learners Outcomes:
1.      Describe the components of the writing process and the stages of development.
2.      Describe assessment strategies to identify levels of writing skill development.
3.      Implement evidence-based intervention techniques to facilitate writing as well as enhancing other
language and literacy skills.

Speaker Bio: Dr. Lucy Hart Paulson is a speech-language pathologist and literacy specialist with years of experience working with children and their families in elementary schools, Head Start, and clinical settings. She served as an associate professor in the Communicative Sciences and Disorders Department at the University of
Montana, teaching language and literacy development and disorders. She has also provided extensive
professional development for a variety of audiences across the United States and internationally. Lucy
presents an inclusive and research-to-practice perspective, blending areas of language and literacy,
resulting in effective and engaging learning opportunities for children. Lucy is the lead author of the
Language Essentials for Teachers of Reading and Spelling (LETRS) for Early Childhood Educators (2nd
Edition), Building Early Literacy and Language Skills, a resource and activity guide for young children, and
for Good Talking Words, a social communication skills program for preschool and kindergarten.

Financial Disclosure:  Lucy receives a salary from Language literacy Links, Inc, royalty from Voyagers Sopris Learning, and a speaking fee

Non-Financial Disclosure:  Lucy serves on the Oregon Dyslexia Advisory Council

“Do this! Don’t do that!” The Language-Behavior Connection in Children with Delayed Language Learning 

When expectations meet reality we are often left asking, “what went wrong?” When children behave in an “improper” manner should this be our initial reaction? This presentation will explore the connections between language and behavior for persons with delayed language learning. The “Why’s?” behind these behaviors will also be explored. Participants will explore ideas to implement various evidence-based approaches for home- and classroom-based behavior management strategies through language-rich environments.

Learners Outcomes:
1. Participants will be able to identify the hallmarks of language development that relate
to behavior in persons with delayed language acquisition.
2. Participants will be able to identify resources to seek support for children diagnosed
with delayed language acquisition.
3. Participants will be able to relate behavior management strategies to home- and
classroom-based instruction for persons with delayed language acquisition.

Speaker Bio: Ashley Bourque Meaux, PhD, CCC-SLP is an Assistant Professor in the Communicative Sciences
and Disorders program at the University of Montana. Her research interests include language
and literacy development from early childhood through school-aged children. Her clinical
experience spans from early intervention to early elementary school.

Financial Disclosure:  Ashley receives a salary from U of M

Non-Financial Disclosure:  None

Central Auditory Processing Disorders: Foundations, Diagnosis, and Treatment

The purpose of this full-day session is to provide professionals with current conceptualizations regarding Central Auditory Processing Disorders (CAPD). The presentation will review current consensus definitions and neurobiological bases of central auditory processing. Methods of screening for and diagnosing CAPD in a manner that will logically drive intervention endeavors will be discussed. Finally, methods of providing intervention for individuals with CAPD, including direct treatment activities, will be presented.

Learning Outcomes:

  • Discuss presumed neurobiological foundations for central auditory processes
  • Delineate purposes of central auditory testing
  • Identify subcategories of central auditory tests
  • Discuss interpretation of central auditory test findings
  • Discuss the rationale behind deficit-specific intervention for (C)APD
  • Identify the three critical components of any (C)APD intervention program
  • Identify several intervention approaches appropriate for individuals with auditory processing disorders

Speaker Bio:  Teri James Bellis, Ph.D. – Author of When the Brain Can’t Hear: Unraveling the Mystery of Auditory Processing Disorder (2002, Pocket Books), Dr. Bellis has been involved in the development, management, and implementation of audiologic and neurodiagnostic programs in clinical and educational settings for the past 30 years, including multimodality evoked potentials programs and central auditory processing service delivery programs. She received her doctorate in Audiology with specialty certification in Language and Cognition from Northwestern University. An internationally recognized expert in (C)APD, she has lectured and published widely on the subject of central auditory processing assessment and treatment. Dr. Bellis is Professor and Chair of the Department of Communication Sciences and Disorders at The University of South Dakota and is a fellow of the American Speech-Language-Hearing Association. The second edition of her bestselling textbook: Assessment and Management of Central Auditory Processing Disorders in the Educational Setting: From Science to Practice is available from Plural Publishing.

Financial Disclosure:  Teri received a speaking honorarium, and is employed by the University of South Dakota

Non-Financial Disclosure:  None

Saturday-Speaker Information

Using a Morphological Awareness Approach to Promote School-Age Language and Literacy Success: A Guide to Interprofessional Collaboration 

A morphologically-based intervention approach, with a focus on the meaning and morphological structure of words, is found to positively influence language, reading, and writing development for school-age children with and without language and literacy deficits. Thus, a morphological strategy approach can be ideally implemented for interprofessional collaborations between the speech-language pathologist (SLP) and classroom teachers. This presentation will include a variety of evidence-based morphologically- based techniques and strategies that SLPs can utilize in their language and literacy intervention for children of all abilities in settings ranging from that of intensive therapeutic to the general classroom. Specific techniques and case examples of how these were integrated into classroom settings will be presented as ways for SLPs to increase their interprofessional collaborations.

Learner Outcomes:

  1. Understand the foundations  and evidence-basis of a morphologically-based strategy approach
  2. Implement a morphologically-based strategy approach to for language and literacy success of school-age students with and without language and literacy deficits.
  3. Identify opportunities for implementing a language-based literacy interprofessional approach in the school setting.

Speakers Bio: Julie Wolter, PhD, CCC-SLP is the Chair and a Professor in the Department of Communicative Disorders at University of Montana. Her teaching and research interests are in the areas of school-age language and literacy development. She is currently conducting research with the National Institute of Health to examine the multiple-linguistic influences on children’s reading and spelling development in children with Developmental Language Disorders who also have dyslexia. She is director of the Language Literacy Essentials in Academic Development (LLEAD) Lab.

Financial Disclosure:  Julie receives a salary from U of M, and complimentary conference registration

Non-Financial Disclosure:  Julie is on the MSHA board

Ginger Collins, PhD, CCC-SLP is an Associate Professor in the Department of Communicative Disorders at University of Montana. Her teaching and research interests are in the areas of school-age language and literacy development. She is Director of the Motivational Adolescent Research in Vocabulary and Expressive Literacy (MARVEL) Lab

Financial Disclosure:  Ginger receives a salary from U of M, and complimentary conference registration

Non-Financial Disclosure:  None

Beyond Swallowing: Other considerations in dysphagia management 

Swallowing is not an isolated action. Given the essential role, mealtimes play in providing individuals with basic nutritional sustenance, as well as emotional, physical, and psychological connections to their social networks and themselves, it is not surprising that dysphagia’s biopsychosocial impacts are widespread. Of great importance, dysphagia also does not exist within an isolated individual. Ultimately, the disability resulting from dysphagia reflects the complex interactions between individuals and their environment. Over the course of this presentation, we will explore the various contexts within which swallowing occurs and that swallowing interacts with. Topics will include: the anticipatory stage of eating and swallowing, nutrition and malnutrition in older adulthood, caregiver burden, and the social aspects of mealtime. Together, these topics will highlight the necessity of a more comprehensive approach to dysphagia management. Our discussions will conclude with the proposal that optimizing health and well-being for individuals with dysphagia requires framing the contributors to disability within an ecological perspective. Such a framework can help identify both the personal and environmental leverage points for effective and sustainable interdisciplinary dysphagia interventions.

Learners Outcomes: 

  1. Identify components of the mealtime beyond swallowing function that are may interact with dysphagia
  2. Describe the practical and psychosocial impacts of dysphagia on both patients and informal caregivers
  3. Describe contributors to and risk factors for malnutrition in older adulthood, including the role of dysphagia in malnutrition and dehydration
  4. Identify the potential benefits of more comprehensive clinical models across the trajectory of care

Speaker Bio: Samantha Shune, Ph.D., CCC-SLP, is an Assistant Professor in the Communication Disorders and Sciences Program at the University of Oregon. Her research and clinical interests include the effects of healthy and pathologic aging on the physiologic and psychosocial aspects of swallowing and mealtimes. She is particularly interested in better understanding the shared mealtime and food-related activities as opportunities to therapeutically target improved quality of life for both older adults and their social networks (e.g., partners, family members). She has worked as an ASHA certified speech-language pathologist in various medical settings (acute care, inpatient/outpatient rehabilitation, skilled nursing, home health), with a particular focus on dysphagia and stroke rehabilitation. In addition to her research, she currently teaches in the area of medical speech-language pathology and organizes a community swallowing disorders support group.

Financial Disclosure:  Samantha received a speaking fee

Non-Financial Disclosure:  None

Poster Session

Similarities between French and English Speaking Children with Speech Sound Disorder: A Pilot Comparison

Amy Glaspey, Ph.D., CCC-SLP is professor in the Department of Communicative Sciences and Disorders
at the University of Montana. Her research specialization includes speech sound disorders and she has
authored the Glaspey Dynamic Assessment of Phonology (GDAP), which will be released this Fall 2018.
Dr. Glaspey is director of the Speech sound, Phonology, and Early Articulation Knowledge (SPEAK) Lab.
Financial Disclosure: Amy receives a salary from U of M, and received complimentary registration. Non-Financial Disclosure: None

Andrea MacLeod, Ph.D., CCC-SLP is associate professor at the Université de Montréal and a
researcher at the CHU Ste-Justine in Montreal. Her research specialization includes speech sound
disorders in bilingual Canadian-French speaking children. She is director of the Bilingual Acquisition Lab.
Financial Disclosure: None
Non-Financial Disclosure: Andrea has a professional relationship with the University of Montreal as a
proferror

Abstract: Many studies have been conducted with English speaking children to document the
developmental sequence of speech sound acquisition, typical phonological patterns, and disordered
phonological patterns; however, few comparable studies have been conducted with Canadian French
speaking children to characterize normative development and the characteristics of speech sound
disorder (MacLeod et. al, 2011; Findlay, MacLeod, Sutton, Sylvestre, and Trudeau, 2012). Our
understanding of the similarities across languages may better inform our clinical decision making in both
languages. The current study compares the speech production skills of a small group of English speaking
preschool children with SSD with a similar French speaking group with SSD. Phonemic inventories and
accuracy will be presented to compare the cross-linguistic similarities of speech production between the
two languages. The results from inventory and accuracy measures will be presented and the clinical
implications will be discussed.
Outcomes:
1. Participants will be able to describe the sounds in English and French phonemic inventories.
2. Participants will be able to discuss similarities between English and French speech errors.
3. Participants will be able to explain the benefits of conducting a cross-linguistic comparisons for
improving clinical decision making.

Altering Cough Reflex Sensitivity with Capsaicin and Behavioral Cough Therapy:  A Pilot Study

Laurie Slovarp, Ph.D., CCC-SLP, BCS-S is Associate Professor in the Department of Communicative Sciences and Disorders at the University of Montana.  She has worked in the area of medical speech-language pathology for the past 18 years.  She currently treats patients with voice and swallowing disorders through a collaboration at Rocky Mountain ENT Center.  Her primary research interests are behavioral therapy for chronic cough and swallowing disorders in patients with head and neck cancer.

Financial Disclosure:  None

Non-Financial Disclosure:  None

Sarah Popp is a senior in the Department of Communicative Sciences and Disorders at the University of Montana.

Financial Disclosure:  None

Non-Financial Disclosure:  None

Serena Haller is a first-year graduate student in the Department of Communicative Sciences and Disorders at the University of Montana.

Financial Disclosure:  None

Non-Financial Disclosure:  None

Abstract:  The objective of this study was to determine the potential of treating patients with cough hypersensitivity with a progressive desensitization model, whereby patients are exposed to progressive doses of aerosolized capsaicin, a known cough stimulant, while implementing cough suppression strategies.  Five healthy adults completed in the study. The study commenced in three phrases. Phase I consisted of baseline cough sensitivity testing using aerosolized capsaicin, delivered via a Koko digidoser with nebulizer. Capsaicin doses that elicited two coughs (C2) and five coughs (C5) were recorded. Phase II consisted of 5-6 treatment sessions, during which participants were exposed to increasing doses of aerosolized capsaicin while implementing behavioral cough suppression strategies. In Phase III, cough sensitivity was re-tested at one and three-weeks post-treatment. If the participant did not reach the C2 or C5 threshold at 1000 μM, they were assigned a score of 1250 μM/L. C2 was greater than baseline in four of the five participants at one week post-treatment, and in three of the five, at three weeks post-treatment.  C5 was greater in all five participants at both post-treatment time points. Four of the five participants did not reach the C5 threshold during either post-treatment testing sessions. Wilcoxon’s Signed Rank Test, using the logC2 and logC5 values, revealed a significant difference relative to baseline in logC5 at one week (z=2.02, p=.04) and three weeks (z=2.03, p=.04) post-treatment. The difference in logC2 neared significance at one week post-treatment (z= 1.77, p=.077), but was insignificant at three weeks post-treatment (z=1.46, p=.144).  This study demonstrates the potential of treating patients with refractory chronic cough, due to cough hypersensitivity, with a progressive desensitization approach paired with behavioral cough suppression.

Outcomes: 

  1. Participants will be able to describe characteristics of cough hypersensitivity.
  2. Participants will be able to describe strategies for behavioral cough suppression.
  3. Participants will be able to explain how cough sensitivity is measured with aerosolized capsaicin.

Preservice School Professionals’ Knowledge of Speech-Language Pathologists’ Literacy Practices

Kathleen Cotter is a first-year graduate student in the University of Montana’s Communicative Sciences and Disorders program. As an undergraduate, she participated in joint research by the LLEAD and MARVELL labs to collect data on pre-service professionals’ knowledge of school-based SLPs’ scope of practice.

Financial Disclosure: None

Non-Financial Disclosure:  None

Ginger Collins, PhD, CCC-SLP is an Associate Professor in the Department of Communicative Sciences and Disorders at the University of Montana. Her teaching and research interests are in the areas of school-age language and literacy and she conducts research to examine motivational interventions to improve language/literacy success in adolescents.

Financial Disclosure:  Ginger receives a salary from U of M

Non-Financial Disclosure:  None

Taylor Perius is a first-year Graduate student for Speech Language Pathology at the University of Montana.  She graduated with her bachelor’s in Communicative Science and Disorders in the spring of 2018.  She also participated in a research lab under Dr. Julie Wolter and Dr. Ginger Collins during the Fall 2017-Spring 2018.

Financial Disclosure:  None

Non-Financial Disclosure:  None

Abstract:   The purpose of this study was to examine school-based pre-service professionals’ knowledge of speech-language pathologists’ (SLPs) literacy assessment and intervention practices in K-12 students before and following participation in an interprofessional education (IPE) workshop. Methods: A pre-/post-workshop survey of school-based SLP’s literacy practices was distributed to the attendees of the IPE workshop. Participation was voluntary and anonymous. Descriptive statistics were analyzed and reported. Originality: A growing body of literature suggests that collaborative interprofessional practice (IPP) is more likely to be successfully conducted when professionals have participated in IPE experiences when they were enrolled in their pre-service professional training programs. In particular, knowledge of the roles, responsibilities, and scope of practice of the other professionals with whom they will interact has been identified as a significant predictor of successful IPP. Significance: Results of this study provided preliminary data of the effectiveness of an interprofessional education (IPE) workshop with respect to informing school-based pre-service professionals on the scope of the school-based SLP’s practice in literacy assessment and intervention. This is significant in that while there are numerous studies of IPE practices in medical-based fields, such as nursing and pharmacy, few such studies exist that examine the IPE experiences of school-based pre-service professionals.

Outcomes:

  1. Discuss the significance of the subjects’ post-test gains in areas of literacy.
  2. Describe the differences between multidisciplinary, interdisciplinary, and interprofessional practices in school-based settings.
  3. Discuss the implications of the data as it relates to the demographics within the state of Montana’s school system.
  4. Explain barriers that inhibit interprofessional practices in school-based settings.

The Impact of an Intensive Comprehensive Aphasia Program (ICAP) on Depression in Persons with
Aphasia

Jenna Griffin, M.S., CCC-SLP is a clinical educator in the department of Communicative Sciences and
Disorders at the University of Montana, and serves as director of the Big Sky Aphasia Program (BSAP).

Jenna’s areas of research interest include evidence-based practice for acquired neurologic disorders. She
is a member of the Montana Speech and Hearing Association (MSHA), and is certified by the American
Speech and Hearing Association (ASHA).
Financial Disclosure: Jenna receives a salary from U of M
Non-Financial Disclosure: Jenna is a Director, Big Sky Aphasia Program

Catherine Off, Ph.D., CCC-SLP is an Associate Professor in the Department of Communicative Sciences
and Disorders at the University of Montana and directs the Brain Research of Aphasia and Intensive
Neurorehabilitation (BRAIN) Lab. She co-directs the Big Sky Aphasia Program, which offers aphasia
rehabilitation on an individual basis, in the group context (Aphasia Community Group) and during an
intensive comprehensive aphasia program (ICAP) located at the University of Montana that is designed
to improve speech, language, and cognitive function following stroke.
Financial Disclosure: Catherine receives a salary from U of M
Non-Financial Disclosure: Catherine is a Director, Big Sky Aphasia Program

Abstract: Persons with aphasia (PWAs) often experience limited communicative participation,
increased depression, and reduced psychosocial well-being and quality of life. Intensive comprehensive
aphasia programs (ICAPs) are designed to improve both language and cognitive impairments as well as
communicative participation and psychosocial well-being for PWAs. Thirty-seven PWAs participated in
an ICAP across six ICAP sessions. A retrospective analysis of pre-and post-treatment outcome measures
indicated significantly lower post-treatment scores on the Geriatric Depression Scale (GDS). These
results suggest that this ICAP improved psychosocial well-being by reducing depression in PWA.

Outcomes:
1. Explain the impact of aphasia on reduced quality of life and increased prevalence of depression.
2. Describe the differences in pre-ICAP and post-ICAP performance on one standardized measure of
depression, the Geriatric Depression Scale.
3. Discuss the implications of a holistic and comprehensive service delivery model, such as an ICAP, on
depression and quality of life for persons with aphasia.

Predicting Second Grade Listening Comprehension using Pre-Kindergarten Measures

Crystle N. Alonzo, Ph.D., CCC-SLP, is postdoctoral research fellow and project director in the Language Literacy Essentials in Academic Development (LLEAD) Lab at the University of Montana. Her research interests include early childhood development, specifically language and pre-literacy and the contextual factors that can impact development such as disability, disadvantage, and poverty.

Financial Disclosure:  None

Non-Financial Disclosure:  None

Tiffany P. Hogan, Ph.D., CCC-SLP is Professor in the Department of Communication Sciences and Disorders at the MGH Institute of Health Professions and Director of the Speech and Language Literacy Lab. Her research explores connections between oral and written language development with a focus on co-morbid speech, language, and literacy disorders.

Financial Disclosure:  Tiffany is employed at MGH Institute of Health Professions

Non-Financial Disclosure:  None

Gloria Yeomans-Maldonado, Ph.D., is an IES postdoctoral fellow in the Gerald R. Ford School of Public Policy at the University of Michigan. Her research focuses on exploring the best quantitative methods for studying early childhood development.

Financial Disclosure:  None

Non-Financial Disclosure:  None

Kimberly A. Murphy, PhD, CCC-SLP, is an assistant professor in the Department of Communication Disorders & Special Education at Old Dominion University. Her research focuses on language-literacy connections and the literacy difficulties of children with language disorders.

Financial Disclosure:  None

Non-Financial Disclosure:  None

Beau Bevens, B.A., is a Grants Specialist at Partners Healthcare. Formally, he was project director for the Language and Reading Research Consortium, a nationwide randomized controlled trial of a language-based curriculum in preschool through 3rd grade classrooms. As a former teacher, he is interested in improving the quality of classroom-based instruction for children.

Financial Disclosure:  None

Non-Financial Disclosure:  None

Abstract:   The purpose of this study was to determine prekindergarten predictors of listening comprehension in second grade. Within a large, 5-year longitudinal study, children progressing from prekindergarten to second grade were administered a comprehensive set of prekindergarten measures of foundational language skills (vocabulary and grammar), higher-level language skills (inferencing, comprehension monitoring, and text structure knowledge), listening comprehension, working memory, and nonverbal processing, as well as second grade measures of listening comprehension. A prekindergarten measure of listening comprehension—the Test of Narrative Language—and a prekindergarten measure of foundational language skills and working memory—the Clinical Evaluation of Language Fundamentals-4 Recalling Sentences—were significant predictors of second grade listening comprehension. Our findings show that a quick, reliable measure of sentence imitation and/or listening comprehension, administered in prekindergarten, provides insight into a child’s second grade listening comprehension. Knowing who is at risk for comprehension failure will allow educators to make informed, evidence-based decisions on the need for further in-depth assessment and language-intensive instruction to stave off future reading disabilities.

Outcomes:

  1. Participants will be able to describe major elements of the study design
  2. Participants will be able to discuss the authors’ conclusions
  3. Participants will be able to identify possible implications for practice

Relationships among measures to support a psycholinguistic approach to speech sound disorders

Carley Stone is a senior in the Department of Communicative Sciences and Disorders, and a member of the SPEAK Lab at the University of Montana. She is a member of the Speech sound, Phonology, and Early Articulation Knowledge (SPEAK) Lab.

Financial Disclosure:  None

Non-Financial Disclosure:  None

Margot Diffendaffer is a senior in the Department of Communicative Sciences and Disorders at the University of Montana. She is a member of the Speech sound, Phonology, and Early Articulation Knowledge (SPEAK) Lab.

Financial Disclosure:  None

Non-Financial Disclosure:  None

Amy Glaspey, Ph.D., CCC-SLP is professor in the Department of Communicative Sciences and Disorders at the University of Montana.  Her research specialization is speech sound disorders and she has authored the Glaspey Dynamic Assessment of Phonology (GDAP), which will be released this Fall 2018.  Dr. Glaspey is director of the Speech sound, Phonology, and Early Articulation Knowledge (SPEAK) Lab.

Financial Disclosure:  Amy receives a salary from U of M, and received complimentary registration.

Non-Financial Disclosure:  None

Abstract:  Stackhouse, Pascoe, and Gardner (2006) stated that a child’s language development is the product of an intact speech processing system, comprised of three domains: speech input processing, stored word representations, and speech output processing. The purpose of the current study is to support our understanding of speech output processing by evaluating the following measures commonly used for speech therapy: static percentage consonants correct, connected percentage consonants correct (Shriberg & Kwiatkowski, 1982), speech sound (phonetic) inventory (Stoel-Gammon, 1985), and receptive vocabulary with the Peabody Picture Vocabulary Test (Dunn & Dunn, 2007).  Using speech samples collected from 15 children with moderate to severe phonological disorder, the current study explores relationships among these measures. Resulting data support the use of these measures for a psycholinguistic perspective of speech evaluation.

Outcomes:

  1. After completing this activity, participants will be able to describe the psycholinguistic model of speech and language development
  2. Participants will be able to discuss the relationships among phonetic inventory, scores on the Peabody Picture Vocabulary Test, and percentage consonants correct in static and connected speech.
  3. Participants will be able to explain how relationships among measures support the psycholinguistic model of speech language development.

Silent Auction

Please consider donating items and biding on our annual Silent Auction. The Silent Auction helps to raise money for both Community Outreach efforts and also the MSHA Scholarship Program.  The program awards scholarships to graduate students to become Speech-Language Pathologists that are planning to stay and work in Montana.  Thank you for your generosity!

Any donor of an item valued at $100 or more will be placed in a drawing for a free registration at next year’s 2019 MSHA conference.

You can print out this form and bring with auction item to the conference. MSHA SILENT AUCTION FORM

The silent auction will close on Friday following the afternoon break.

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MSHA Conference 2018 VENDOR FORM

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