2026 LSHA Annual VIRTUAL Convention 

Timed Ordered Agenda TBD

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Every Story Matters: Stories That Inform, Align, and Impact Learning by Traci M Love DHA MA, CCC-SLP CPC COC

Storytelling is having a cultural moment. The power of the narrative is increasingly recognized in everyday life. For many children in the school setting, the ability to tell their own story remains limited. This gap reflects not only communication differences, but also broader influences shaped by social determinants of health. Spencer and Petersen (2020) highlight narrative intervention to support socially meaningful, context-based communication skills that strengthen students’ inclusion in the curriculum. With the consideration of social context, clinicians can better understand and respond to the lived experiences of diverse populations. Integrating structured user stories from software design principles provides a way to organize and interpret student experiences. Centering narratives within intervention supports more meaningful learning and more equitable student-centered care. 

Learning Objectives

1. Define narrative intervention and its role in student learning and communication. 
2. Explain how user stories support understanding and collaboration across teams and families. 
3. Identify how social factors impact communication and learning.

Dr. Traci M Love DHA MA, CCC-SLP CPC COC is an ASHA certified and licensed Speech-Language Pathologist whose proficiency encompasses a wide range of settings that include, but are not limited to, early childhood intervention (ECI), public schools, inpatient and outpatient pediatric hospital(s), outpatient clinics, adult rehabilitative facilities, and teletherapy settings. She holds a professional Doctorate in Healthcare Administration with a specialized emphasis in organizational change management, as well as a Master’s in Speech-Language Pathology. She is certified by the American Speech and Language-Hearing Association (ASHA) and is licensed in numerous domestic states. She holds active membership in the American Academy of Professional Coders (AAPC).

Financial Disclosures include: Owner/Administrator/Lead Clinician Southside Chatter Collective, LLC

Non-financial Disclosures include: Organizational membership(s) - ASHA and AAPC

Solution-Focused Teaching and Mentoring of Undergraduate and Graduate Students by Vanessa Johnston, SLPD, CCC-SLP & Ana Paula G. Mumy, SLPD, CCC-SLP

This presentation introduces a solution-focused teaching, mentoring, and supervision approach that recognizes students bring inherent assets, capacities, and aspirations to their education and clinical training. We will explore three key strategies for asset-based teaching and mentoring: cultivating meaningful reciprocal relationships with students, reframing conversations from problem-focused to strength-based, and creating supportive and collaborative learning environments that engage students and foster competence. Participants will learn practical strategies and tools they can immediately implement in their teaching and supervisory practice.

Learning Objectives

1. List strategies to cultivate meaningful, reciprocal relationships with students that honor their diverse backgrounds, strengths, and values.
2. Identify techniques to shift conversations from deficit-focused problem identification to strength-based dialogue that builds student confidence and competence.
3. Describe strategies for creating supportive learning environments using active learning activities, clear expectations, and encouraging risk-taking while learning from mistakes.

Vanessa Johnston, SLPD, CCC-SLP, is a speech-language pathologist, assistant professor, and clinical supervisor at East Texas Baptist University. With 15 years of experience across public schools, private practice, home health, and higher education, she brings a broad clinical and academic perspective to her work. Dr. Johnston’s scholarship focuses on student and SLP well-being, including mindfulness, stress, burnout, perfectionism, and imposter syndrome. She is committed to supporting students’ academic, clinical, and personal growth, with an emphasis on fostering balance and sustainable clinical practice. 

Financial Disclosures include: Employed at East Texas Baptist University

Non-Financial Disclosures include: Member of TSHA

Ana Paula G. Mumy, SLPD, CCC-SLP, is a trilingual speech-language pathologist, program director, and associate professor at East Texas Baptist University. With 26 years of clinical and educational experience, including a decade in academia, she has dedicated
her career to advancing the field through both practice and scholarship. Dr. Mumy's scholarly work has focused on early language and literacy, bilingual speech-language development, bilingualism and stuttering, and clinical education. She is passionate about
mentoring students as they prepare to serve in the field with humility, compassion, and excellence.

Financial Disclosures include: Employed at East Texas Baptist University

Non-Financial Disclosure include: President, Spero Stuttering, Inc., TSHA Member

Ethical supervision by Courtney Cheek Couvillon, MCD, L-SLP, CCC-SLP & Dr. Emily L. Mutter, AUD, L-AUD

Providing appropriate oversight and guidance: Ensuring all services are delivered under the supervision of a fully licensed SLP, with active involvement in observing, supporting, and giving feedback. Meeting required supervision hours. Provisional SLP's: at least 16 hours/year (including 8 direct observation hours) SLP assistants: weekly direct and indirect supervision. Provisional assistants: increased weekly direct and indirect supervision
Maintaining responsibility for client care. The supervising SLP remains accountable for all evaluation, treatment plans, and outcomes, ensuring services are appropriate and within scope. Staying within scope of practice: Assistants and provisional clinicians only perform tasks they are trained and permitted to do, with the SLP assigning and overseeing all duties. Prioritizing client welfare and safety: All decisions should reflect honesty, competence, and a commitment to avoiding harm while respecting client rights and dignity. Maintaining confidentiality and professionalism
Protecting client information, keeping accurate records, and communicating roles clearly and honestly. Documenting supervision appropriately
Keeping accurate supervision logs and submitting required forms, with records maintained for at least three years. Ensuring proper supervisory relationships: Supervision must be provided by a qualified, licensed SLP (not a provisional licensee, assistant, or family member).
Supporting growth and competence: Offering constructive feedback, mentoring, and opportunities for skill development to help supervisees improve safely and effectively.

Learning Objectives 

1. Describe the key components of supportive and responsible supervision for SLP assistants and provisional SLPs in Louisiana
2. Identify supervision requirements, including direct and indirect supervision expectations
3. Explain the supervising SLP’s role in maintaining accountability for client care
4. Recognize appropriate tasks within the scope of practice for assistants and provisional clinicians
5. Apply ethical decision-making strategies to real-world supervision scenarios
6. Implement practical strategies to support growth, feedback, and professional development in supervisees

 Courtney was born and raised in New Orleans.  She received her Masters of Communication Disorders from Louisiana State University Health Sciences Center in New Orleans.  She has worked in a variety of medical and educational settings and adores her work with ReNEW schools in her position as an early childhood Speech-Language Pathologist.
Courtney has served on the LBESPA board since 2022 and is currently the Board Chair.  She is a member of ASHA, the Visiting Pet Program, an animal assisted activity/therapy program in the Greater New Orleans Area and is the director of a student self-advocacy organization. 

Financial Disclosures include: Speaker has no financial disclosures

Non-Financial Disclosures include: LBESPA board member

Emily is an Assistant Professor of Audiology at LSUHSC. She is a member of the SAHP Research Committee, the COMD Admissions Committee and works with TEAM Up Grader.  Emily is a Board Member for the Louisiana Board of Examiners of Speech-Language Pathology and Audiology. Her Clinical Expertise/Interests are in the area of Cochlear Implants and Hearing Conservation.

Financial Disclosures include: Speaker has no financial disclosures

Non-Financial Disclosures include: LBESPA board member

AI and AAC:  Issues and Ethics by David Irwin, Ph.D., CCC-SLP, Professor, ASHA Fellow

The use of Artificial Intelligence (AI) is becoming more prominent in our society and in the field of speech-language pathology.  This presentation will include a discussion of different types of AAC software apps using AI, specific ethical issues, how AI can be used for elementary and high school students using AI with AAC.  Guidelines about how to introduce the use of AI to family members will be included. 

1. Describe an overview of different types of AI servers
2. Discuss different types of AAC software apps and their use with AI
3. Discuss specific ethical issues about AI for users of AAC
4. Discuss how elementary and high school students can use AI with AAC

David Irwin, Ph.D., CCC-SLP is a Professor or Communication Disorders in the Department of Communication Disorders, School of Health Professions and Sciences, LSU Health at Shreveport.  He is Past President of LSHA, an ASHA Fellow, and holds Honors from LSHA.  Her currently teaches a course in AAC, motor speech disorders, research methods/design and clinical linguistics.  He has over 160 professional presentations at the state, regional, and national levels.  He is co-author of a textbook "Clinical Research Methods in Speech-Language Pathology and Audiology" (4th edition) from Plural Publishing.  He has approximately $1.8 million in external funding.  

Financial Disclosures include: Salary from LSUHS 

Non-Financial Disclosures include: Speaker has no non-financial disclosures

Comprehensive Care for Head and Neck Lymphedema: An SLP Approach by Brittany Klein Carlisle, MCD, CCC-SLP

Head and neck lymphedema (HNL) is a common complication following cancer treatment. HNL impacts swallowing, communication, airway function and overall quality of life. Despite its prevalence, it is often under identified and treated. This abstract discusses the role of SLP involvement in the assessment and treatment of head and neck lymphedema. Key components include early screening, comprehensive evaluation and evidence-based intervention for treatment.

Learning Objectives

1. Describe the pathophysiology of head and neck lymphedema.
2. Identify key signs and symptoms of head and neck lymphedema and its impact on swallowing, voice and airway function.
3. Perform a comprehensive SLP evaluation for head and neck lymphedema.
4. Apply appropriate treatment principles for patients with head and neck lymphedema.

Brittany Klein Carlisle, MCD, CCC-SLP is a speech-language pathologist with six years of clinical experience specializing in medical speech-language pathology. She currently practices at University Medical Center, where she provides services in the Ear, Nose and Throat (ENT) department and acute care settings. Brittany has contributed to professional education on the national and local level. She has lectured for the American Burn Association convention on the role of speech-language pathologist in the burn unit, highlighting interdisciplinary collaboration and airway, voice and swallowing management. She has also guest lectured at LSU Health Science Center Speech Language Pathology program on topics including fiberoptic endoscopic evaluation of swallowing (FEES), stroboscopy, and head and neck cancer treatment. Her clinical expertise includes head and neck cancer care, laryngectomy management, complex dysphagia management, and various voice disorders.  

Financial Disclosures include: Speaker has no financial disclosures.

Non-Financial Disclosures include: Speaker has no financial disclosures.