SPEAKER Bios, disclosures, etc.

8:00 am – 10:00 am


Speaker Names/Credentials: Katherine Hays, MS, CCC-SLP and Kelly Koch, PhD, CCC-SLP


Katherine Hays, M.S., CCC-SLP is a clinical supervisor and doctoral student at the University of Louisiana at Lafayette (ULL). Her clinical background includes eight years working in Louisiana public schools. Katherine’s clinical and research interests include speech sound disorders, language disorders, AAC, and emergent literacy.


Title: Self-advocacy as a paradigm of clinical practice: Applications for working with children and adolescents with communication disorders


Description/Abstract:  Across spectrums of disorders, ages, and severity rankings, self-advocacy is a right of all individuals. Although many SLPs are excellent advocates for the children on their caseloads, this does not directly translate into facilitating children’s own self-advocacy skills. Children with communication disorders need to develop the skills needed to advocate for their own participation and access across relevant social contexts, including: school, family, work, and other community settings. In this presentation, we will cover what self-advocacy is and why it is clinically relevant to pediatric speech-language pathology services. We will discuss both why we use self-advocacy to address communication goals and how we facilitate the development of self-advocacy in children with communication disorders. SLPs will be equipped to share these strategies with children, families, and other professionals - to the benefit of all stakeholders involved.


Presentation Length: 2 hours


Financial Disclosures:

  • Waived registration to this event


Non-Financial Disclosures:

  • Personal and professional, volunteer teaching and speaking; prior LSHA board membership


Learner Objectives:

  1. The participant will gain an understanding of self-advocacy as one element of self-determination, and how this paradigmatically aligns with clinical practice that supports the agency of individuals.

  2. The participant will develop strategies to incorporate facilitation of self-advocacy skills into speech-language therapy sessions.

  3. The participant will write appropriate self-advocacy therapy goals in respect to children’s communication skills

  4. The participant will identify resources to help develop self-advocacy skills for children, as well as to share with families and other professionals.

  5. The participant will understand practical implications of self-advocacy and related strategies as they pertain to children with communication impairments including, but not limited to: specific learning disabilities, speech sound disorders, fluency disorders, autism spectrum disorder, hearing impairment, and/or AAC users.


10:00 am – 10:15 am

Break and sponsorship/LSHA highlights


10:15 am – 11:15am


Speaker Name/Credentials: Alyson Ware, M.S., CCC-SLP, CLC


Title: Making Progress with Parent Coaching


Description/Abstract:  Coaching families is critical to effective therapy in early intervention. The coaching model provides a framework to increase parent confidence, participation and teaches them how to embed therapeutic strategies into daily routines. 


Presentation Length: 1 hour


Financial Disclosures:

  • Employee of Bluebonnet Trails Community Services. 

  • Pediatric consultant for Taste for Life, LLC.

  • Waived registration to this event


Non-Financial Disclosures:

  • SIG 13 member 

  • Dysphagia Outreach Project volunteer 


Learner Objectives:

  1. The participant will list the 5 components of the coaching model.

  2. The participant will describe the purpose of reflective questions.

  3. The participant will list 3 benefits of the coaching model. 


11:15 am – 12:15 am


Speaker Name/Credentials: Dawn Guice, EdD, CCC-SLP

Dawn Guice, EdD, CCC-SLP 

Obtained my Doctorate in Educational Leadership from La Tech University. Dissertation title: “School-Leader Perceptions regarding the Role of the Speech-Language Pathologists in the School Setting. Over the past thirteen years, I have worked in the medical, rehabilitation, private practice, home health, and school settings. I am currently a Speech-Language Evaluator for Bossier Parish School System, where I was previously an itinerate SLP that provided services for children ages 3-21 across all settings within my district. I have two articles in preparation for submission to professional journals. Over the past two years, I have presented at three national conferences and one Louisiana State conference. Also, I provide Professional Developments and In-Services for my district as part of the Literacy Initiative and Dyslexia Committee member. 


Title: The Role of the school-based speech-language pathologists in the Louisiana Literacy Initiative and Revised Dyslexia Bulletin 1903


Description/Abstract:  Louisiana has initiated a new Literacy push to help increase the literacy rate within our state. Due to the continuation of poor literacy rates, this initiative hopes to improve student success rates by being proactive from day one of a student’s academic career. Furthermore, in this critical area of literacy, the state made amendments to Dyslexia Bulletin 1903 to identify at-risk students in literacy acquisition. With these changes come challenges and the open door for school-based SLPs to become part of the Literacy community. Literacy is the platform in which SLPs can bring their chair to the table to be acknowledged for their literacy expertise and help their non-speech peers. As a school-based SLP, we must ADVOCATE, EDUCATE, and INITIATE a change. WE can do this by bridging the job ambiguity gap within our school communities, thus building a stronger road to success for our students.


Presentation Length: 1 hour


Financial Disclosures:

  • Waived registration to this event


Non-Financial Disclosures:

  • None


Learner Objectives:

  1. The participant will define the Louisiana Literacy Initiative and its impact on school based SLPs. 

  2. The participant will identify the roles of school based SLPs in literacy and dyslexia.

  3. The participant will demonstrate understanding on how to be a part of the screening and intervention programs that assist our at-risk students.

  4. The participant will label 3 ways to bridge the gap between non-speech peers and SLPs when it comes to literacy and dyslexia.


12:15 pm – 12:45 pm

Lunch



12:45 pm – 2:45 pm

Speaker Name/Credentials: Leslie Lopez, PhD, CCC-SLP, BCS-CL


Leslie C. Lopez, PhD, CCC-SLP, BCS-CL, is an Assistant Professor in the Department of Communication Disorders at LSUHSC-New Orleans. Leslie’s current clinical and research interests include early identification of developmental issues and access to services; interdisciplinary child health and development; and special populations including children with developmental disabilities and autism.


Title: Social Thinking: Interventions to Teach Social Competencies


Description/Abstract:  Numerous treatment frameworks exist that address social competencies in children with social communication difficulties. This presentation describes the social thinking methodology and two evidence-based curriculums that can be used to teach and improve social cognitive skills in school-age children. Practical tips for implementation will be offered to support speech-language pathologists to explicitly teach the “why” and “how” of social thinking, focusing on treatment strategies that are designed to reduce challenging behaviors and teach functional alternative behaviors using the basic principles of behavior change.


Presentation Length: 2 hours


Financial Disclosures:

  • Salaried employee of LSUHSC

  • Waived Registration to this event


Non-Financial Disclosures:

  • Member of the LSHA CEU Committee


Learner Objectives:

  1. The participant will define the social thinking methodology

  2. The participant will name the steps in the continuum of how to teach children to think socially

  3. The participant will describe two evidence-based curriculums that you could use in therapy to improve the social thinking skills of the children on your caseload

  4. The participant willapply the principles of the social thinking methodology in your clinical practice



2:45 pm – 3:00 pm

Break and sponsorship/LSHA Highlights


3:00 pm – 5:00 pm


Speaker Name/Credentials: Shanna “Caprice” Lee, PhD, CCC-SLP


Shanna “Caprice” Lee, PhD, CCC-SLP is an Assistant Professor of speech-language pathology at Southeastern Louisiana University in Hammond, LA. 


Title: Cultural competence: The main event, not lagniappe


Description/Abstract:  Clinical competence cannot exist without cultural competence. Cultural competence in our field remains relevant, especially as our population continues to increase in racial and ethnic diversity. According to the 2020 U.S. Census Bureau (2021), approximately 38% of the population is racially or ethnically diverse (e.g., Black, Asian, Native Hawaiian/ Other Pacific Islander, and Hispanic or Latino). This is approximately an 8% increase since 2010, and similar trends are projected for future census data. Therefore, it can be deduced that the U.S. is also becoming more culturally and linguistically diverse. It is important that SLPs understand and can apply topics such as cultural sensitivity, implicit bias, and difference versus disorder to their clinical practice (ASHA, n.d.). Misdiagnosing children could have long-term, adverse effects on their educational progression (Harry & Klinger, 2006) and cultural identity (Beneke & Cheatham, 2015), while an accurate diagnosis can allow children to receive the appropriate supports and instruction/services with less risk of their educational progression or cultural identity being compromised.


References:


American Speech-Language-Hearing Association (n.d.). Cultural Competence. (Practice 

Portal). Retrieved month, day, year, from www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence/.


Beneke, M., & Cheatham, G. A. (2015). Speaking up for African American English: Equity

and inclusion in early childhood settings. Early Childhood Education Journal, 43(2), 127-134.


Harry, B., & Klinger, J. (2006). Why are there so many minority children in special education? 

Teachers College Press. 


U.S. Census Bureau. (2021, August 12). Race and ethnicity in the United States: 2010 Census and 2020 Census. Census.gov. Retrieved November 9, 2021, from https://www.census.gov/library/visualizations/interactive/race-and-ethnicity-in-the-united-state-2010-and-2020-census.html.


Presentation Length: 2 hours


Financial Disclosures:

  • Salaried employee of Southeastern Louisiana University

  • Waived registration to this event


Non-Financial Disclosures:

  • None


Learner Objectives:

  1. The participant will analyze and reflect on personal cultural competence and awareness. 

  2. The participant will discuss the negative impacts of misdiagnosis and the positive effects of appropriate academic placement. 

  3. The participant will review strategies of how to apply cultural knowledge to clinical practice.


This course is offered for 0.8 ASHA CEUs (Intermediate Level, Professional Area).



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