2026 LSHA Annual VIRTUAL Convention
Timed Ordered Agenda
8:00 am
Ethical supervision *s
Courtney Cheek Couvillon, MCD, L-SLP, CCC-SLP & Dr. Emily L. Mutter, AUD, L-AUD
9:00 am
Comprehensive Care for Head and Neck Lymphedema: An SLP Approach
Brittany Klein Carlisle, MCD, CCC-SLP
10:00 am
Racial Bias, Skin Tone, and Clinical Decision-Making in Otoscopy A**
Jocelyn N. Simons, PhD, CCC-SLP; Jadyn Emylie Williams, BA; & Spyridoula Cheimariou, PhD (non-presenting)
11:00 am
AI and AAC: Issues and Ethics *
David Irwin, Ph.D., CCC-SLP, Professor, ASHA Fellow
Noon to 12:30
LUNCH BREAK
1:30 pm
"Putting ourselves in their shoes": Student reactions to a simulated aging experience *s
Karen Whisenhunt Saar, Ph.D., CCC-SLP, Rylee Stephens, B.S., Anna M. Jilla, Au.D., Ph.D., CCC-A, BC-VA (non-presenting author)
2:30 pm
Every Story Matters: Stories That Inform, Align, and Impact Learning **
Traci M Love DHA MA, CCC-SLP CPC COC
3:30 pm
AAC Strategies for Students with Selective Mutism
Catherine Prescott MA, CCC-SLP, CAS, AES
4:30 pm
Solution-Focused Teaching and Mentoring of Undergraduate and Graduate Students *s
Vanessa Johnston, SLPD, CCC-SLP & Ana Paula G. Mumy, SLPD, CCC-SLP
5:30 pm
Tiny Ties, Big Impacts: How do Speech-Language Pathologists Help with Tongue Ties in Breastfeeding?
Lezlee Shauf Vincent, M.S., L-SLP CCC-SLP, Kelly Koch, Ph.D., L-SLP, CCC-SLP, Maya Bourgeois, B.A., Daegan Castille, B.A., & Morgan Dunkley, B.A. (non-presenting author)
*s Professional Topic in Supervision
* Professional Topic Area 1
** Professional Topic Area 2
A Audiology Topic
Learners will be required to complete a self-assessment at the end of each course.
Tiny Ties, Big Impacts: How do Speech-Language Pathologists Help with Tongue Ties in Breastfeeding? by Lezlee Shauf Vincent, M.S., L-SLP CCC-SLP, Kelly Koch, Ph.D., L-SLP, CCC-SLP, Maya Bourgeois, B.A., Daegan Castille, B.A., & Morgan Dunkley, B.A. (non-presenting author)
Literature review exploring the role of the speech-language pathologist in assessment and treatment of ankyloglossia for infants, with particular emphasis on breastfeeding success and maternal comfort. This review regards the impact of restricted tongue mobility secondary to tongue-ties affecting latch, suck-swallow-breathe coordination, and infant nutritional outcomes. Surgical and non-surgical management approaches, including frenotomy, frenectomy, oral stretches, and myofunctional therapy, will be compared through an evidence-based lens. Current gaps in research will also be addressed to encourage continued clinical inquiry and advocacy.
{Pediatric SLP Topics}
Learning Objectives
1. Evaluate the literature available to SLPs on the assessment and treatment of ankyloglossia in breastfeeding infants.
2. Review anatomy & physiology for infant swallowing and breastfeeding.
3. Plan their clinical decision making process for infants with ankyloglossia including understanding the role of speech-language pathologists in assessment and management.
4. Value best current evidence for treated and untreated tongue-ties by discussing potential effects on latch quality, suck-swallow-breathe coordination, maternal comfort, and infant nutrition.
5. Examine current research findings and evidence gaps related to tongue-tie treatment and understand implications for clinical decision-making and family-centered care.
Lezlee obtained her Master of Science degree in Speech-Language Pathology from the University of Louisiana at Monroe (ULM) in 2016. She is employed by Legacy Mobile Dysphagia Diagnostics, as the lead SLP/Endoscopist for a mobile FEES provider to the northern Louisiana region. Lezlee is also an adjunct professor at the University of Louisiana at Monroe and Lamar University teaching coursework in oropharyngeal involvement.
Clinical interests include speech, language, dysphagia, and FEES/MBSS. Lezlee is an active member of the LSHA, and served on LSHA’s board for several years. She is passionate about improving the lives of patients with dysphagia, advocating for Louisiana SLPs through legislative affairs, and empowering new SLP professionals.
Financial Disclosures include: Received discounted registration for convention, adjunct salary from University of Louisiana at Monroe and Lamar University
Non-Financial Disclosures include: Speaker does not have any non-financial disclosures
Kelly is an Assistant Professor at the University of Louisiana Monroe. She has previously worked as a school based SLP and at a private practice. Her research interests include using qualitative research methods to explore child language, speech, and social communication disorders and the therapeutic relationships developed between SLPs and their clients. She also works in the scholarship of teaching and learning on how to better prepare clinicians to use client-centered and family-centered practices.
Financial Disclosures include:Received discounted registration for convention, full time employment and endowed professorship from University of Louisiana at Monroe.
Non-Financial Disclosures include: Speaker does not have any non-financial disclosures
Maya is a graduate student at the University of Louisiana Monroe, with a Bachelors in Speech Pathology and Audiology with a minor in psychology from the University of Louisiana at Lafayette.
Financial Disclosures include:Received discounted student rate registration for convention.
Non-Financial Disclosures include: Speaker does not have any non-financial disclosures
Daegan is a graduate student at the University of Louisiana Monroe, with a Bachelors in Speech Pathology and Audiology from the University of Louisiana at Lafayette. Daegan was the treasurer for the National Student Speech Language and Hearing Association at ULL, and continues to be an active member in the NSSLHA organization at ULM.
Financial Disclosures include:Received discounted student rate registration for convention.
Non-Financial Disclosures include: Speaker does not have any non-financial disclosures
Morgan is a graduate student at the University of Louisiana Monroe, with a Bachelors in Speech Pathology and Audiology with a minor in child and family studies from the University of Louisiana at Lafayette.
Financial Disclosures include:Received discounted student rate registration for convention.
Non-Financial Disclosures include: Speaker does not have any non-financial disclosures
"Putting ourselves in their shoes": Student reactions to a simulated aging experience by Karen Whisenhunt Saar, Ph.D., CCC-SLP, Rylee Stephens, B.S., Anna M. Jilla, Au.D., Ph.D., CCC-A, BC-VA (non-presenting author)
Speech-language pathologists (SLPs) and Audiologists (AUDs) serve older adults with communication and swallowing needs. Yet, attitudes clinicians hold about aging populations can influence service delivery and impact the quality of care they provide. Age bias is already present in students of these professions. However, educational preparation and experiences can reduce negative biases held by students.
This presentation will describe a simulated aging activity in which an aging simulation suit proposed by Johnson and colleagues (2018) was adapted and trialed by undergraduate and graduate level SLP/AUD students. Following a description of experiential learning activities surrounding aging that were integrated into this simulated learning module, results of a qualitative analysis of student reflections of this experience will be presented and discussed.
{Specific Professional Topics Course in Supervision & Adult topics}
Learning Objectives
1. Attendees will be able to discuss impact age bias can have on healthcare.
2. Attendees will be able to identify materials and activities utilized in this aging simulation and be able to discuss designing similar activities for students/employees.
3. Attendees will be able to summarize the results of this study in terms of pre-service clinician perspectives of their participation in an aging simulation.
Karen Whisenhunt Saar serves as assistant professor of speech-language pathology at Lamar University. She is interested in exploring the intersection of social response to disability and clinical training. Through teaching and research, her Social ACCESS Lab work aims to increase interaction opportunities for individuals with communication disorders. She oversees community inclusion programs involving individuals with varying abilities in theater projects and directs on-campus clinical programs designed to promote social engagement for individuals living with dementia.
Financial Disclosures include: Salaried employee at Lamar University
Non-Financial Disclosures include: Speaker has no non-financial disclosures
Rylee Stephens is a graduate student studying speech-language pathology at Lamar University in Beaumont, TX. She brings experience in theater-arts inclusion for children with communication disorders and their peers as well as professional experience working in public schools do. In addition, she is engaged in student research focused on using experiential learning and perspective-taking in the education of future clinicians.
Financial Disclosures include: Speaker has no financial disclosures
Non-Financial Disclosures include: Speaker has no non-financial disclosures
Anna M. Jilla, AuD, PhD is an Assistant Professor in the Department of Communicative Disorders at the University of Louisiana at Lafayette. Her research areas include population health, health economics, and healthcare policy to address disparities and inadequacies in hearing and balance care. She works to improve payer policies through advocacy and to affect positive change through evidence generation and synthesis, patient education, and civic engagement in audiology.
Financial Disclosures: Employment: University of Louisiana at Lafayette
Non-Financial Disclosures: Volunteer service to American Academy of Audiology (Co-Chair, Coding and Reimbursement Committee; Co-Chair, Task Force for Health Related Quality of Life Benefits of Hearing Aids; Member, Subcommittee for Poster and Podium Presentations), American Speech-Language Hearing Association (Editorial Board Member, American Journal of Audiology)
Racial Bias, Skin Tone, and Clinical Decision-Making in Otoscopy by Jocelyn N. Simons, PhD, CCC-SLP; Jadyn Emylie Williams, BA; & Spyridoula Cheimariou, PhD (non-presenting)
Racial disparities in healthcare have been widely documented, with growing evidence indicating that patients with darker skin tones are at increased risk for misdiagnosis or delayed diagnosis across a range of medical conditions. Many clinical assessments rely on visual indicators such as redness, inflammation, or discoloration, features that may present differently across varying levels of skin pigmentation. As a result, diagnostic accuracy may be compromised when clinicians are not adequately trained to recognize these variations. In Audiology and Speech-Language Pathology, visual examination of the ear and surrounding structures is a critical component of clinical assessment. Otoscopy and related procedures are used to identify conditions such as otitis externa, irritation, and pressure injuries from hearing devices. These assessments often depend on detecting subtle visual cues, including erythema and swelling. However, such cues may be less visually salient in individuals with darker skin tones, potentially increasing the risk of missed or delayed diagnoses. Despite the importance of accurate visual assessment, there is a notable lack of research examining how skin tone and pigmentation influence clinical decision-making in Audiology and Speech-Language Pathology. Additionally, training materials and clinical education may not adequately represent diverse skin tones, limiting clinician preparedness.
{Specific Professional Topics Course in Content Area 2 & Audiology}
Learning Objectives
1. Participants will be able to describe potential disparities in identifying clinical signs upon visual inspection of ear.
2. Participants will be able to discuss perceptions of confidence, uncertainty, and preparedness when evaluating patients with diverse skin pigmentation.
3. Participants will be able to identify gaps in Audiology and SLP training materials related to representation of diverse skin pigmentation.
4. Participants will be able to explain how limited diversity in clinical educational resources may contribute to delayed diagnosis or misdiagnosis.
Dr. Jocelyn Simons joined the Department of Speech Pathology at Xavier University of Louisiana in July of 2024 as an Assistant Professor. She earned her Master’s of Art in Speech Pathology and audiology at Temple University and has been a certified SLP since 2014. After earning her PhD in Aging at Tulane University School of Medicine in 2023, Dr. Simons pursued a post-doctoral fellowship at Tulane University School of Social Work with concentration in brain, behavioral health, and substance use. She directs the Simons Nervous system, Aging, and Cognitive Communication (SNACC) Lab. Her research focuses on cognitive communication processes and their underlying neural and physiologic mechanisms.
Financial Disclosures include: Speaker has no financial disclosures
Non-Financial Disclosures include: Speaker has no non-financial disclosures
Jadyn Williams is a 23 year old graduate student from Thibodaux, Louisiana. She is beginning her second year in the Speech-Language Pathology Master's of Science program at Xavier University of Louisiana. Miss Williams earned her Bachelor of Arts in Communication Sciences and Disorders from Louisiana Statue University, where she developed a strong passion working with children with Autism. She is especially fascinated by the brain and the complex ways neurological processes influence communication, behavior, and everyday functioning.
Financial Disclosures include: Speaker has no financial disclosures
Non-Financial Disclosures include: Speaker has no non-financial disclosures
Dr. Cheimariou earned her Ph.D. in Speech and Hearing Science from the University of Iowa in 2016, with a dissertation titled "Prediction in Aging Language Processing." She also holds an M.Sc. in Basic and Applied Cognitive Science and a B.A. in Philology (Linguistics) from the National and Kapodistrian University of Athens.
Her research focuses on sentence processing, predictive language mechanisms, reading, and neurophysiology, using eye-tracking and electrophysiology to study language comprehension in aging populations and individuals with neurogenic disorders such as aphasia. She has published in journals including Psychology and Aging, Communication Disorders Quarterly, and Discourse Processes.
Dr. Cheimariou has presented at numerous international conferences and collaborated with leading researchers in psycholinguistics and cognitive neuroscience. She is committed to mentoring students at all levels and has received funding from the Greek Diaspora Fellowship Program through the Stavros Niarchos Foundation to investigate language processing in college students with dyslexia.
At Xavier University of Louisiana, she continues to advance research while educating future speech-language pathologists, contributing to both the theoretical and clinical dimensions of speech pathology.
Financial Disclosures include: Speaker has no financial disclosures
Non-Financial Disclosures include: Speaker has no non-financial disclosures
AAC Strategies for Students with Selective Mutism by Catherine Prescott MA, CCC-SLP, CAS, AES
This session explores the use of AAC as an evidence-based support for students with selective mutism. Participants will learn when and why AAC may be recommended and how it can support communication while reducing pressure to speak. The session will include demonstrations of AAC features and practical considerations for implementation in school settings. This session is designed as a practical technology assist to help teams consider AAC tools that support student participation and communication.
{Pediatric SLP Topics}
Learning Objectives
1. Describe selective mutism as an anxiety-based condition that can impact educational achievement, social communication, and school participation.
2. Explain ASHA’s guidance on the SLP’s role in selective mutism, including treatment options that support communication
3. Identify AAC tools and features that may support students with selective mutism when speech is not consistently accessible.
Catherine Prescott is an Assistive Technology Regional Specialist with the Louisiana Accessible Educational Materials, a project under the Louisiana Department of Education, housed in the Special Schools District. She is an ASHA and LBESPA certified speech-language pathologist specializing in the pediatric population with experience in both clinical and school settings. She additionally holds certifications as a Certified Autism Specialist and a Certified Autism Exercise Specialist. She also teaches “AAC and ASD” at Louisiana State University in the Communication Sciences and Disorders department. She serves as the Louisiana representative for the State Education Agencies Communication Disabilities Council. Catherine is a Baton Rouge native and attended Louisiana State University for both her bachelor and master’s degree programs. She has years of expertise in the area of AAC specifically when used with autistic children.
Financial Disclosures include: LA-AEM employee (funded by the LDOE) and adjunct LSU instructor
Non-Financial Disclosures include: Speaker does not have non-financial disclosures
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. {Specific Professional Topics Course in Content Area 2 & Pediatrics}
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.
{Specific Professional Topics Course in Supervision}
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.
{Specific Professional Topics Course in Supervision}
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.
{Specific Professional Topics Course in Content Area 1 & Pediatrics}
Learning Objectives
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.
{Adult SLP Topics}
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.
Up to .3 CEUs
Up to .3 CEUs in Supervision
Up to .1 CEU in Professional Topic Area 1
Up to .2 CEUs in Professional Topic Area 2
Up to .9 Total CEUs
ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.
