Convention Program

Changes to the Convention Program

• Session 18 has been changed to The Pragmatic Umbrella: A Diagnostic Approach to Discourse, presented by Kary Mirasola, M.S., CCC-SLP. This session was originally scheduled as Childhood Language Disorders: Puzzling Problems and Possibilities
• Session 36, Connectivity Update: Accessorizing Your Patients for Hearing Success, presented by Veronica Heide, Au.D. has been withdrawn.
• Session 48, Overview of Birth to Three Speech Language Pathology Services as Provided by the Five Regions of Wisconsin, has been moved to Friday, Feburuary 26, 3:00 p.m. to 5:00 p.m. (This session was originally scheudled on Saturday, from 9:30 a.m. to 11:30 a.m.)

Convention Program Descriptions

Thursday, February 25

Session 1                                            Audiology
8:00 A.M. - 9:00 A.M.
Audiologic Assessment & Candidacy Criteria of Cochlear Implant Recipients, Wendy Marchant, Au.D.; Jennifer Ploch, M.A., CCC-A, UW Hospital & Clinics
Instructional Level:         Intermediate

Should I refer my patient for a cochlear implant consultation?  What is all involved in the process and how should I counsel my patients?  This presentation will review current criteria for cochlear implantation in both the pediatric and adult populations.  The session will also review pre-operative assessment protocols, post-operative audiologic follow-up as well as realistic expectations
of CI use.

Learner Outcomes:  The participant will be able to identify important criteria to determine CI candidacy in both adult and pediatric patients. Participants will be able to discuss with patients and parents/caregivers realistic expectations of CI use. Participants will be able to determine factors associated with successful CI use.

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Session 2                                            Adult Other
8:00 A.M. - 10:00 A.M.
Paradoxical Vocal Fold Motion Grand Rounds, Maia Braden, M.A., CCC-SLP, Nathan Welham, Ph.D., Sherri Zelazny, M.A., CCC-SLP, UW-Madison
Instructional Level:         Intermediate

Learner Outcomes:  Participant will understand etiology of paradoxical vocal fold motion. Participant will understand treatment options for paradoxical vocal fold motion. Participant will understand importance of multidisciplinary team approach to diagnosis and treatment of paradoxical vocal fold motion.

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Session 3            Pediatrics-School Age
8:00 A.M. - 4:00 P.M.
A Time Tested Procedure for Addressing Dysphagia in the Schools, Emily Homer M.A., CCC-SLP
Instructional Level:         Intermediate

This course is intended to empower school based SLPs, OT, nurses, etc. with the information necessary to work with students in their district with dysphagia. The speaker will address the legal concerns, offer justifications for dysphagia treatment in the schools, and provide the tools necessary for building a team within the school system and securing system approval. The session will also provide information related to service delivery, linking medical teams and school teams and working closely with parents and caregivers.

Learner Outcomes:  The learner will be able to identify the components of a swallowing and feeding team procedure in the schools.
The learner will be able to state the educational relevance for addressing dysphagia in the schools.
The learner will have the information needed to advocate for a system approved dysphagia procedure in their district.

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Session 4                                            Audiology
9:00 A.M. - 10:00 A.M.
Cochlear Implantation: Medical, Radiographic and Surgical Considerations, Samuel Gubbels M.D., Univ. of Wisconsin - Madison
Instructional Level:         Intermediate

Cochlear implants significantly improve the communicative ability and quality of life of patients with severe to profound hearing loss. While the audiological testing for candidacy is the most critical element in the workup for cochlear implantation, careful patient evaluation to identify medical and anatomic factors that might complicate or contraindicate CI surgery will ensure the most successful outcomes. In addition, the advent of hybrid cochlear implantation has presented a number of challenges, both in the preoperative evaluation of potential candidates and in the surgical technique, that require additional expertise to allow for the preservation of residual hearing. This presentation will review the medical and radiographic evaluation of CI candidates and outline the surgical approach for cochlear implantation.  Furthermore, hybrid cochlear implant technology and surgical fundamentals will be discussed in detail.

Learner Outcomes:  The participant will be able to summarize the most critical components of the medical and radiographic workup for cochlear implantation.  The participant will be able to describe the fundamental elements of cochlear implant surgery.  The participant will be able to discuss the indications for and reported advantages of hybrid cochlear implantation (electric-acoustic stimulation).

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Session 5                                            Adult Other
9:00 A.M.  - 11:00 A.M.
Ethical Conduct in Business Decisions, David Gilboa Ph.D., UW-Oshkosh
Instructional Level:  

The presentation with have three parts.  The first part will focus on the nature of ethics in the most general terms.  The second part of the presentation, I will talk about some major ethical theories from the history of philosophy.  In the third part, I will address a number of problematic situations facing health-care professionals and recommend an ethically acceptable conduct to deal with the problem.
Learner Outcomes:   Learner will be able to provide services with an ethically acceptable conduct.  Learner will be able to comply with supervisor's instructions.  Learner will be able to perform cooperatively in a work-place environment.

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Session 6                                            Audiology
10:15 A.M.  - 11:15 A.M.
Bilateral Cochlear Implants: Recent Advances and Future Directions, Ruth Litovsky, Ph.D., Univ. of Wisconsin
Instructional Level:         Intermediate

In recent years there has been a marked increase in the number of patients receiving bilateral cochlear implants. Our research group is concerned with understanding benefits that emerge in both young bilateral implant users and in adults. Studies in young children focus on the emergence of spatial hearing skills. We consider the age at which bilateral hearing is activated, the amount of post-implantation experience, and hearing age. To date, over 100 children ages 2 to 14 years have participated in our studies. Measures include speech perception in quiet and in the presence of competing sounds, masking and spatial release from masking, spatial hearing measured with both left-right discrimination of sound location (minimum audible angle; MAA) and sound localization in a multi-loudspeaker array for stimuli with fixed or roved intensity. In addition to this array of auditory measures we test for language acquisition, speech production and perception, phono logical awareness and cognition.

Learner Outcomes:  Understand binaural hearing issues for audiological purposes.  Understand challenges facing bilateral cochlear implant users.  Understand measures / tests that can be used for evaluation.

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Session 7                                            Adult Other
10:00 A.M.  - 12:00 P.M.
The Nuts and Bolts of AAC Assessment, Froma Cummings, MEd., OTR/L, Midwestern University; Shelley Lund Ph.D., CCC-SLP, UW-Milwaukee
Instructional Level:         Introductory

Augmentative and alternative communication (AAC) strategies can provide individuals with complex communication needs access to effective, functional communication.  However, negotiating the broad array of AAC systems available to find the appropriate solution can be perplexing.  This workshop will address AAC assessment for professionals at all levels, be it the specialized assessment team, or the general practitioner   no matter what their role in the assessment process.  Participants will learn what information is required for an AAC assessment and will hone their assessment planning and observation skills through case study application. Bring your questions and difficult cases to the session and leave with fresh ideas and approaches towards more functional communication for your clients. Participants will complete a self-reflection on their knowledge and skills in AAC assessment and develop a professional action plan to improve their skills.

Learner Outcomes:   Participants will identify the information required for an AAC assessment. Participants will self-evaluate their knowledge and skills in AAC assessment. Participants will develop a professional action plan to improve their skills in AAC assessment.

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Session 8                                            Audiology
1:00 P.M. - 2:00 P.M.
Approaches in Regenerative Medical Therapies for Hearing Loss , Samuel Gubbels M.D., Univ. of Wisconsin - Madison
Instructional Level:  

The pursuit of novel therapies for the treatment of hearing loss through the regeneration of the hair cells of the inner ear has been the focus of intense research in auditory science for decades. A number of approaches have been taken in efforts to regenerate the hair cells of the inner ear in mammals to date, each with inherent advantages and limitations. The objective of this presentation is to describe the approaches being taken in the pursuit of regenerative therapies for hearing loss and to review some of the most important recent developments in this area. This talk assumes no prior scientific research experience and aims to provide a framework for the practicing audiologist to interpret and critically evaluate published scientific findings in this area in the future.

Learner Outcomes:  The participant will be able to describe the general approaches being pursued in the search for regenerative treatments for hearing loss. The participant will be able to recognize the advantages and disadvantages of these regenerative medical approaches. The participant will be able to summarize the current state of knowledge and identify the most critical challenges in the field of regenerative medical therapies for hearing loss.

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Session 9            Adult Other
1:15 P.M. - 3:15 P.M.
AAC for Adults with Acquired Motor, Language, and/or Cognitive Challenges, Gary Cumley Ph.D., UW-Stevens Point; Julia King Ph.D., UW-Stevens Point
Instructional Level:         Introductory

Adults with acquired motor, language, and/or cognitive challenges often have difficulty meeting their communication needs.  Whether the challenge occurs suddenly (i.e., stroke) or slowly from a degenerative disease, an AAC approach to treatment can facilitate improved communication by meeting individual communication needs and increased participation in desired activities. A framework for AAC intervention will be discussed which addresses communication needs for adults. Evidence for AAC treatment strategies will also be provided, including strategies along the technology continuum (i.e., no technology to high technology).

Learner Outcomes:  Participants will learn AAC strategies and techniques for adults in various medical settings (i.e., ICU, hospital, SNFs). Participants will explain various intervention techniques for adults with acquired motor challenges (e.g., ALS, Parkinson's disease). Participants will describe intervention strategies and techniques to support adults with language and/or cognitive challenges.

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Session 10                                          Audiology
2:15 P.M.  -  4:15 P.M.
Topics in Otology: Surgical Decision Making and Introduction to Radiology, Samuel Gubbels M.D., Univ. of Wisconsin - Madison
Instructional Level:  

This two-hour talk with provide an overview of the clinical decision making and surgical approaches in Otology and Neurotology as a means to improve the understanding of the practicing audiologist with surgery of the ear and skull base. An additional objective of this presentation is to improve the familiarity of the practicing audiologist with the radiological anatomy of the temporal bone and skull base. We will review CT and MRI scans in different planes to provide and understanding of normal temporal bone anatomy and the changes that typify various otological disease states. This course assumes little to no prior experience with details of otological surgery or the interpretation of temporal bone imaging and will allow ample opportunity for questions and discussion.

Learner Outcomes:  The participant will be able to describe the most commonly used surgical approaches in Otology and Neurotology and summarize in general the advantages and disadvantages of each. The participant will be able to identify critical patient factors that influence surgical decision making in Otology and Neurotology. The participant will be able to identify normal and abnormal findings on radiological imaging and associate these findings with otological disease states.

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Session 11          Adult Other
3:30 P.M.  - 4:30 P.M.
Laryngopharyngeal Reflux Update, Susan Thibeault Ph.D., UW-Madison
Instructional Level:         Intermediate

Laryngopharyngeal reflux (LPR) is a ubiquitous diagnosis in Voice and Dysphagia practices. This session will present a complete up to date review of the literature and practice patterns regarding diagnosis and treatment of LPR and the discrepancies that exist between these two parameters. Multiple perspectives on reflux disease and its effect on the upper airway will be discussed.

Learner Outcomes:  Participants will be able to recall diagnosis parameters for LPR.  Participants will recall discrepancies in the literature and practice patterns for LPR.

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Session 12          Professional Issues
4:30 P.M.  - 5:30 P.M.
Legislative Updates, Mary Bahr-Schwenke, M.S., CCC-SLP; Ramie Zelenkova
Instructional Level:         Intermediate

Would you like to be more informed about the political process in Wisconsin or more active in lobbying the State Legislature about bills that impact the professions of speech-language pathology and audiology? The Governmental Affairs Committee, VP: Governmental Affairs and the WSHA-P lobbyist invite you to this session that will present an overview of the most recent legislative efforts of the Association as well as the 2009-2010 initiatives. We will also discuss how bills become laws as well as provide information on how speech-language pathologists and audiologists can get involved in advocacy efforts and interact effectively with legislators.

Learner Outcomes:  Identify the legislative issues that are being addressed by WSHA-P.  Understand the legislative process and the role of advocacy in the process.

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Session 13
Roundtable Discussions                        Pediatrics
5:45 P.M.  - 7:15 P.M.
Basic Hearing Aid Care and Troubleshooting, Kayla Cerar, B.S.; Gina Phillips, B.S., Nicole Klatt, UW-Stevens Point, Maria Carrier, B.S., UW-Madison,  

Free Water Protocol: Risks, Benefits, and Adaptations for Various Clinical Settings, Emily Mueller, M.S., CCC-SLP; Caitlin Croegaret, M.S., CCC-SLP; Dawn Pertzborn, M.S., CCC-SLP; Emily Krukar, M.A., CCC-SLP, Aurora St. Lukes Medical Center

Sing Out Loud: Group Singing and Voice Treatment for People with Parkinson Disease, Susan Ludwig, M.S., CCC-SLP; Amy Mudlaff, M.S., CCC-SLP, Aurora Health Care

Student Supervision - Why and How!, Stacy Cohen, M.A., CCC-SLP, UW-Madison

Speech Language Pathology in the Treatment of Tracheostomy and Ventilator Dependent Patients, Robyn Kufahl, M.S., CCC-SLP, Select Specialty Hospital

The SpeechEasy Fluency Device and Related Information, Gary S. Cohen, Ph.D., CCC-SLP, Aurora Med Center

The Importance of the Speech-Language Pathologists in the Inpatient Rehabilitation Program (IRP), Janice Secreto-Pfaffl, M.S., CCC-SLP, St. Luke's Medical Center

Videostroboscopy: Procedure, Protocols and Interpretation, Mary Petoskey, M.S., CCC-SLP; Stacey Healy, M.S., CCC-SLP, St. Luke's Medical Center

University Supervision, Kathleen Wangerin, M.A., CCC-SLP, UW-Milwaukee

Current Issues in Voice, Maureen Burke-Thompson, M.S., CCC-SLP BRS-S, Oconomowoc Memorial Hospital

Hot Topics in Birth to Six, Jaye Berghauer, M.S., CCC-SLP, Amy Buckbee, M.S., CCC-SLP, Children's Hospital of WI

Long-Term Effects of Electronic Anti-Stuttering Devices, Thomas D. Kehoe

Therapy Materials and Tools That Work!, Joyce Werner, M.S., CCC-SLP, Milwaukee Public Schools

This round table will allow SLPs to obtain information and hands-on experience regarding the use, care and troubleshooting of a variety of types of hearing aids.  Hearing aid technology and features have changed over the years.   Things to be covered include: what are these new styles of hearing aids, what to do if there is no volume control or on/off switches, how might different programs change the function of the aids, why is there such a variety of ear mold styles, how to change and recharge batteries, and how to do basic troubleshooting. If you have would like an update or a refresher on hearing aids, this is the place to come.

Learner Outcomes:  The participant will be able to identify the different types and parts of hearing aids.  The participants will be able to perform basic trouble shooting for a hearing aid that is not working appropriately.  The participant will be able to list 3 newer features of hearing aid technology.

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Session 14                                          Audiology
5:45 P.M.  -  7:15 P.M.
Audiology Gabfest- "So, What Else is New?", Larry Carpenter M.S., CCC-A, Private Practice
Instructional Level:         Intermediate

Discuss various topics and listen to hearing aid manufacturers present new models of hearing instruments.

Learner Outcomes:  Learners will be able to take back pertinent information for use in their everyday clinical setting. Learners will enhance their knowledge on new models of hearing aids. Learn current business trends in the hearing industry.

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Friday, February 26

Session 16                                          Pediatrics, School Age
8:00 A.M. - 12:00 P.M.
When Speech Gets Stuck: A Whole Body Approach for Apraxia of Speech on the Autism Spectrum, Marge Blanc M.A., CCC-SLP, Communication Development Center
Instructional Level:         Intermediate

"When Speech Gets Stuck" describes a whole-body approach for supporting speech access and development in children on the Autism Spectrum. This workshop will provide information and experience with the eight levels of support: respiration, phonation, intonation, vocal timing, vowel production in context, consonant production in context, running speech, and volitional production. Participants are encouraged to read "When Speech Gets Stuck" ahead of time. The article is available at
www.communicationdevelopmentcenter.com

Learner Outcomes:  Participants will be able to describe the eight levels of support for apraxia in ASD.  Participants will be able to recognize successful productions at the each level of support.  Participants will be able to plan space, materials, and procedures for using a whole-body approach for children with apraxia. 

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Session 17
8:45 A.M.  - 11:45 A.M.
Essential Speech Skills for School-Age Children Who Stutter, Mark W. Allen, Ph.D., CCC-SLP, Center for Stuttering
Instructional Level:         Intermediate

This workshop will help speech-language pathologists develop practical and effective clinical skills for working with school-age stutterers. It will teach clinicians how to utilize an explicit, well-organized progression of therapeutic procedures that will help children increase their speech fluency. Participants will receive detailed instruction regarding the development of specific stuttering modification and fluency-enhancing strategies.

Learner Outcomes:  Describe several key components necessary for providing effective stuttering therapy to school-age students. Demonstrate and teach several stuttering modification and fluency-enhancing techniques. Integrate stuttering modification and fluency-enhancing strategies into a comprehensive therapy approach.

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Session 18                                          Pediatrics-School Age
8:45 A.M.  - 10:45 A.M.
The Pragmatic Umbrella: A Diagnostic Approach to Discourse, Kary Mirasola, M.S., CCC-SLP
Instructional Level:        Advanced

The ability to process, organize, and express various discourse products falls under the complicated umbrella of pragmatic language skills. While standardized assessments provide necessary information, they often are not sensitive enough to pinpoint the pragmatic language difficulties that older students with language disorders are having. Dynamically assessing discourse is one of the most effective ways to evaluate older student’s strengths and weaknesses and develop an appropriate course of action for therapy. Therefore, this presentation will focus on providing practical tasks and tools to execute diagnostic therapy procedures to help you assess and treat discourse.

 Learners Outcome: Name and describe 5 different types of discourse products. Define and differentiate discourse microstructure vs macrostructure. Identify at lease one way to elicit a narrative or expository product. Describe one discourse related task that can be executed for evaluation or treatment.

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Session 19                                          Audiology
8:45 A.M.  -  10:45 A.M.
Coding and Reimbursement 2010, Debra Abel Au.D., American Academy of Audiology
Instructional Level:         Introductory

Is balance billing a vestibular test? Don t know a co-pay from co-insurance? What do I need to know to be reimbursed? The answer
to these questions as well as "unbundling," contracting with a third party payer and federal regulations that impact audiology will be discussed.

Learner Outcomes:  Participants will identify the CPT, ICD-9 and HCPCS codes pertinent to audiology.  Participants will identify advantages of unbundling hearing aid codes.  Participants will identify the minimum necessary components for documentation.

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Session 20                                          Audiology Pediatrics-Birth-to-Six
8:45 A.M.  - 11:45 A.M.
Audiologic Assessment of the Young Pediatric Population, Diane Sabo, Ph.D., Children's Hospital of Pittsburgh
Instructional Level:         Intermediate

Since the passage of legislation to screen all newborn for hearing loss, many young infants are making their way in to our clinics.  There infants are challenging us.  They challenge us to work efficiently and develop new skills in diagnosis and management of hearing loss, even for those who routinely saw children throughout their years of practice.  This presentation will focus on the very young infants and the audiologic care that we need to provide to them.  It will include techniques for establishing comprehensive audiometric profiles for infants and toddlers and incorporate family-friendly counseling and information-sharing that enhances family decision making.

Learner Outcomes:  Understand the unique audiological needs of infants.  Implement infant diagnostic protocols.  Provide family-friendly counseling and information.

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Session 21                                          Pediatrics Birth-to-Six
8:45 A.M.  - 12:00 P.M.
Pediatric Oral and Pharyngeal Issues in Feeding: What to do if they are Motor-Based, Sensory-Based, or A Combination of Both, Rona Alexander, Ph.D., CCC-SLP, Self Employed; Carol Wingenter, OTR, Self Employed
Instructional Level:         Intermediate

There are a variety of factors that impact on the feeding and swallowing function of infants and children.  Impairments of the sensory, neuromotor, and/or musculoskeletal body systems may directly impact on oral and pharyngeal activity during feeding and swallowing function.  This presentation will examine the sensory processing challenges that may interfere with oral and pharyngeal function.  How these sensory-based issues differ from motor-based issues in these same functional areas will be emphasized.  The implementation and integration into treatment of basic strategies directed toward modifying sensory processing as a foundation for improving oral and pharyngeal function will be discussed and demonstrated.

Learner Outcomes:  The participant will be able to identify sensory processing challenges that interfere with the development of oral and pharyngeal function during feeding and swallowing activities.  List three sensory processing challenges that interfere with oral and/or pharyngeal function.  The participant will be able to discuss the differences and similarities between oral and pharyngeal sensory-based and motor-based issues development during feeding and swallowing activities as they relate to function during feeding and swallowing activities.  Give examples of two oral sensory and two oral motor issues as they relate to eating and drinking tasks in children with feeding problems. The participant will be able to formulate basic strategies to be implemented in a treatment session to improve sensory processing as a foundation for improved oral and pharyngeal function during feeding and swallowing activities.  Give examples of two treatment strategies to improve sensory processing for improved oral or pharyngeal function during eating and drinking activities in children with feeding and swallowing problems.

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Session 22          Schools
9:00 A.M.  -       10:00 A.M.
AAC Approaches for Individuals Who Have Complex Motor Needs, Julie Gamradt, M.S., CCC-SLP; Roberta "Bobbi" Johnson, M.S., OTR, Waisman Center, UW-Madison
Instructional Level:         Introductory

This session will be presented by an SLP and OT team, highlighting interdisciplinary roles and approaches for addressing the augmentative and alternative communication (AAC) needs of individuals who have complex motor needs.  The presentation will address both low and high tech AAC approaches.  This session will include content related to appropriate access methods (e.g., scanning and direct selection) and approaches and tools available for expanding the access capabilities of this population.  The communication needs of consumers of varying ages and skill levels will be addressed, from beginning communicators to consumers demonstrating needs for advanced, sophisticated options.   Approaches for working with consumers who have both complex motor needs as well as vision impairments will be included in session content.  Case examples, including video, will be used to support content and concepts presented.

Learner Outcomes:  Learner will identify a variety of AAC system options for persons who have complex motor needs.  Learner will be able to identify a variety of access methods for using an AAC system.  Learner will identify tools and training strategies to address the skill develop needs of individuals who need AAC and who present complex motor needs.

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Session 23                                          Birth-To-Six
10:30 A.M.  -      11:30 A.M.
Obtaining Funding For AAC Equipment: Navigating the System, Gary Cumley, Ph.D., UW-Stevens Point
Instructional Level:         Intermediate

The process of obtaining funding for AAC speech generating devices for someone having complex communication needs can be challenging and stressful for caregivers and SLPs. This presentation will present an overview on the information needed in writing a funding report that provides the justification for the purchase of a speech generating device.  Specific information will be covered regarding Wisconsin Medical Assistance and Medicare funding regulations and procedures.

Learner Outcomes:  Participants will learn what information is needed in funding reports to justify the purchase of a speech generating device for individuals with complex communication needs.  Participants will have an understanding of the different procedures for seeking funding through Wisconsin Medical Assistance and Medicare.  Participants will become aware of different manufacturers funding websites.

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Session 24                                          Audiology
11:00 A.M.   - 12:00 P.M.
WIN-WIN Situation: Hearing Loops Benefit Consumers AND Audiologists, David Meyers, Ph.D., Schaap Science Center; Juliette Sterkens, Au.D.; LeRoy “Max” Maxfield, M.S., Fox Valley Hearing Loop, LLC
Instructional Level:         Intermediate

Ever been told that the hearing with a hearing instrument in an auditorium or church was “Phenomenal” or “Nothing short of a miracle”? It is our opinion that induction hearing loops benefit not only the consumer but the audiologists as well. This presentation will discuss our experiences and progress of the Fox Valley Hearing Loop Initiative that was started late 2008. We will give a practical presentation on how to encourage churches and public places to install hearing loops, how to get your patients involved and what audiologists need to know about programming T-coils in instruments. Hand-outs include modifiable consumer brochures, to give attendees something they can use in their own practice. Retired engineer LeRoy “Max” Maxfield, who has started a second career as a hearing loop engineer, will answer any technical looping questions from the audience.

Learner Outcomes:  Participants will learn why hearing loops are the preferred ALD system for hearing aid users.  Participants will learn what is important when programming a hearing instrument for loop listening.  Participants will be given the tools to start a hearing loop initiative in their own community.

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Session 25                                          Professional Issues
12:15 P.M.  - 1:15 P.M.
Speech and Language Professional Issues in the Public Schools: Department of Public Instruction Update, Sheryl Thormann, M.S., CCC-SLP, DPI
Instructional Level:         Intermediate

This presentation will look at the latest trends and issues facing the speech and language pathologist in Wisconsin's public schools. 
Information from a state and local perspective will be shared in an interactive format with time for questions and discussion.

Learner Outcomes:  Participant will be able to identify three state wide issues affecting speech and language service delivery in the public schools. Participant will be able to identify two strategies for problem solving challenging issues in speech and language service delivery in their practice.

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Session 26          Audiology
12:15 P.M.  - 1:45 P.M.
Issues in Audiology in the State of Wisconsin, Laura Feldhake, Au.D., CCC-A, Premiere Hearing Solutions
Instructional Level:          Introductory

Attendees will be updated on the current state of the association, licensure legislation, on the Joint Committee on Infant Hearing 2007 position statement and how it affects practicing audiologists in our state, and the changes in Medicare/Medicaid.  Participants will be involved in a question and answer session regarding determining future goals for our association.

Learner Outcomes:  List two changes to state licensure for audiologists.  List three changes in the Joint Committee's updated statement.  Demonstrate knowledge of 2 new CPT codes for 2008.

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Session 27                                          Pediatrics-Schoolage
1:30 P.M.  - 5:30 P.M.
Facilitating Social-Vocational Skills in Adolescents with Asperger’s Syndrome, Kristine Retherford, Ph.D., UW-Eau Claire
Instructional Level:         Intermediate

A growing number of children and young adults are being identified with Asperser’s syndrome (AS), a high-functioning form of autism, and related conditions (Kaufman & Larson, 2005). Currently, AS is one of the fastest growing disabilities in the United States. Individuals with AS experience significant difficulties acquiring and using functional and necessary social-communication skills as well as acquiring skills related to impairments in executive functions and self-regulation (Winner, 2000). The demands of initiating and maintaining social relationships and securing and holding employment commensurate with their level of education can be a life-long struggle for many adolescents and young adults with AS. This session will describe a pilot service delivery model for adolescents and young adults with AS that bridged various agencies to address social-communication skills and executive functions that predict success in life settings. Results of skills are identified and efficacy of techniques used to facilitate development of skills will be described.

Learner Outcomes:   Participants will be able to describe characteristics of adolescents and young adults diagnosed with Asperger’s syndrome. Participants will be able to identify strategies that will contribute to improving social communication and educational/vocational outcomes of adolescents and young adults with Asperger’s syndrome. Participants will be able to describe agency collaborations to improve educational and vocational outcomes of adolescents and young adults with Asperger’s syndrome.

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Session 28                                          Pediatrics-Birth-to-Six
1:30 P.M.  - 5:30 P.M.
The Role of the Speech/Language Pathologist in Literacy Assessment and Intervention, Casey O'Keefe, M.S., CCC-SLP, Cardinal Stritch University, Julie Washington, Ph.D., UW-Madison
Instructional Level:         Intermediate

Speech language pathologists are uniquely qualified to provide support to teachers in collecting and interpreting data to plan instruction and intervention in school settings.  This presentation will examine the role of the SLP in providing support to teachers in understanding the assessment process and in facilitating assessment systems for literacy instruction in their schools.  Data from early literacy research will be used as the context for this conversation with an emphasis on the influence of cultural and linguistic differences in the interpretation of data.

Learner Outcomes:  Participants will analyze and interpret data from literacy assessments.  Participants will discuss application of data in planning instruction/intervention for children with cultural and linguistic differences.  Participants will develop strategies for collaborating with teachers in the assessment process.

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Session 29                                          Adult Other
1:45 P.M.  -  2:45 P.M.
Enhancing Participation in Employment Settings Through AAC: Highlights of a Free Podcast Training Website, Jamie Murray-Branch, M.A., CCC-SLP, UW-Madison; Julie Gamradt, M.S., CCC-SLP, Waisman Center, UW-Madison
Instructional Level:         Introductory

Adult consumers who use AAC, including consumers with developmental disabilities, share aspirations of self determination and community participation.  Successful AAC outcomes are essential to achieving many important life goals, including goals related to employment. This session will highlight content offered in a new training podcast, developed with funding from a Medicaid Infrastructure Grant (MIG).   The podcast focuses on providing free, web based materials aimed at enhancing employment outcomes for consumers who use AAC.  Training episodes present a range of AAC related content, including basic information about AAC, the importance of establishing early visions of communicative independence for consumers, and specific  how to  information related to job search activities for consumers using  AAC.   This session will present video clips from a number of the training episodes, cover basics of using the podcast site, and discuss project testing activities of the materials posted on the site.

Learner Outcomes:   Learner will be able to describe how successful AAC outcomes support critical life goals, including successful employment outcomes. Learner will be able to describe at least three AAC related concepts addressed in training excerpts presented during the session. Learner will be able to describe the basic process of accessing AAC training materials on the podcast website and discuss how the training episodes could be used to provide needed training to consumers, family members, and other team members.

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Session 30                                          Pediatrics Birth-to-Six
1:45 P.M.  - 2:45 P.M.
Speech Therapy for Children with Cleft Palate/Craniofacial Anomalies, Adriane Baylis, Ph.D., Children's Hospital of WI
Instructional Level:         Intermediate

This presentation will provide clinicians with practical, appropriate, and effective methods of speech treatment for children with cleft palate. Key topics to be addressed are how to expand the phonetic inventory, elimination of compensatory articulation errors, treating learned nasal emission, dental-related speech distortions, and the role, if any, of oral motor therapy in cleft palate speech therapy. Therapy myths, tips, and approaches will be discussed in the context of evidence-based practice.

Learner Outcomes:  Clinicians will be able to list 3 articulation therapy techniques appropriate for children with cleft palate. Clinicians will be able to describe when to treat or not treat articulation distortions in the presence of dental-occlusal hazards associated with craniofacial anomalies. Clinicians will be able to list and refute 3 common myths associated with speech therapy for children with cleft palate.

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Session 31                                          Pediatrics
2:00 P.M.  - 5:00 P.M.
Expanding Expression: A Multi-Sensory Approach for Improved Oral and Written Language, Sara Smith, M.S., CCC-SLP, Expanding Expression
Instructional Level:         Introductory

Colleagues learn a treatment technique for improved language organization. A multi-sensory approach is used to facilitate more detailed descriptions and definitions. The tool targets oral expression, vocabulary comprehension, similarities and differences, written expression, associations, categorization, functions and more. Following a brief literature review, participants will be introduced to the Expanding Expression Tool (EET) for defining and description. This session will provide hands-on learning with examples of specific treatment activities and student samples for small group therapy as well as language lessons in the classroom. Instruction will be provided on taking baseline data, introducing the tool, and ways to collect oral and written samples from students.

Learner Outcomes:  Teach students/clients a multi-sensory approach for including more details in their definitions and descriptions. Explain how to use the Expanding Expression Tool (EET) to target the following areas: categorization, function, appearance, composition, associated parts, location, and similarities and differences.  Explain how to collect baseline data and monitor progress using the program.

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Session 32                                          Audiology
2:00 P.M. - 5:00 P.M.
Hot Topics in Occupational Audiology, Tom Thunder, Au.D., INCE Bd.Cert., Northern Illinois University
Instructional Level:         Introductory

Although the laboratory based NRR (Noise Reduction Rating) scheme for rating hearing protectors has been around for a long time, it has come under criticism because field tests have shown that protectors achieve substantially lower performance. In addition, field testing shows highly variable and unpredictable performance. This has generated an interest in determining the actual performance for specific individuals called the Personal Attenuation Rating or PAR. This presentation will discuss new equipment to objectively and quickly measure the PAR as well as a new Excel Template that will easily calculate the PAR from sound field threshold data you obtain in your own clinic.

Learner Outcomes:  Describe how the NRR is derated to estimate the field performance of hearing protectors.  Explain the difference between objective and subjective measures of ear protector performance.  Perform a real-ear at threshold measurement of a patient s personal attenuation rating for a specific ear protector.

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Session 33                                          Adult Tracheotomy
3:00 P.M.  -  5:00 P.M.
Introduction to Adult Tracheotomy: Who, Why, How, and What Now?, Tammy Wigginton, M.S., CCC-SLP, Joel Blumin, M.D., Medical College of Wisconsin; Mark Finfrock, RRT/EMT, Children's Hospital of WI.
Instructional Level:          Introductory

Tracheotomy is a very common hospital procedure.  The benefits and advantages of early tracheotomy are well recognized in the hospitalized acute and chronic care patient.  Rehabilitative needs have increased the number of referrals to the speech pathologist for management of communication and swallowing problems in this specific patient cohort.  In response to this demand, many speech pathologists have expanded their scope of practice to include proficiency in treating acute and chronically ill patients with a tracheotomy.  Course participants will be provided with an understanding of the indications for tracheotomy and how the procedure is performed, the physiological effects of tracheotomy on the respiratory system and an introduction to assessment and management of communication and swallowing challenges in tracheotomized patients.

Learner Outcomes:  The participant will be able to describe the rational for tracheotomy and potential benefits for patients.  The participant will be able to describe the effects of tracheotomy on respiratory physiology.  Participants will be able to verbalize the effects tracheotomy can have with regard to verbal communication and swallowing function.

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Session 34                                              Birth-To-Six
3:00 P.M.  - 5:00 P.M.
Sorting Out Neurologic Swallowing and Feeding Problems in Infants and Young Children, Joan Arvedson, Ph.D., Children's Hospital of WI.
Instructional Level:  

This course will focus on a problem-solving evidence based approach to decision making for infants and young children with neurologically based swallowing/feeding problems. The importance of knowledge regarding underlying etiologies and diagnoses is stressed. A thorough clinical evaluation provides a basis for determining possible need for instrumental procedures. Participants will be given opportunities through case studies with videos to interpret findings on video fluoroscopic swallow studies (VFSS) and flexible endoscopic examination of swallowing (FEES). Decisions for management will be discussed to include when/how the same findings can result in different recommendations for different children depending on the etiologies.  The importance of continuing some oral feeding in as functional safe ways as possible will be stressed.

Learner Outcomes:  Analyze oral sensorimotor function/swallowing in the context of neurodevelopmental factors. Outcome measure: List 3 factors in a clinical feeding evaluation that would allow oral feeding without the need for an instrumental examination.
Describe reasons for consideration of an instrumental swallow evaluation for infants and young children with neurological impairments affecting swallowing.  Outcome measure: List 3 criteria for referral for an instrumental swallow evaluation.
Incorporate information related to clinic and instrumental evaluation of swallowing along with etiologies and health status into decision making for management of infants and children with dysphagia.  Outcome measure: List 3 primary findings that can aid in decision making related to whether a tube fed child could increase oral feeding.

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Session 48                                          Pediatrics Birth-To-Six
3:00 P.M.  - 5:00 P.M.
Overview of Birth to Three Speech Language Pathology Services as Provided by the Five Regions of Wisconsin, Barbara Colba, M.S., CCC-SLP, Clark County
Instructional Level:         Introductory

Birth to Three Philosophy will be presented and discussed.  Information will be provided regarding eligibility and service delivery options in the five different regions of Wisconsin.  A panel discussion will provide information and help attendees compare and contrast their region's implementation.

Learner Outcomes:  As a result of this activity, the participant will be able to name the eligibility criteria for qualification of Birth to Three Services.  As a result of this activity, the participant will be able to compare and contrast the service delivery options in the five different regions of Wisconsin.  As a result of this activity, the participant will be able to explain the "primary provider" approach advocated by the Birth to Three Program.

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Session 35                                          Schools
5:15 P.M.  -  6:15 P.M.
AAC for School Age Children: Enhancing Access to Educational Curriculum, Joni Nygard, M.S., CCC-SLP, Attainment Company
Instructional Level:         Intermediate

Students with complex communication needs, with cognitive impairments and autism deserve access to age-appropriate educational curriculum.  In this fast-paced session, see new research-based curriculum designed for students with moderate to severe disabilities and students using various communication modalities in the curriculum.  Based on implications from results of the literature reviews and research students who have significant cognitive disabilities have shown increased participation and achievement toward general education curriculum standards in science, math, and reading (Browder, Jimenez, & Courtade, 2007; Browder, Trela, & Jimenez, 2007; Courtade, 2007). This line of research implements instructional practices that are grounded in general education research and special education research.  Discussion will include ways to provide communicative opportunities for students who have complex communication needs to actively participate in their classrooms.  Strategies for all learners to benefit from the augmentative alternative tools and strategies will be shared. Curricula in Literacy, Math, and Science are included.

Learner Outcomes:  Describe three creative ways to incorporate students with complex communication needs in your classroom. Identify two to three tools and strategies to include all students in educational lessons to meet grade level standards. Identify a minimum of three resources available in the field of AAC.

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Session 36                                          Audiology
5:15 P.M.  -  6:15 P.M.
Connectivity Update: Accessorizing Your Patients for Hearing Success, Veronica Heide, Au.D. , Nicolet Instrument Corporation
This session has been withdraw.

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Session 37                                          Pediatrics School Age
5:45 P.M.  - 6:45 P.M.
Psychosocial and Cognitive Aspects of Cleft Lip and Palate Management in School Age Youth: The Role of the School Based Speech
Language Pathologist, Patricia Marik, Psy.D., Children’s Hospital of WI
Instructional Level:         Introductory

School based Speech Language Pathologists are in the unique position of having regular contact with school age youth with cleft lip and palate. Understanding the psychosocial and cognitive aspects of this medical condition can allow for more comprehensive care of these students. While youth with nonsyndromic CLP are not at increased risk for global delays, they are at risk for language-based delays that can impact academic functioning. Factors independent of cognitive ability may also impact academic performance. Additionally, living with CLP can impact psychosocial functioning. School age youth with CLP have increased risk of stress due to differences in speech and/or appearance. Youth with CLP often report feeling increased peer alienation and decreased overall self-concept. This presentation will emphasize ways the school based SLP can assess functioning as well provide appropriate interventions to improve the cognitive and psychosocial functioning of students with CLP.

Learner Outcomes:  Learners will be able to identify at least two areas of psychosocial functioning that may be impacted in school age youth with CLP. Learners will be able to identify at least two areas of cognitive functioning that may be at risk in school age youth with CLP. Learners will be able to identify at least three resources to help address psychosocial or cognitive concerns in students with CLP.

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Session 38                                          Pediatrics School Age
5:45 P.M. - 6:45 P.M.
RtI and Team-teaching Strategies to Facilitate Social Communication for Children with Asperger's Syndrome or HFA, Linda Alberswerth, M.S., CCC-SLP; Annette Williams, M.S., CCC-SLP, Elmbrook Schools
Instructional Level:         Intermediate

Based on the research and best practices of Michelle Garcia Winner, Jed Baker, Carol Gray and Tony Attwood, a systematic approach will be presented to provide SLPs with lessons designed to facilitate skills in the following 4 categories: non-verbal skills; social communication skills; play interaction skills; self-regulation skills. Lesson designs will be provided and will include specific learning outcomes, activities, materials, and assessment. These lessons will follow a hierarchy of developmental, pragmatic skills and will be able to be used in a small, engineered group as well as in a whole classroom. The lessons presented here are designed to be used in a team-teaching setting as well as in an SLP or classroom teacher led lesson. SLPs will leave with hands-on activities ready to use.

Learner Outcomes:  The participant will be able to identify 4 communication skills within each category (non-verbal; social communication; play interaction; self-regulation) in which students with Asperger's / HFA typically have difficulty. The participant will list 2 activities that can be utilized in a small group and/or classroom based setting to facilitate social communication skills. The participants will prepare a lesson design to include a pragmatic goal, activity, materials and assessment to be used in a small group or classroom based setting, to facilitate social language skills.

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Saturday, February 27

Session 40                                          Birth-To-Six
9:15 A.M.  - 10:45 A.M.
A Multidiscipilinary Approach to the Management of Vocal Fold Immobility in Infants and Children, Timothy Martin, M.D., Pediatric ENT Specialists; Angela Birler, M.S., CCC-SLP, Katherine Frontier, M.S., CCC-SLP, Children's Hospital of WI
Instructional Level:         Intermediate

Vocal fold immobility in infants and young children presents unique challenges for the child and their caregivers.  Management requires a multidisciplinary team for diagnosis and treatment.  This session will discuss laryngeal anatomy, impact on swallowing function, and vocal quality for these children.  Treatment options will be reviewed and long-term management will be outlined.  Recent research will be highlighted.

Learner Outcomes:  Explain laryngeal anatomy and vocal fold function.  Recognize the roles of the multidisciplinary team members in the diagnosis and management of vocal fold immobility.  Understand management techniques for swallowing function and vocal quality.

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Session 41                                          Audiology
9:15 A.M. - 11:15 A.M.
Measuring and Improving Quality in Your Practice, Brian Taylor, Au.D.
Instructional Level:         Intermediate

Most audiologists realize that patient satisfaction and hearing aid benefit are determined by several factors, including the communication skills of the professional and support personnel, product quality and use time of the devices. Beyond the important dimensions of hearing aid benefit culled from the pertinent research, this course will reach beyond traditional measures of hearing aid outcome and provide a global approach to measuring quality in a typical hearing aid dispensing practice. Seven independent and unique dimensions of quality will be covered in this course. Relying of data collected in a comprehensive survey of over 300 audiology practices in the US, this course will provide a profile of the typical practice, and how their ability to measure quality has a direct impact on patient satisfaction and operational profitability. After attending this course, attendees will have a greater appreciation for taking the time to measure all seven dimensions of quality, and the profound impact this has on the success of their practice.

Learner Outcomes:  To illuminate the similarities and differences of an individual s practice compared to a national average across a wide assortment of key performance indicators.  To obtain a working knowledge of how to measure quality and productivity in your practice.  To utilize various measures of quality to improve key business objectives in a clinical setting.

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Session 42                                          Audiology
9:15 A.M.  - 11:15 A.M.
New Treatment Options for Tinnitus, Michele Hoffman, Au.D.; Marica Dewey, Au.D.; Kathryn Rehse, Au.D., Medical College of Wisconsin
Instructional Level:         Intermediate

Tinnitus affects over 50 million Americans; two million are seriously debilitated to where their tinnitus affects their day-to-day functions. There is a large range of options available today.  In this course you will learn specific information on a variety of both traditional and new tinnitus treatment options. This discussion will include maskers, hearing aids, Neuromonics tinnitus treatment, sound therapy, bio-feedback, etc.  The presenters will cover tools to minimize the effects of tinnitus, as well as, strategies to relieve tinnitus suffering.  The participants will learn how to deal with patients expressing depression, anxiety and/or suicidal thoughts related to their tinnitus.  In addition, the tinnitus protocol used at Froedtert and Medical College of Wisconsin will be reviewed.  This protocol incorporates evaluation, counseling, selection and implementation of tinnitus treatment and appropriate referrals such as otologic, neurological and psycho logical. Group discussion will be encouraged to share other s successful treatment options and protocols.

Learner Outcomes:  Participant will be able to list three treatment management options for tinnitus. Participant will have an understanding of a comprehensive tinnitus evaluation. Participant will be able to identify candidates for the Neuromonics Device

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Session 43                                          Birth-To-Six, School Age, Young
9:15 A.M. - 12:15 P.M.
Communicative Replacements for Challenging Behavior: Assessment and Intervention, Mike Harris, Ph.D., UW-River Falls
Instructional Level:         Intermediate

This session will provide information regarding functional behavioral assessment (FBA) of socially motivated challenging behavior as well as selected intervention strategies for individuals with complex communication needs.  The assessment section will provide an overview of (1) interview strategies, (2) direct observation strategies (including scatterplots, ABC analyses, and functional assessment observations), and (3) functional analyses (environmental manipulations).  The intervention section will include selected functional communication training (FCT) strategies that honor the function of challenging behavior (i.e., teaching a request for a preferred item, teaching a request for attention, and teaching a reject response).

Learner Outcomes:  Participants will be able to list four functions of challenging behavior.  Participants will be able to describe three levels of assessment to determine the function(s) of challenging behavior.  Participants will be able to describe at least three intervention strategies that honor the functions of challenging behavior.

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Session 44          Adult-Dysphagia
9:15 A.M. - 12:15 P.M.
Fiberoptic Endoscopic Evaluation of Swallowing (FEES), Rachael Kammer, M.S., CCC-SLP, Amy Baillies, M.S., CCC-SLP; Molly Knigge, M.S., CCC-SLP, UW Voice and Swallow Clinic
Instructional Level:         Intermediate

This workshop will focus on initial development of skills in preparation for achieving competency in endoscopic evaluation of swallowing function. This presentation will accompany a hands-on demonstration of FEES. The use of FEES will be reviewed as it applies to patient populations and healthcare settings. Anatomy and physiology visualized with this instrument will be defined for participants. Protocols for voice and swallowing tasks will be discussed. Patient eligibility and safety in practice will also be presented.

Learner Outcomes:   Participants will identify anatomy visualized during FEES examination.  Participants will recognize contraindications to performing FEES on individual patients.  Participants will list strategies for optimizing safety and comfort for patients during examination.

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Session 45                                          Birth-To-Six, School Age, Adult
9:30 A.M. - 11:30 A.M.
Clinical Implications of Research in Stuttering and Cluttering, Erin Dyer, M.A., CCC-SLP, BRSFD, School District of Belleville
Instructional Level:         Intermediate

The National Stuttering Association 2009 Convention had numerous professional sessions designed for SLPs. Various sessions contained information dealing with etiology, treatment, pharmacologic therapy, assistive devices and counseling of clients and family members. This session will highlight the clinical application of recent research to the therapy program. The information will augment what you know and will be usable in your practice in the schools or other settings.

Learner Outcomes:   Describe the latest research findings leading to causal factors involved with stuttering.  Distinguish between cluttering and stuttering speech and language behaviors.  Identify treatment objectives for cluttering, stuttering and the combined disorders.

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Session 46                                          Pediatrics-School Age
9:30 A.M.  - 11:30 A.M.
Cross-Linguistic Universals in Reading Development: Implications for Assessment and Intervention With English Language Learners, Brenda Gorman, Ph.D., Marquette University; Holly Delgado, M.A., CCC-SLP, Milwaukee Public Schools
Instructional Level:         Intermediate

There is a considerable gap in English reading achievement between English language learners and native speakers in the United States. Differentiation of whether English language learner’s struggles are symptomatic of reading disability or related to second language acquisition is often challenging. These issues highlight the need for increased insight into reading development and disability in this population. The purpose of this presentation is to provide an overview of cross-linguistic universals in reading acquisition, how reading disabilities manifest in various languages, and whether or not diagnostic and instructional approaches that are effective for native English speakers are also appropriate for English language learners. Recommendations for assessment and intervention practices for at-risk and reading disabled English language learners are provided.

Learner Outcomes:   Discuss core skills that are critical for reading acquisition across languages.  List three skills that distinguish average from poor readers who are English language learners.  Describe strategies for tailoring reading intervention to build on strengths and meet the needs of English language learners.

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Session 47                                          Schools
9:30 A.M. - 11:30 A.M.
Get Your Head in the Game -Using Common Board or Card Games to Teach, Practice, and Refine Social-Cognitive Communication Skills, Sara Kokko, M.S., CCC-SLP, Neenah Joint School District
Instructional Level:  

Speech-Language Pathologists are experts in helping clients who have difficulties in language content/form/use.  It is often "easy" to work on content and form. But then the daunting task of teaching how to use language.  A client may demonstrate adequate or even superior vocabulary and sentence construction skills yet be quite impaired, lacking the skills necessary to fully use language.  The result can be frustration and lost opportunities to share and enjoy experiences with others.  Every day is full of dynamic events that require efficient processing of verbal and non-verbal information in mere seconds.  Not every client can accomplish this.  What can be done? This presentation will discuss current research and best practices seeking to help school-age clients with social-cognitive challenges learn how to use their language for more effective and rewarding social communication.  Visual instruction/organization strategies paired with common board or card games will be the focus.

Learner Outcomes:  The participant will be able to discuss current trends in assessing and identifying children with social-cognitive/social understanding  challenges. The participant will be able to devise at least 2 visual instruction strategies/organization tools that can be implemented across a variety of home, school, community settings. The participant will be able to design specific goals and therapy plans to address social-cognitive/social understanding concepts such as organization, initiation, task persistence, flexible thinking, turn-taking, and perspective taking.

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Session 49                                          Birth-To-Six
10:30 A.M.  - 11:30 A.M.
AAC for Young Children: Risk Factors and Intervention Approaches, Katherine Hustad, Ph.D., UW-Madison; Lindsay Miles, M.S., CCC-SLP, Waisman Center
Instructional Level:         Introductory

This presentation will focus on AAC for preschoolers, with a special emphasis on children with cerebral palsy.  Risk factors for speech-motor involvement and early speech milestones will be reviewed. Myths and realities related to AAC intervention will be presented, emphasizing the complementary roles of AAC and natural speech.  AAC approaches focused on integrating speech with AAC will be discussed through the use of case examples and video segments.

Learner Outcomes:  Participants will identify risk factors for speech-motor impairment.  Participants will describe how AAC can serve to complement speech and language abilities.  Participants will describe at least one AAC intervention approach for use with preschoolers who have cerebral palsy.

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Session 50
12:30 P.M.  - 1:30 P.M.
Lunch and Learn: How to Read a Research Article, Michelle Ciucci, Ph.D., University of Wisconsin
Instructional Level:         Introductory

This informal presentation during the UW-Madison Department of Surgery-Division of Otolaryngology sponsored "Lunch and Learn
Symposium" is designed to educate the clinician/beginning researcher on how to identify the scientific questions, hypotheses, research design, and methods of a research article, as well as how to critically appraise the strengths and weaknesses of the research design and methods and integrate findings into clinical practice/research, if appropriate.

Learner Outcomes:  Identify the basic elements of a journal article.  Identify basic research design and methodological/statistical approaches.  Critically appraise strengths and weaknesses of research design/methods.

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Session 51                                          Audiology
1:45 P.M.  - 2:45 P.M.
Hearing Research in the University of Wisconsin Doctor of Audiology Program, Kim Schairer, Ph.D., University of Wisconsin
Instructional Level:         Intermediate

The purpose of this presentation is to provide a summary of the research interests of the faculty members of the University of Wisconsin Doctor of Audiology (Au.D.) program. The Au.D. program is a consortium between the Madison and Stevens Point campuses.  The overall goals of the research program are to:  1.) Provide a better understanding of how different parts of the normal auditory system process sound, and how the processes change with hearing impairment, 2.) Develop improved methods of assessment of these underlying processes, 3.) Provide a better understanding of how two ears work together and how that function changes with hearing impairment and with auditory prostheses, and 4.) Evaluate factors associated with hearing aid and cochlear implant outcomes.  Audiology doctoral students benefit from the research program by completing a capstone project that is a part of or an extension of an ongoing study in one the hearing research laboratories.

Learner Outcomes:  Participants will identify the features of sound that listeners use to identify sound sources.  Participants will be able to identify differences in performance on binaural hearing tasks among individuals with normal hearing, binaural implants, and binaural hearing aids.  Participants will be able to identify factors that affect listening that are associated with aging.

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Session 52                                          Adult-Dysphagia
1:45 PM - 2:45 PM
Biological Mechanisms Associated with Aging Voice and Swallow, Nadine Connor, Ph.D., UW-Madison
Instructional Level:         Intermediate

Anatomical and physiological changes with aging are found within the cranial sensorimotor system. This lecture will present recent studies concerning aging muscles, nerve-muscle connections, and motoneurons. The effects of specific interventions in an animal model will also be presented. These translational studies have implications for human aging and the treatment of voice and swallowing disorders.

Learner Outcomes:  Identify age-related changes in cranial muscles.  List potential treatments for age-related changes.  Demonstrate knowledge of biology principles.

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Session 54                                          Schools
12:30 P.M.  - 3:30 P.M.
The Golden Standards of Sustainable Supervision, Patricia Casey, Ph.D., UW-Whitewater
Instructional Level:         Intermediate

This presentation will focus on describing the objectives, activities, and outcomes associated with implementing, across work settings and career stages, the three golden standards of sustainable supervision. Components of the golden standards and sustainable supervision will be described. Supervisory protocols utilizing the golden standards across work settings and career stages will be discussed.

Learner Outcomes:  Participants will identify the three golden standards of sustainable supervision and will be able to demonstrate them across work settings and career stages.

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Session 55          Pediatrics-School Age
12:45 P.M.  - 4:45 P.M.
Who, Did What, Where, When: Facilitating Personal Narrative and Storytelling Skills, Patricia Becker MS, CCC-SLP, School Dist- South Milwaukee
Instructional Level:         Intermediate

Personal narrative and storytelling skills are essential to the development of our social identities and the establishment of communicative competence.  This presentation will review and apply research and evidence-based practice and provide the school-based SLP with practical information and multi-sensory assessment and intervention strategies for the elementary aged child.  Books, songs, games, activities, and websites that support retelling, story elements, questioning, main ideas, perspective, topic relevance and more will be provided.

Learner Outcomes:  The learner will review and analyze research and evidence-based practice in the area of narrative skills.  The learner will identify and apply developmental stages and grade level expectations to narrative skill assessment and intervention activities. The learner will design and implement interventions that facilitate narrative and storytelling skill development.

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Session 56                                          Birth-To-Six
1:00 P.M. - 3:00 P.M.
Together We're Better: Growing Positive Partnerships with Child Care Providers, Laura Kucharski, M.S., CCC-SLP, UWM Children's Center
Instructional Level:         Introductory

Speech, Hearing and Language professionals are more and more often working with children while they are being cared for in a child care setting.  This means that you will be working alongside child care providers, possibly in these providers' classrooms. Come hear from a child care provider who has had success in forming and growing positive partnerships with speech and hearing professionals in her classroom. Be prepared to share your own stories, about successes, struggles, and barriers in partnering with child care providers. Together we will explore strategies for increasing trust and cooperation, so that true partnerships can be grown and nurtured.

Learner Outcomes:   Participants will develop an understanding of the training, knowledge, and skills of most child care providers. Participants will develop strategies for collaborating with child care providers to develop plans and goals for children. Participants will understand some of the barriers to positive partnerships with child care providers, and generate ideas to overcome these barriers.

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Session 57                                          Birth-To-Six, School Age
1:30 P.M. - 3:30 P.M.
An Introduction to the Lidcombe Program for Preschool Children Who Stutter, Erin Dyer, M.A., CCC-SLP, BRSFD, School District of Belleville
Instructional Level:         Intermediate

Erin Dyer was trained in the Lidcombe Program during the summer of 2009. Excited with this evidence-based program for preschoolers who stutter, Erin submitted a proposal to share this program with the SLPs in her state. Although this program was not "born in the USA", the evidence from its use in Australia, Canada, and other countries indicates that it is a viable treatment program that will positively impact the lives of young children who stutter here in Wisconsin. Consider attending this session which will challenge how we look at stuttering treatment.

Learner Outcomes:  Will describe the latest research dealing with the effectiveness of the Lidcombe Approach to Stuttering in Young Children. Recognize the difference between the Lidcombe Approach and the standard approaches used in the U.S.  Identify the basic elements of the Lidcombe Approach.

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