Convention Program

Convention Program Descriptions

Thursday, February 7

Session 1                                          Professional Issues
7:30 AM - 8:30 AM
Opening Session/Evidence-Based Practice for Speech-Language Pathologists and Audiologists Working in Clinical Settings, Dennis L. Burrows, Ph.D., CCC-A, Consultant in Practice Management
Instructional Level: Introductory

The professions of Speech-Language Pathology and Audiology are not unlike all of the other medical or healthcare professions. That is, the professions are always striving to provide the best possible care for their clients/patients.  More recently, there has been an effort to implement the concept of Evidence Based Practice (EPB) into the rehabilitation professions.  Defined EBP "is the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients. The practice of evidence based medicine means integrating individual clinical expertise with the best available external clinical evidence from systematic research. (Sackett et. Al , 1996).”  Evidence based practice is one approach to improving the impact of treatments in Speech-Language Pathology and Audiology.  These clinical outcomes rely heavily on the “individual clinical expertise,” which is described as the skills and knowledge acquired by individual clinicians through clinical experience and clinical practice.  This expertise is exhibited through the increased effectiveness and efficiency of treatment and is often paired with the gathering of the best available external clinically relevant evidence.   The purpose of this presentation will be to shed some light on the concept of Evidence-based practice and to highlight the importance of evidence-based practice in the clinical setting.

Learner Outcomes:  Define Evidence-Based Practice.  Describe how evidence-based practice can be used to improve clinical practice.  Identify the process for the implementation of evidence-based practice within a clinical setting.

Session 2                                          Audiology
8:45 AM - 10:45 AM
Legal Advocacy for the Hearing Impaired: Contentious IEPs/IFSPs and Health Insurance Denials, Sheri Byrne-Haber, J.D., Let Them Hear Foundation Insurance Advocacy Program
Instructional Level: Intermediate

This presentation has two different focal points in the overall area of legal advocacy options for hearing impaired individuals in general, and people under age 22 in particular: overcoming health insurer denials for services or equipment pertaining to hearing impairment, and contested Individualized Education Plans and Individualized Family Service Plans. This presentation will help demystify the legal options available and provide clear and concise guidelines on developing a viable insurance appeal and IEP plan, as well as summarize the statistics and the status of the three-year operation of the Let Them Hear Foundation.

Learner Outcomes:  Analyze the facts of a particular case and determine which laws apply. Define various Internet research techniques required to gather information necessary to construct an appeal or due process argument. Construct valid insurance appeal or due process argument.

Session 3                                          Audiology
8:45 AM - 11:45 AM
Neuromonics Tinnitus Treatment, Carrie Cunniffe, M.S., CCC-A, Neuromonics, Inc.
Instructional Level: Introductory

Neuromonics is a company dedicated to helping individuals who suffer with tinnitus. The American Tinnitus Association (ATA) indicates that approximately 2 million Americans are so debilitated by tinnitus that they “can’t function.”  Over 800,000 Americans are diagnosed with tinnitus annually, as cited by the CDC. Neuromonics was conceived approximately 14 years ago at Curtin University of Technology in Perth, Australia by research audiologist, Paul Davis, PhD.  In this course presentation, the history and the product development of Neuromonics will be reviewed. The treatment model and the neuropathogenesis of tinnitus will be presented. The key elements of the Neuromonics Tinnitus Treatment will be discussed, as well as a summary of clinical trial data. The audiometric assessment, as well as patient candidacy and triage, will be briefly presented. The structure and flow of the Neuromonics Tinnitus Treatment Journey is reviewed. There will also be an introduction to the device that is utilized with the treatment. The Neuromonics Tinnitus Treatment (NTT) has been validated in 4 clinical trials with over 200 patients achieving over a 90% success rate at 6 months of treatment. Over 800 patients have been treated successfully to date.

Learner Outcomes:  Describe the Neuromonics Tinnitus Model.  Describe important key elements of the Neuromonics Tinnitus Treatment.  Identify the benefits of the Neuromonics acoustically modified/customized signal.

Session 4                                          Adult-Dysphagia
8:45 AM - 11:45 AM
FEES Workshop - Clinical Application of Fiberoptic Endoscopic Evaluation of Swallowing, 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 various 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:  Identify anatomic structures as visualized during endoscopy.  Achieve competency in endoscopic evaluation of swallowing function.  Define anatomy and physiology visualized with this instrument.

Session 5                                          Pediatrics
8:45 AM - 4:00 PM
Walk Awhile in My Autism, Nanette Negri, Ph.D., Autism Resources Network; Kate McGinnity, M.S., Autism Resources Network
Instructional Level:  Intermediate

This workshop will address the rationales behind doing sensitivity and awareness training with staff, family members and peers who will be or are interacting with individuals on the autism spectrum.  Through it participants will learn how to present a variety of activities designed to simulate various experiences and challenges of living with an autism spectrum disorder.  The workshop will address issues of how to help kids help each other respectfully, bullying, developing compassion for one another, and celebrating differences of all kinds.  Participants will have an opportunity to begin to develop presentations of their own to meet the individual needs of their children’s situations. This workshop is intended for anyone who cares about and/or for individuals on the autism spectrum.  Family, staff (public school, private agency, etc., and friends will find this workshop informative and useful regardless of how they interact with and/or support individuals on the spectrum.  This workshop builds compassion and understanding of autism through a variety of unique experiential activities.

Learner Outcomes:  Learn how to present a variety of activities designed to simulate various experiences and challenges of living with an autism spectrum disorder.Develop presentations of their own to meet the individual needs of their children’s situations.  Understand autism through a variety of unique experiential activities.

Session 6                                          Pediatrics
8:45 AM - 4:00 PM
The First Year of Life: What to Look For, What to Watch For, and What to Do, Cindy Michalak, M.S., CCC-SLP, Ozaukee Therapy Services; Rona Alexander, Ph.D., CCC-SLP, BRS-S

Instructional Level:  Intermediate

This 6-hour presentation is designed for speech-language pathologists who are or will be providing assessment and treatment services for infants especially during the first year of life. It will focus on infants from birth through 12 months of age as they development in the areas of general body movement, feeding/swallowing, sound production, language, and cognition. Typical developmental characteristics and indicators of atypical function in these areas will be reviewed emphasizing their significance to assessment and intervention planning. Intervention through both hands-on direct treatment and carryover activities will be discussed. Intervention activities to address specific issues in feeding/swallowing, sound production, and language will be presented. Treatment in the areas of sound production and language will focus on their relationship to cognition and play development.

Learner Outcomes:  Discuss significant aspects of typical development in the areas of feeding/swallowing, sound production, language, and cognition that occur during the first year of life. Identify two significant aspects of typical development in each of the areas of Distinguish typical developmental characteristics from characteristics that suggest possible future issues in infants from birth to feeding/swallowing, sound production, language, and cognition that occur in the first year of life. Formulate functional outcomes for areas in which change can be expected when possible future issues are detected in infants from birth to 12 months of age as discussed in this presentation. Identify intervention activities which can be implemented to address specific issues in the areas of feeding/swallowing, speech  production, language, and cognition in the first year of life. Identify one intervention activity to address a specific issue in each of the areas of feeding/swallowing, sound production, language, and cognition which may be implemented in infants during the first year of life as discussed in this presentation.

Session 7                                          Adult-Dysphagia
1:00 PM - 3:00 PM
The Effects of Surface Neuromuscular Electrical Stimulation of Masseter and Submental Muscles during Swallowing, Heather Novak, M.S., Holy Family Memorial Hospital; Ruiying Ding, Ph.D., CCC-SLP, UW-Whitewater
Instructional Level:  Intermediate

This study investigates whether 1) surface NMES of the masseter and submental muscles during swallowing improves muscle activation strength and duration or decreases muscle activation latency; 2) surface NMES produces differences between the masseter and submental muscles; and 3) surface NMES results in an age effect. Three measurement points were obtained: baseline, three hours after neuromuscular electrical stimulation, and six hours after neuromuscular electrical stimulation. There was no significant improvement between baseline and the two treatment points in maximum or average EMG amplitude in both masseter and submental muscles. In addition, there was no significant improvement between baseline and the two treatment points in muscle onset time in both masseter and submental muscles. The masseter EMG duration increased significantly, however from baseline to the second treatment point. Elderly subjects appeared to be more sensitive to surface neuromuscular electrical stimulation initially compared to young subjects.

Learner Outcomes: Understand the rationale of the research study. Understand the research design.  Understand the research finding and the implication in future research.

Session 8                                          Audiology
1:00 PM - 3:00 PM
BAHA and Implantable Technology, Kelly Munn, Au.D., CCC-A, Cochlear Americas
Instructional Level: Intermediate
Learner Outcomes: 

Session 9                                          Audiology
1:00 PM -             3:00 PM
Occupational Deafness & Worker's Compensation, Douglas Q. Johnson, JD, Johnson Law Offices; Mary Jo Helker, M.S., Johnson Law Offices
Instructional Level: Intermediate

Worker's compensation for hearing loss and hearing aids is the best kept secret in Wisconsin. Thousands of retired and retiring workers have no idea that state law permits them to be compensated for their occupational deafness and cover necessary hearing aids otherwise often uninsured. Some audiologists are involved with helping hearing impaired retired workers (and other) discover and recover their worker's compensation benefits. Many more audiologists can be a part of this process. This presentation will focus on the intersection of the audiometric, medical and legal components of worker's compensation.

Learner Outcomes:  Learn to help their patients in cooperation with legal counsel and other experts.  Learn to help their patients apply for coverage of hearing aids even for noncompensable loss hearing loss.  Learn which professionals can file WC 16B forms for WC and discuss if the law should be changed.

Session 10                                         Professional Issues
3:00 PM - 4:00 PM
Legislative Issues, Mary Bahr Schwenke; Kelly Thomason; Heather Swider, M.S., CCC-SLP, Children's Hospital of Wisconsin; Joyce King McIver; Diane Contreras; Ramie Leonard, Lobbyist, Broydrick and Associates; George Fluharty
Instructional Level:  Introductory

The Governmental Affairs Committee, VP: Governmental Affairs and the WSHA-P Lobbyist would like to invite attendees to a session to outline the legislative efforts of the Association. The panel will discuss the legislative process, the in's and out's of advocacy, issues that are currently being addressed by the committee and how attendees may participate in the legislative process to be sure that our voices are heard in regards to issues that impact our field, our professions and those whom we treat.

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.

Session 14
5:00 PM - 7:00 PM
Roundtable Discussions

An opportunity for attendees to discuss hot topics and network with other professionals on issues of interest. Each table will be assigned a facilitator. Participants will be notified when 30 minutes has lapsed, at which time they have the opportunity to move to another area of interest, or remain at their present table if they choose.

Learner Outcomes: Discuss top topics in the fields of audiology, speech pathology, legislative, healthcare, etc.

Friday, February 8

Session 15
7:45 AM - 8:45 AM
Exhibitors One-On-One Sessions

Participating vendors will provide information relative to speech-language pathology and audiology in areas such as product information, services, technology, industry trends or professional issues. This information will be presented in small groups of 10-15 participants in 20-minute sessions. At the signal, participants will move to another vendor who will provide a prepared, informative and educational presentation. Vendors are strictly prohibited from making sales pitches or recruiting during the presentation. These sessions present an opportunity to hear vendors present in a small group setting, allowing participants to not only interact with vendors, but to enter into a dialogue with other professionals specific to a product or service.

Learner Outcomes: Relate information specific to a product or service's target population. Identify pros and cons of a product or service. Describe the product or service to a potential client/patient.

Session 16                                         Audiology
9:00 AM - 11:00 AM
Clinical Management of the Tinnitus Patient, Robert W Sweetow, Ph.D., Director of Audiology; Professor of Otolaryngology; University of California
Instructional Level: Intermediate

Tinnitus, a subjective, and usually incurable symptom, creates a significant management quandary for audiologists.  For the suffering person to whom the statement "There is nothing that can be done for you" has been made, the audiologist often represents the “final hope”.   Although tinnitus affects millions of individuals, it remains a poorly understood phenomenon.  While a variety of clinical management procedures including masking, drugs, surgery, electrical stimulation, hearing aids, alternative approaches, biofeedback, cognitive-behavioral therapy and tinnitus re-training (habituation) exist, none have proven universally effective and none have withstood the rigors of the test of time. In this session, a lecture critically analyzing theories and treatment approaches will be presented, followed by a demonstration counseling session with a “tinnitus patient” and then an open discussion and audience participation. Particular emphasis will be placed on the neurophysiological approach to habituation and on cognitive-behavioral therapy. In addition, new procedures such as the Neuromonics acoustic desensitization program and trans-cranial magnetic stimulation will be discussed. A comparison and demonstration of the various acoustic signals employed in sound stimulation therapy will be presented. The course is designed to provide audience members with practical solutions and functional skills that can be immediately utilized in their clinical practice.  Handouts showing the slides used in the course will be made available.

Learner Outcomes:  Discuss various psychological and physical theories of tinnitus.  Create history forms and worksheets for assessing the severity of the problem.  Demonstrate a working knowledge of how current management strategies can be applied to specific patients.

Session 17                                         Pediatrics
9:00 AM - 11:00 AM
Working With Linguistically Diverse Children and Families: Challenges and Strategies, Raquel Anderson, Ph.D., Indiana University
Instructional Level: Introductory

The purpose of this presentation is to introduce practicing clinicians who work with children and their families to best practices when working with linguistically diverse children. Within this discussion, the following topics will be discussed: (1) typical language acquisition in second language learners and bilingual first language learners, (2) implications for assessment and intervention, (3) assessment strategies, and (4) strategies for working with families. The presentation will focus on working with young children (0-5 year of age) and will be interactive in nature. The use of case studies will be used to guide the discussion.

Learner Outcomes:  Identify main patterns of language development in child SLA and BFLA learners.  Develop an assessment protocol for a linguistically diverse child that follows best practices.  Identify strategies to increase parent-clinician partnerships when working with linguistically diverse children.

Session 18                                         Pediatrics
9:00 AM - 11:00 AM
Early Intervention in the Speech and Language Classroom to Close the Achievement Gap for At-Risk Preschoolers, Jayne Jaskolski, M.S., CCC-SLP, Milwaukee Public Schools
Instructional Level: Intermediate

This action research project set out to quantify and demonstrate the value of investing in early intervention, using the level of service in the early childhood speech and language classroom, as a means to closing the achievement gap for at-risk students. This project, in its third year, addresses the research question, “How will participation in a self-contained intensive speech and language classroom, which provides a rich literacy curriculum at school and at home, prepare the children to be at grade level when they enter the kindergarten setting?”  The author has gathered data using action research to develop many strategies to address the needs of at-risk preschoolers in Milwaukee Public Schools to close the achievement gap. This project is in its third year with the support of the author’s NEA Foundation Action Research Fellowship with the Teacher’s Network Leadership Institute and NYU, as well as various grants to support its mission.

Learner Outcomes: List three benefits of using action research in their therapeutic practice.  Identify speech and language challenges for at-risk preschool children.  Compile at least three strategies to use with speech and language delayed at-risk preschoolers.

Session 19                                         Pediatrics
9:00 AM - 12:00 PM
Central Auditory Processing Disorder (CAPD), Donna Geffner, Ph.D., CCC-SLP/A, St. John’s University
Instructional Level:  Intermediate

This workshop will address the definition of auditory processing skills, the related deficits, and the identifying characteristics for recognition and management in the home and classroom. Evidence based practice in the remediation and treatment of Auditory Processing Disorders (C)APD will be addressed along with the relationship of audition to reading skills. The role of audition in phonological and phonemic awareness contributes to the understanding of and the identification of literacy competence. The co-morbidities associated with Central Auditory Processing Disorders (C)APD will be discussed.

Learner Outcomes:  Define (Central) Auditory Processing and its Disorders.  Identify the characteristics of a person with APD.  Develop strategies and efficacious techniques to address and treat auditory processing disorders.  Develop management strategies to effectively reduce difficulties processing the auditory message. List the co-morbidities associated with auditory processing disorders.

Session 20
9:00 AM - 12:00 PM
Parkinson's Disease, Erwin Montgomery, Ph.D., School of Medicine and Public Health

Learner Ouctomes:

Session 21                                         Pediatrics
9:00 AM - 12:00 PM
Assessing Children for Reading Disabilities: An SLPs Guide to Test Selection, Interpretation, and Recommendations, R. Jane Lieberman, Ph.D., University of Central Florida; Linda Lombardino, Ph.D., University of Florida
Instructional Level: Intermediate

The purpose of this presentation is to prepare SLPs to conduct comprehensive assessments of children's pre-literacy and literacy skills. A multi-component model for testing reading in children will be presented along with specific tests that address each of the constructs included in the model. Participants will be taught to develop profiles of children's strengths and weaknesses based on test performance and interview data to aid in determining the nature of the reading disability (i.e., differential diagnosis) and in selecting core instructional content and strategies for facilitating improved reading.

Learner Outcomes:  Learn which tests to use to assess core reading skills.  Learn how to determine the nature of a reading disability.  Learn how to use test interpretation data to inform treatment.

Session 22                                         Pediatrics
11:00 AM - 12:00 PM
Evaluation and Treatment of Pediatric Voice Disorders, Shannon Theis, Ph.D., UW Medical School; Sarah Melton, M.A, CCC-SLP, UW Medical School; J. Scott McMurray M.D, UW Medical School
Instructional Level: Intermediate

Voice disorders are common in the pediatric population; however, the impact of childhood dysphonia is often downplayed. Pediatric voice problems can negatively affect communication, social interactions, scholastic performance, and self-esteem. This presentation will focus on the following three topics: 1) assessment of pediatric voice disorders including laryngeal visualization and acoustic and aerodynamic measures; 2) medical and surgical management of voice disorders and; 3) behavioral management of pediatric dysphonia in the form of voice therapy. Behavioral voice therapy can be completed with children as young as preschool age, and follows many of the same principles as voice therapy for adults. Discussion regarding modifications and adaptations of voice therapy programs to motivate young children and school-age children will also be presented in this session.

Learner Outcomes:  Identify techniques for evaluating the pediatric larynx.  Classify pediatric voice disorders.  List three techniques used in pediatric voice therapy.

Session 23                                         Audiology
11:15 AM - 1:15 PM
Issues in Audiology in the State of Wisconsin, Laura Feldhake, Au.D., CCC-A, Premier 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 along with .  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 3 changes in the Joint Committee's updated statement.  Demonstrate knowledge of 2 new CPT codes for 2008.

Session 24
12:15 PM - 1:15 PM
Current Topics/Working Lunch

Session 25                                         Adult Other
1:30 PM - 2:30 PM
LSVT for Parkinson's Disease, Sherri Zelazny, M.A CCC-SLP, University of Wisconsin
Instructional Level:  Intermediate

The Lee Silverman Voice Treatment® is the first evidence based treatment for motor speech and phonatory impairments in Parkinson’s Disease. The therapy focuses on improving phonatory effort and self monitoring as a means of improving vocal communication. Up to 90% of individuals with Parkinson’s Disease will have communication impairment secondary to the same stiffness, rigidity, slowness and tremor that affect the body, and all patients have reported progress after completing the treatment. Current medications and surgical options have not been effective in treating communication disorders in Parkinson’s. This session will explain and describe the LSVT with examples of treatment success.

Learner Outcomes:  Identify the five  basic concepts of LSVT.  Identify criteria for candidacy for LSVT.  Identify the speech disorder most commonly associated with Parkinson's Disease.

Session 26                                         Pediatrics
1:30 PM - 3:30 PM
Pediatric Nutrition: Something Old and Something New!, Janelle Peterson, RD, LD, CNSD, Pediatric Home Service
Instructional Level: Intermediate

The presenter will provide an overview of pediatric nutrition. This will cover specialty diets, special formulas, and how we feed different children with special needs. The presenter will touch on special diets for SMA, metabolics, autism, celaic disease, and other diagnoses that have been associated with a special diet.

Learner Outcomes:  Identify how to feed different children with special needs.  Describe specialty diets for various special needs patients.  Identify special formulas for pediatric nutrition.

Session 27                                         Adult Other
1:30 PM - 3:30 PM
Jaw Tension and Temporal Mandibular Joint Dysfunction: What We Can Do for the Voice Patient who has Jaw Problems, Miriam van Mersbergen, Ph.D., CCC-SLP, UW, Madison
Instructional Level:  Introductory

Many voice patients presents with jaw tension and joint dysfunction which impair optimal resonance and impede recovery from hyperfunctional voice difficulties. This workshop will review oral facial and jaw anatomy, its effect on oral resonance and phonation, describe temporal mandibular joint dysfunction and its treatment, and train participants in treatment for jaw tension including stretching and external and intraoral massage as a treatment for jaw tension.

Learner Outcomes:  Describe the contribution of jaw posture to voicing and resonance.  Sate the three basic types of TMJ dysfunction and provide five treatments for TMJ dysfunction.  Demonstrate minimal competence in oral stretching and massage for the voice patient.

Session 28
1:30 PM - 3:30 PM
Augment Your Communication Skills ‘AAC & Autism’, Joni Nygard, M.S., CCC-SLP, Attainment Company, Inc.
Instructional Level:

Persons with autism spectrum disorder (ASD) can better understand their environment and the routines and the expectations within it through the use of visual supports. This lowers the anxiety levels and results in more appropriate behavior. Come and join this intriguing session which highlights augmentative alternative communication (AAC) strategies and tools for individuals with autism spectrum disorder.

Learner Outcomes: Identify four important roles of AAC. Demonstrate understanding of terminology connecting AAC and Autism. List three strategies to augment receptive language.

Session 29                                         Pediatrics
1:30 PM - 4:30 PM
Current Reading Research & Practical Treatment Ideas for Monday Morning, Elizabeth C. Crawford, M.S., CCC-SLP, Interventions for the Florida Center for Reading Research (FCRR)
Instructional Level: Intermediate

Speech-language pathologists (SLPs) in both school and hospital settings are often overwhelmed with large caseloads and paperwork. Their busy schedule does not leave much time for reading the latest research. This seminar will update the SLP with highlights of the most relevant findings of reading research published and disseminated since the findings of the National Reading Panel in 2000. It will also provide guidelines for future searches to stay current on information relevant to SLPs in their workplace. The participants will gain knowledge in what research indicates are the characteristics of effective intervention and how they apply to supporting spoken and written language intervention. Resources and activities to be used based on the above research will also be shared and made available for participants.

Learner Outcomes:  Examine highlights of reading research published since the report of the National Reading Panel in 2000.  Uncover resources and references to access reading research for their future professional development.  Obtain practical therapy ideas involving the conclusions from reading research.

Session 30                                         Audiology
1:30 PM - 5:30 PM
Moving Beyond the Hearing Aid Evaluation: Comprehensive Aural Rehabilitation, Robert W. Sweetow, Ph.D., Director of Audiology; Professor of Otolaryngology; University of California
Instructional Level: Intermediate

In this session, it will be proposed that the generic “hearing aid evaluation” be replaced by an “Auditory Communication Assessment” (ACA) that is designed to yield results leading to an “Individualized Communication Enhancement Plan” (ICEP) for every patient. The Functional Communication Assessment (ACA) is a battery of objective and subjective measures intended to assess residual auditory function beyond that which is determined by pure tone and monosyllabic word recognition in quiet testing.  From these data, a resulting ICEP would be constructed to contain any or all of the following: education and counseling, communication strategies, individualized auditory training, hearing aids, assistive listening devices, and group education and therapy. The goal is to shift our focus from one that is product oriented (i.e., centered around hearing aids), to one that is process oriented (centered around enhancing communication). The reason for this change is straightforward. Hearing aids are designed to provide access to acoustic information.  However, communication, the ultimate objective for our patients, encompasses not only hearing, but listening skills, cognitive-based interpretation, and communication strategies. Hearing aids may (or may not be) one of the components of an overall rehabilitation plan, but a rehabilitation plan is not a component of hearing aids. In other words, the current tendency to supplement hearing aid fittings with additional therapy is misguided. Instead, hearing aids should supplement the global plan of communication treatment. When the focus is placed on hearing aids, it can inadvertently create an unnecessarily restriction on our ability to provide comprehensive care, and this can send the wrong message to patients and other
stakeholders. The ACA should ascertain the practical abilities and needs of the individual patient. This is information that cannot be directly obtained from basic testing (that is, pure tone audiometry and speech recognition testing in quiet). The assessment does not require a battery of new tests. Rather, it is can be done using existing subjective and objective test measure that are presently underutilized, such as the HHIE-S, COAT, ECHO, CSOA, QuickSIN, HINT, ANL, and PPT . The components of the ICEP are dependent on the results of the FCA. It is essential that the concept of the FCA and ICEP be introduced at the very outset of the patient process.  Test procedures and case examples illustrating how this approach can be practically implemented will be presented and discussed. A rehabilitation approach based on the findings will be outlined.   Hearing-impaired individuals have neural plastic changes along with relearning of sound patterns. Some individuals utilize compensatory strategies that may result in successful hearing aid use. Others, however, are not so fortunate. Modern hearing aids can provide audibility, but may not rectify spectral and temporal resolution, susceptibility to noise, or degradation of cognitive skills associated with aging. Auditory training has long been advocated to enhance communication but has never been time or cost-effective. LACE (Listening and Auditory Communication Enhancement), is a cost effective, home-based, interactive adaptive computer program designed to engage the adult hearing impaired listener in the hearing aid fitting process, provide listening strategies, build confidence, and address cognitive changes characteristic of the aging process. In addition, it provides the audiologist or speech-language pathologist with a means of performing remote monitoring of patient progress. Concepts underlying the development of this therapy will be described. The software will be demonstrated and multi-site validation data will be presented.

Learner Outcomes:  Understand the functional limitations of the current typical diagnostic test battery.  Determine which clinical measures can provide information beyond the audiogram and word recognition score.  Establish an approach that creates an individualized communication enhancement plan for each individual undergoing a functional communication assessment.

Session 31
2:30 PM - 3:30PM
Evidence-Based Evaluation and Treatment for Dysphagia in Parkinson's Disease, Molly Knigge, M.S., CCC-SLP, UW Voice and Swallow Clinic

Parkinson’s Disease has a great impact upon the quality of life, nutrition and respiratory health of those patients it afflicts. This presentation will review the clinical and videofluoroscopic characteristics of dysphagia in Parkinson’s Disease, as well as summarize recent evidence that is shaping its treatment. The impact of medical and surgical treatments for Parkinson’s Disease upon swallowing function will be presented. Evidence regarding the role that Lee Silverman Voice Treatment may play in the treatment of dysphagia will also be discussed.

Learner Outcomes: Identify videofluoroscopic signs associated with Parkinson's Disease. List physiologic benefits gained from swallowing treatment for Parkinson's Disease.

Session 32                                         Adult Other
3:30 PM - 4:30 PM
Parkinson's Disease Resources in Wisconsin, Jessica Hahn, B.S., University of Wisconsin
Instructional Level: Introductory

This one-hour presentation will be about the American Parkinson Disease Association Information and Referral Office of Wisconsin and what it all has to offer to patients and how WSHA-P members can help their clients gain more information about Parkinson's Disease.

Learner Outcomes:  Describe where to find reliable information about Parkinson's Disease.  Educate their clients about reliable Parkinson's Disease information.

Session 33                                         Pediatrics
3:30 PM - 5:30 PM
On the Road Again Providing Effective and Successful Therapy in a Natural Environment, Missy Kueht-Becker, M.S., CCC-SLP, Lutheran Social Services; Linda Anton, M.S., CCC-SLP, HealthReach
Instructional Level: Intermediate

This session is designed to provide an interactive discussion on the benefits and challenges of providing therapy in natural environments. We will discuss health and safety, family expectations and perceptions, use of space and materials, and cultural considerations. We will also discuss professional networking and isolation.

Learner Outcomes:  Identify advantages and disadvantages of providing speech therapy in a natural environment.  Provide potential solutions to overcome the disadvantages and make the most of a home speech therapy visit.  Problem solve challenging situations that one may encounter.

Session 34                                         Adult Other
3:30 PM - 5:30 PM
Managing Patient Resistance to Recommendations, Eva Van Leer, M.S., MFA, CCC-SLP, UW Hospital and Clinics
Instructional Level:

Clinicians from all areas of speech pathology and audiology are familiar with patient resistance: active opposition to the clinician’s influence. Patients may resist recommendations to increase home practice of treatment exercises, quit smoking, use a hearing aid, or stop engaging in vocally damaging behaviors. Recommendations to family members and patients of clients can be met with resistance as well. Verbal strategies to reduce patient resistance to behavior change recommendations are a fundamental part of counseling and psychotherapy training, but are typically not covered in speech & hearing curricula. “Client-centered” counseling skills and “Motivational Interviewing” are evidence-based interaction techniques that can be applied by the speech-language pathologist, audiologist, or health care provider to improve the quality of conversations about patient change and reduce resistance. This hands-on lecture-workshop will discuss a conceptual model of patient resistance and present a core set of practical strategies to manage it. We will practice these strategies together.

Learner Outcomes:  Discuss a conceptual model of patient resistance.  Describe a core set of practical strategies to manage the conceptual model.  List a set of practical strategies to manage the conceptual model.

Session 35                                         Pediatrics
4:30 PM - 5:30 PM
Using Dynamic Screen for Students with Autism Spectrum Disorder (ASD): Are They Effective?, Gary Cumley, Ph.D., UWSP
Instructional Level:  Intermediate

Information from the National Research Council and the American Speech-Language-Hearing Association taskforce will be presented regarding the scientific evidence of the effectiveness of different intervention approaches for children with ASD. Case information about four children seen at a university speech language clinic will be summarized across their different intervention approaches; dietary interventions, medications, Applied Behavioral Analysis (ABA)/discrete trial methods, and the Picture Exchange Communication System (PECS) (Frost & Bondy, 1994, 2002).  A dynamic screen voice output device was introduced into each child’s intervention plan. Discussion will focus on overlay design, planned activities, short-term objective development and outcome data.

Learner Outcomes:  List three findings of the National Research Council and ASHA regarding the effectiveness of different intervention approach with children with ASDList at least two advantages of introducing AAC techniques to children with ASD.  List two advantages of the introduction of a dynamic screen voice output device into the intervention plan for a child with
 
Session 36                                         Pediatrics
4:30 PM - 5:30 PM
Application of Evidence-Based Practice (EBP) in Stuttering Treatment, Carol Seery, Ph.D., CCC-SLP, UW-Milwaukee ComSDis Dept
Instructional Level: Introductory

The principles and aims of EBP will be reviewed: clinical expertise, current best evidence, client/patient values. The dilemmas and challenges raised in applying EBP to stuttering treatment will be discussed. A model and set of steps for addressing EBP decisions will be described and illustrated by a hypothetical case. Participants will consider how to evaluate factors related to each of the three components of the model: scientific evidence, client data, and professional experience. Participants will practice engaging in EBP decisions by applying the model and steps with a sample case.

Learner Outcomes:  Explain the principles and aims of EBP treatment.  Recognize issues that pose challenges to EBP in stuttering treatment.  Apply principles of EBP to stuttering treatment decisions.

Session 37                                         Adult Other
4:30 PM - 5:30 PM
Update on Glottal Insufficiency, Seth Dailey, MD, University of Wisconsin Madison; Susan Thibeault, Ph.D., CCC-SLP, University of Wisconsin Madison
Instructional Level:  Intermediate

Laryngeal disorders that involve glottal insufficiency are a common component of laryngologic and speech pathology practices and have thus triggered many different treatment approaches, including voice therapy, laryngeal framework surgery, and vocal fold augmentation. This seminar will review and update common practice patterns for glottal insufficiency. This will include diagnosis, surgical and behavioral management. The latest research avenues for glottal insufficiency will also be presented.

Learner Outcomes:  Describe surgical management of glottal insufficiency.  Understand research avenues being studied for glottal insufficiency.  Describe diagnosis of glottal insufficiency.

Session 38
7:30 PM - 8:30 PM
Quest for the Cup University Competition
Instructional Level: Intermediate

This is a competition between the university student programs in Communication Disorders. Each team will consist of 5 members: 3 students, 1 faculty (clinical or academic), and 1 state association member. Questions and answers will follow a Jeopardy-style format. Questions will represent those typically found on the NESPA/Praxis examination. Points will be awarded for correct answers. The university with the most points will be awarded prizes. Prizes will be awarded to first, second, and third place teams. Teams and audience members are encouraged to wear appropriate collegiate attire and bring banners or other props to advertise teams. Prizes will be awarded to the most creative team. CEUs are awarded to teams and audience cheerleaders.

Learner Outcomes: Identify the nature of and interventions for speech, language and hearing. Identify the nature of and intervention for swallowing, and communication disorders. Understand the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates for communication disorders.

Saturday, February 9
Session 39
7:30 AM - 8:30 AM
ASK WSHA-P: Professionals Working for Your Pressions
This session will utilize a panel discussion format comprised of WSHA-P Executive Board members, the ASHA Legislative Councilor, and a State Legislator to focus on issues and trends impacting the professions of speech-language pathology and audiology including reimbursement, legislation at state and federal levels, graduate level training programs, state and licensure requirements. Panel members will detail how these issues directly impact the practices of speech-language pathologists and audiologists and will provide information as to how actions at the local, state and national levels can influence change. Audience members will be given an opportunity to ask questions and to contribute to the discussion.
Instructional Level: Intermediate

Learner Outcomes: Describe the history of Wisconsin licensure and certification requirements related to the schools. Identify at least three issues impacting service delivery. List pending legislation impacting our professions at both a state and national level.

Session 40                                         Audiology
8:45 AM - 10:45 AM
Reducing the Fear Factor - Intro to Adult FM, Jennifer Lyons, M.S., CCC-A, Phonak Hearing Systems
Instructional Level: Intermediate

FM systems have a long history in the pediatric population to improve the signal-to-noise ratio in the classroom. We also know by using a personal FM system, we can address communication challenges that involve distance, reverberation, and/or background noise with patients of all ages. Past studies have shown that FM technology can improve speech recognition in noise by as much as 10 to 20 dB over the unaided listening condition. Appropriate FM technology selection for adults will be discussed. Participants will gain perspectives towards applying FM solutions in conjunction with existing hearings systems to improve the quality of life in adults. Research and case studies will be shared as well as recommendations for adult FM candidacy and fitting protocols.

Learner Outcomes:  Describe two main components for an FM system to function.  Describe candidacy selection criterion for adult patient use.  List benefits of utilizing FM technology with the adult population.

Session 41                                         Pediatrics/Adult
8:45 AM - 10:45 AM
Vocal Cord Dysfunction (Part 1) - A Very Confusing Disorder, Florence Blager, Ph.D., CCC-SLP, University of Colorado Health Sciences Center and National Jewish Medical and Research Center
Instructional Level: Intermediate

In 1983, Vocal Cord Dysfunction was considered the "National Jewish Disease",  since  the disorder was not recognized and differentiated from lower airway disease - asthma  - at other clinical settings.  Since then, physicians and speech pathologists around the world have become familiar with this disorder and are diagnosing and treating it effectively, frequently referring to it as Paradoxical Vocal Fold Motion.  This presentation will cover history and development of diagnosis and treatment, clinical presentation of these patients, subgroups that evolved as more patients were diagnosed and the differentiating treatment approaches developed to meet the unique presentation of patients with Vocal Cord Dysfunction/Paradoxical Vocal Fold Motion.

Learner Outcomes:  Awareness of the history of diagnosis and treatment of Vocal Cord Dysfunction.  Presenting Clinical Symptoms of patients with Vocal Cord Dysfunction.  Evolution of Treatment approaches to meet specific patient needs.

Session 42                                         Pediatrics
8:45 AM - 10:45 AM
Preschool Options Project: Serving Young Children with Disabilities in Community Settings Through Age 5, Carolyn  Christian; Mary Joslin M.S., CESA #10

Instructional Level:  Introductory

Preschool Options Project is a continuation of a research-based grant conducted in Wisconsin to determine the effectiveness of a variety of services provided to young children with disabilities. This project takes the data gathered from this research and assists local school districts and community based programs with the requirement that all districts provide a continuum of program options for preschool children identified with disabilities. Developing and implementing this range of options is a challenge given that each district may have different natural environments to consider in developing their range of services.

Learner Outcomes:  Learn the benefits of utilizing natural environments for all children.  Learn about methods and supports available to assist districts and community based programs in developing a range of options.  Learn about examples of speech and language services being provided by Wisconsin schools in a variety of setting.

Session 43
8:45 AM - 12:45 PM
Psychological Factors in Patients with Dizziness - Concepts, Detection and Treatment, Jeffrey, P. Staab, MD, M.S., University of Pennsylvania
Instructional Level: Intermediate

Psychological problems have been described in patients with dizziness for more than 150 years, but the nature of medical and psychiatric factors that trigger and sustain dizziness has been the subject of longstanding debate. Over the last 30 years, increasingly sophisticated research has yielded explanations for many of the problems encountered by clinicians in managing chronic or recurrent dizziness. More importantly, investigators have developed effective methods to diagnose and treat the illnesses that cause this often-baffling complaint. This half-day program will use a combination of didactic presentations, illustrative case materials, and audience discussions to (1) explore historical and modern concepts of medical-psychiatric interactions in patients with dizziness, (2) review efficient and effective assessment tools that audiologists can incorporate into their practices to identify psychological morbidity in patients with dizziness, and (3) examine medical, psychological, and rehabilitative treatments for patients with persistent dizziness.

Learner Outcomes: Understand the interactions between medical and psychiatric factors that cause and sustain dizziness. Apply these concepts to the recognition of clinically significant psychological problems in patients with dizziness. Appreciate emerging strategies to treat psychological morbidity in patients with dizziness.

Session 44
8:45 AM - 12:45 PM
The Vulnerable Elderly Patient with Dysphagia: Assessment and Management, Joe Murray, Ph.D., CCC-SLP, BRS-S, VA Ann Arbor Healthcare System; Paula Sullivan, M.S., CCC-SLP, BRS-S, ASHA Fellow, VA Hospital
Instructional Level:

In this session, the speakers will discuss the syndromes and conditions commonly associated with medical fragility, frailty, or compromise in elderly patients with dysphagia. The session will review salient features of the physical examination and chart review, pertinent lab values in Failure To Thrive (FTT), instrumental assessment and the management of the adult FTT patient. Further discussion will include the speech-language pathologists’ critical role in assisting the patient, his/her decision maker, and the medical team in the decision making process relative to artificial nutrition and hydration. Discussion will include risks and benefits of artificial nutrition and hydration, effects of starvation and dehydration, quality of life considerations, and resources available to speech-language pathologist serving the terminally ill.

Learner Outcomes: Identify differences in FTT in child and adult populations. Identify organic and non-organic causes for FTT. Identify syndromes commonly associated with failure to thrive in adult patients.

Session 45                                         Adult Other
8:45 AM - 5:00 PM
Cognitive-Communication Disorders of Dementia: Assessment and Intervention, Tammy Hopper, Ph.D.,CCC-SLP
Instructional Level: Intermediate

In this program, assessment and treatment of cognitive-communication disorders of dementia will be discussed within the framework of the International Classification of Functioning, Disability and Health (ICF; World Health Organization, 2001). The session will begin with a review and update on the latest findings related to cognition and communication in individuals with Alzheimer’s disease and other types of dementia. The presenter will explain standardized and non-standardized techniques for assessment of cognition, communication and behavior in dementia. The section on assessment will provide the basis for a discussion of goal-setting and measuring progress in treatment. Finally, evidence-based interventions will be discussed using case examples and video clips to illustrate treatment principles and theory.

Learner Outcomes:  Explain dementia and its effect on cognitive-communication abilities.  Implement appropriate assessment techniques for describing cognitive-communication abilities of individuals with dementia and determining appropriate goals.  Select functional goals for individuals with dementia.

Session 46                                         Pediatrics
8:45 AM - 5:30 PM
RTI and SLPs:  A Foot in the Door for Inclusive Services for Students with Language Impairment, Barbara J  Ehren, Ed.D., CCC-SLP, University of Central Florida
Instructional Level:  Intermediate

Responsiveness to Intervention  (RTI) has received considerable attention as a new approach to preventing and/or identifying students with learning disabilities.  For SLPs, interacting with teachers and other professionals within RTI models provides a golden opportunity to be seen as “insiders” within the educational community.  As insiders, SLPs are in an advantageous position to structure more inclusive services for students with language impairment and engage in real partnerships with teachers.  This session will review the key elements of RTI as a springboard for considering more inclusive services in the schools and will provide specific ideas for working effectively with language and literacy in classrooms.

Learner Outcomes: Reach a common understanding of RTI.  Compare and contrast the respective language/literacy roles of classroom teachers, SLPs and other professionals within RTI models.  Explain the key principles of maintaining a therapeutic focus and sharing the responsibility for student success in providing inclusive language services.

Session 47                                         Pediatrics
9:00 AM - 11:00 AM
Evidence Based Interventions for Academic Success: Using the Peabody Picture Vocabulary Test-Fourth Edition (PPVT-4) and the Expressive Vocabulary Test-Second Edition (EVT-2) and the Bridge of Vocabulary to Address Vocabulary Skill Development, Christina Biloh, M.Ed., Ed.S., NCSP, Pearson Assessments
Instructional Level: Intermediate

This presentation will address the importance of using research based interventions and psychometrically sound assessment tools when evaluating vocabulary skill development and its impact on the reading process. The new PPVT-4, EVT-2 and the Bridge of Vocabulary -the only explicit vocabulary intervention program tied to evidence based research and curriculum standards- will be featured in this presentation. The content, psychometric properties and changes to the PPVT-4 and EVT-2 will also be reviewed. This presentation will include specific examples of evidence based techniques that improve vocabulary skill development- connecting language skills to literacy abilities. It will also demonstrate how to monitor student progress in this area. ASHA's position statement on Response to Intervention and a case study highlighting the use of these instruments will also be shared.

Learner Outcomes:  Explain how vocabulary skill development impacts the reading process.  List evidence-based intervention techniques and activities that have an impact on vocabulary skill development.  Describe the features and psychometric properties of the PPVT-4 and EVT-2.

Session 48                                         Audiology
10:45 AM - 12:45 PM
Pediatric FM, Megan Quilter, M.S., Phonak Hearing
Instructional Level:  Intermediate

Learner Outcomes: 

Session 49                                         Pediatrics
10:45 AM - 12:45 PM
Drooling: What Works Besides the Bandana, Robert Beecher, M.S., CCC-SLP, Children's Hospital of WI
Instructional Level: Intermediate

This presentation will provide a foundation of knowledge regarding the saliva production system, the purposes of saliva, and the abilities required for saliva control. The psychosocial impact on the child who drools and the family will be discussed. Causes of drooling and current treatment modalities will be presented using a case study model. Experiences from the Children’s Hospital of Wisconsin Saliva Control Clinic will be shared.

Learner Outcomes:  List three purposes of saliva.  Identify four causes of drooling.  Discuss three treatment strategies to improve saliva management.

Session 50                                         Pediatrics
10:45 AM - 12:45 PM
Vocal Cord Dysfunction: (Part 2) - The Role of the Speech Pathologist in Various Settings, Sherri K. Zelazny,  M.A., CCC-SLP, University of Wisconsin
Instructional Level: Intermediate

Paradoxical Vocal Fold Motion is a heterogeneous disorder found in individuals of all ages in a variety of settings. The speech language pathologist may encounter PVFM in schools, hospitals, and outpatient clinics. Knowledge of PVFM etiology, signs and symptoms of PVFM, important case history questions and need for referrals and additional evaluation are crucial in the triage of children and adults outside the medical setting. This program will outline the role of the speech pathologist, case history intake for schools, hospitals and outpatient clinics, important diagnostic assessment and referral ! guidelines. Examples of PVFM, misdiagnosed PVFM and behavioral treatment training will be shown. A clinical pathway will be discussed. Treatment guidelines and protocols will also be provided.

Learner Outcomes:  Identify three important aspects of case history intake in PVFM.  Identify the clinical pathway for PVFM management.  Identify the role of the SLP in various settings related to PVFM.

Session 51                                         Pediatrics
11:00 AM - 12:00 PM
A Baker's Dozen: Thirteen Strategies to Expand Vocabulary Skills, Peg Hutson-Nechkash, Barneveld School District
Instructional Level: Intermediate

Vocabulary is one of the five areas crucial to reading development. Many students with language/learning disabilities have limited vocabularies. Choosing words for intervention is a demanding and inexact task. This session will explore characteristics of students with limited vocabularies and the impact on their speaking and reading. Guidelines for word selection will be given and word lists discussed. In addition, direct vs. indirect instruction of words will be examined. Finally, thirteen, ready-to-use strategies to boost students\' vocabulary development will be presented. These strategies are research-based, combine speech and print supports and engage students of all ages.

Learner Outcomes:  Identify the impact of a limited vocabulary on students\' reading and speaking.  Select meaningful words to teach students of all ages.  List 13 strategies to boost vocabulary development.

Session 52
2:00 PM - 3:00 PM
The Joint Committee on Infant Hearing (JCIH): Review and 2007 Updates, Elizabeth Seeliger, M.A., CCC-A, Wisconsin Sound Beginnings
Instructional Level:

Learner Outcomes: 

Session 53                                         Audiology
2:15 PM - 4:15 PM
Recharging the Industry: Siemens' Active Product Line, Kevin Ratay, Siemens Hearing Instruments
Instructional Level: Intermediate

This presentation will cover the latest innovations in the hearing healthcare industry, focusing on rechargeable and receiver-in-canal hearing aids. The Centra Active and Cielo2 Active, Siemens' most recent products offering these features, will be the primary basis of discussion. In addition, it will offer an in-depth comparison to similar products from other manufacturers, as well a discussion regarding the overall benefit and future of this technology.

Learner Outcomes:  Learn to identify the features and benefits of this hearing aid technology.  Learn to apply the benefits of this technology to patients in a clinical setting.  Learn the different versions of this technology available throughout the industry.

Session 54                                         Pediatrics
2:15 PM - 4:15 PM
Velocardiofacial Syndrome(VCFS): Medical, Educational and Psychosocial Alphabet Soup, Susan Carneol, M.S., CCC-SLP, Children's Hospital of Wisconsin
Instructional Level:  Introductory

Velocardiofacial syndrome (VCFS) is a multi-system disorder caused by a deletion of the q11.2 position of chromosome 22. It is currently associated with over 180 physical, medical and neurodevelopmental findings including: heart defects, palate abnormalities, subtle facial dysmorphology, speech/language delays and disorders, hearing loss, learning disabilities, ADHD, and poor social skills. VCFS is significantly under-diagnosed and under-treated. Negative educational, social emotional, and vocational outcomes can be avoided or minimized with appropriate diagnosis, intervention, and case management. This session will educate SLP’s and audiologists about the syndrome, as well as provide resources for medical, educational, and psychosocial intervention.

Learner Outcomes:  State appropriate diagnostic measures to assess speech and language correlates of individuals with VCFS.  List at least five medical/health issues associated with VCFS.  State the “typical” learning profile of a child with VCFS.

Session 55                                         Adult-Dysphagia
2:15 PM - 4:15 PM
Collaboration of Dysphagia Services Between Long-Term Care and Acute Care Speech-Language Pathologists, Angela Higgins-Jed, M.S., CCC-SLP, People First Rehabilitation; Mary Below, M.S., CCC-SLP, Langlade Memorial Hospital
Instructional Level: Intermediate

Have you ever received an outpatient for a videofluoroscopic study (VFS) not sure what the goal of the assessment is for? Have you ever received the results of a VFS that did not coordinate with the patient’s long term treatment plan? This session will provide examples how coordinated efforts between two speech-language pathologists (SLP) provided comprehensive dysphagia assessment. Patients benefited by a reduced number of VFS and “functional” simulation during the VFS which included compensatory strategies the cooperating SLP was training prior to the instrumental exam. Case studies will show the collaboration made for optimal treatment plans for a variety of patients.

Learner Outcomes:  Identify roles for SLP in acute care and long term care settings in dysphagia management.  Formulate three questions to coordinate effective dysphagia services for long term care patients.  Identify two ways to apply this service delivery model in their setting.

Session 56                                         Adult Other
2:15 PM - 4:15 PM
Advances in Laryngeal Imaging of Vocal Fold Vibrations, Rita Patel, Ph.D., CCC-SLP, UW Madison, Dept of Surgery
Instructional Level: Intermediate

Stroboscopy is the current gold standard in laryngeal imaging. Stroboscopy uses the Talbot’s law of persistence of vision to create an optical illusion of apparent motion. With maximum recording rate of 30 frames per second stroboscopy is unable to capture vocal fold vibrations of phonation that ranges between 90-300Hz. Failure to extract the fundamental frequency, common with patients with moderate to severe disturbance of voice quality, renders stroboscopy invalid due to motion artifacts introduced by tracking errors. With advances in digital technology high speed imaging of vocal fold vibrations has become a clinical reality. High speed digital imaging captures vocal fold vibrations at up to 4000 frames per second. This enhances visualization allows the observation of previously unavailable information related to vocal fold anatomy in motion. High speed imaging is useful to clinically differentiate spasmodic dysphonia from muscle tension dysphonia. It is also useful in identifying the specific areas of stiffness and monitor return of vibration following phonosurgery. 

Learner Outcomes:  Relate kymography, high speed, and stroboscopy to specific conditions.  Understand the role of different imaging techniques.  Use imaging techniques more effectively for assessment and treatment of voice disorders.

Session 57                                         Pediatrics
2:15 PM - 5:15 PM
Differentiation and the School-Based SLP: Assessment and Instructional Strategies for the Preschool-Elementary Age Child, Patricia Becker, M.S., CCC-SLP, S. Milwaukee School District
Instructional Level: Introductory

What do differentiation, multiple intelligences, and brain-based learning research have in common? They all provide a springboard for more effective speech and language assessment and instruction. This presentation will provide the school-based SLP with hundreds of strategies for the "different learner." Come prepared to refresh and revive your practice with hands-on games, activities, and materials appropriate for individual, small group or classroom-based interventions.

Learner Outcomes:  Apply knowledge of differentiation, multiple intelligences, and brain-based learning research to speech and language assessment and instruction.  Develop individual, small group and classroom-based strategies that measure and facilitate progress towards their students’ individual educational goals.  Compare and self-evaluate past, current , and future assessment and instruction to research and evidence-based practice.

Session 58                                         Audiology
3:00 PM - 5:00 PM
The Importance of Early Intervention for Children With Hearing Loss, Holly Kloiber, M.S., CCC-SLP, WI DPI; Theresa  Walske, M.S., CCC-SLP, Birth-3 Specialist, WI DPI; Sherry Kimball, M.S., CCC-SLP, WI DPI
Instructional Level: Introductory

Wisconsin has many resources for children identified with a hearing loss during the newborn hearing screening. Overviews of several programs and resources will be shared. State experts in the field of hearing loss will collaborate to provide a comprehensive picture of services available within the State.

Learner Outcomes:  List three resources to offer parents and professionals once a child is identified with a hearing loss.
Identify two contact people within the State knowledgeable in the area of hearing loss in young children.

Session 59                                         Adult-Dysphagia
4:00 PM - 5:00 PM
Dysphagia Screening of Acute Care Stroke Patients, Jodi Statz Hernandez, M.S., CCC-SLP, UW Hospital; Molly Knigge, M.S., CCC-SLP, UW Hospital; Amy Baillies, M.S., CCC-SLP, UW Hospital
Instructional Level: Intermediate

The Joint Commission has recently mandated that “a screen for dysphagia should be performed on all ischemic/hemorrhagic stroke patients before being given food, fluids or medication by mouth” (Joint Commission, 2006), which many speech pathologists are well aware of. As practicing speech pathologists in an acute care setting, this places increased demands upon the timeliness in which we are able to assess our patients. This session will provide basic background regarding dysphagia in patients who have suffered a stroke. This forum will provide an opportunity to discuss UW Hospital’s newly developed dysphagia screening protocol as we meet the demands of this JCHACO mandate and the resulting requests of our neurologists as we strive to improve patient care. The advantages and disadvantages in the development of this protocol will be discussed, as well as possible future development of screening acute stroke patients.

Learner Outcomes: Identify dysphagia associated complications related to acute stroke.  Formulate protocols for dysphagia assessment within their work environment.  Recognize the advantages and disadvantages to dysphagia screening protocols.

Session 60                                         Adult Other
4:00 PM - 5:00 PM
Diagnosis and Treatment of Voice Disorders Across the Lifespan, Brian Petty, M.A., CCC-SLP, University of Wisconsin
Instructional Level: Intermediate

Voice disorders are commonly identified among patients in all stages of life. This presentation and workshop will focus on identification of vocal problems among pediatric and adult patients, standard vs. optimal diagnostic procedures for voice disorders, and practice of common treatment modalities for voice disorders.

Learner Outcomes: List common voice disorders among pediatric and adult patients.  Identify appropriate diagnostic procedures for voice disorders.  Perform initial portions of commonly-used treatment modalities for voice disorders.