2013 ASHA Convention Program Book

Understanding Your Audiogram
Date
Name
Audiologist
Frequency (Pitch) in Hertz (Hz)

High pitch
Low pitch
Hearing level in decibels (dB)
PROGRAM BOOK
500
250
-10
2000
1000
4000
8000
-10 soft
10
10
f th
20
p
z v
30
40
50
mdb
el
u
h g
20
Slight
Mild
40
50
60
70
70
80
80
90
90
100
100
110
110
120
120 loud
Middle Ear
Normal
30
ch sh
oa
r
60
Outer Ear
Category
Moderate
Moderately
severe
Severe
Profound
Notes
Inner Ear
Semicircular Canals
Malleus
Stapes
Incus
Vestibular Nerve
Cochlear Nerve
Ear Canal
8th Cranial
Nerve
Cochlea
Eardrum
Eustachian Tube
Reprinted with permission.
Understanding Your Audiogram
NOVEMBER 14 - 16 CHICAGO, IL
Recommend Hamilton CapTel to your

patients who just cant hear on the phone.
Since 2003, Hamilton CapTel has made over
25 million captioned telephone conversations
possible for individuals with hearing loss.
This is the kind of trusted experience
you and your patients can count
on every day.
While the Hamilton CapTel phone ensures clarity and
condence for your patients allowing them to read
while listening to what's being said on the phone the
Hamilton CapTel Hearing Healthcare Program makes it
easy to enhance the value of your patient relationships.
Its a simple program, a simple process and it simply
works for both you and your patients.
Call 800-826-7111 or visit HamiltonCapTel.com/hhc
Join Hamilton CapTel at the 2013

ASHA Convention Booth #1038
Complimentary in-oce
phone and display stand
Complimentary in-oce
promotional materials
Simple certication
and order process
About ASHA.............................................................................................................. 4
Table of Contents
Proven. Trusted. Simple.
Welcome Messages................................................................................ 5
Convention Program Committee.............................................................. 8
Schedule at a Glance............................................................................... 10
Registration Information.......................................................................... 13
Exhibit Hall Information & Floor Plan........................................................ 15
Information for Presenters........................................................................ 19
General Information (A-Z)................................................................................................ 20
Hotels, Shuttles & City Map............................................................................................ 26
Maps of McCormick Place........................................................................ 29
Pre-Convention Activities......................................................................... 32
Social Events & Lounges.......................................................................... 33
Opening General Session........................................................................ 35
ASHA Awards Ceremony.......................................................................... 37
Auxiliary Presentations........................................................................... 38
Academic Affairs & Research Education.................................................... 40
Research Symposium............................................................................... 41
Just for Students & The NSSLHA Experience.............................................. 42
ASHFoundation....................................................................................... 44
Special Interest Groups............................................................................ 46
Continuing Education Information........................................................... 48
Presenter Disclosures............................................................................... 50
Session Formats...................................................................................... 51
Program Planner & Mobile App............................................................... 52
How to Use the Program Book................................................................. 53
Short Courses.......................................................................................... 54
Jointly Developed Sessions & Named Lectures (and Premier).................... 60
Thursday Oral Seminars.......................................................................... 63
Friday Oral Seminars................................................................................ 89
Saturday Oral Seminars............................................................................ 115
Technical Clinical Sessions........................................................................ 137
Technical Research Sessions..................................................................... 147
Poster Information................................................................................. 169
Poster Sessions........................................................................................ 170
Author Index........................................................................................... 236
The CapTel 840i requires telephone service and high-speed Internet access. WiFi Capable.
Captioned Telephone Service is designed exclusively for individuals with hearing loss and is funded and
regulated by the Federal Communications Commission. To learn more, visit www.fcc.gov.
Copyright 2013 Hamilton Relay. All rights reserved. CapTel is a registered trademark of Ultratec, Inc.
2013 ASHA Convention Program Book 1
FEED YOUR MIND
Our sponsors are helping to make the

2013 ASHA Annual Convention a great
event for every attendee.
Earn ASHA CEUs
Please take a moment to stop by to say thanks!
Save 10% on all ASHA CEU Courses!

Visit
Booth 1426
www.ProgressusTherapy.com
CompleteSpeech
Get nourished. Be enriched.

9813b
About the ASHA Convention

The ASHA Convention is the premier annual event for speechlanguage pathologists, audiologists, and speech, language,
and hearing scientists. Bringing together more than 12,000
attendees, the annual Convention provides you with a once-a-year
opportunity to learn about the latest evidence-based research,
polish clinical skills, improve techniques, and gain new tools and
resources to advance professional development.
Welcome From the ASHA President
The 2013 ASHA Convention theme, The Magic of Teamwork:

Science and Service Delivery, focuses on the magical moments that
occur as speech-language pathologists, audiologists, and speech,
language, and hearing scientists use evidence-based practices
to improve the lives of individuals experiencing communication
disorders.
As you may know, one of my passions away from my work setting is magic, and I am
delighted to be able to express that passion as part of this years Convention theme,
The Magic of Teamwork: Science and Service Delivery. It has certainly been true for
me that magic moments occur when our use of evidence-based practices results
in dramatic improvements in the lives of individuals experiencing communication
disorders.
Join your colleagues for the comprehensive programming,

cutting edge education, and energized atmosphere of the ASHA
Convention!
On behalf of the ASHA Board of Directors, I am

delighted to welcome you to the 2013 ASHA Convention!
2013 Board of Directors

Patricia A. Prelock, PhD, CCC-SLP
President
Elizabeth S. McCrea, PhD, CCC-SLP
President-Elect
ASHA is the national professional, scientific, and credentialing

association for more than 166,000 members and affiliates who are
audiologists, speech-language pathologists, speech, language,
and hearing scientists, audiology and speech-language pathology
support personnel, and students. Audiologists specialize in
preventing and assessing hearing and balance disorders as well as
providing audiologic treatment, including hearing aids. Speechlanguage pathologists identify, assess, and treat speech and
language problems, including swallowing disorders.
Vision
Making effective communication, a human right, accessible and
achievable for all.
Mission
Empowering and supporting audiologists, speech-language
pathologists, and speech, language, and hearing scientists through:

advancing science,
setting standards,
fostering excellence in professional practice, and
advocating for members and those they serve.
Contact ASHA
ASHA National Office

2200 Research Boulevard
Rockville, MD 20850-3289
Members: 800-498-2071
Non-Member: 800-638-8255
Fax: 301-296-8580
TTY (Text Telephone Communication Device): 301-296-5650
www.asha.org
4 2013 ASHA Convention Program Book
Shelly S. Chabon, PhD, CCC-SLP

Immediate Past President
Wayne A. Foster, PhD, CCC-SLP/A
Chair, Audiology Advisory Council
Perry F. Flynn, MEd, CCC-SLP
Chair, Speech-Language Pathology Advisory Council
Neil T. Shepard, PhD, CCC-A
Vice President for Academic Affairs in Audiology
Shari Robertson, PhD, CCC-SLP
Vice President for Academic Affairs in Speech-Language
Pathology
Donna F. Smiley, PhD, CCC-A
Vice President for Audiology Practice
Gail J. Richard, PhD, CCC-SLP
Vice President for Speech-Language Pathology Practice
Carolyn W. Higdon, EdD, CCC-SLP
Vice President for Finance
Theresa H. Rodgers, CCC-SLP
Vice President for Government Relations and Public Policy
Barbara J. Moore, EDD, CCC-SLP
Vice President for Planning
Howard Goldstein, PhD, CCC-SLP
Vice President for Science and Research
After attending nearly 30 ASHA Conventions, I continue to be impressed with the incredible
opportunities afforded to me to support my professional growth. Our 2013 Convention sessions will
be filled with examples of new discoveries and the latest evidence-based research. Dont miss our
Meritorious Postersdistinguished for extraordinary, exceptional, and innovative work. Explore the
products and services represented by our many exhibitors. Bring your questions and suggestions to
the Board at our Member Forum. And, take the time to welcome students and recent graduates, see
old friends, and network with new colleagues. The Convention is a place to reinforce your ties to the
ASHA community and gain renewed excitement about being a part of our great professions.
Before I close, I would be remiss if I did not extend special thanks to the Program Committee and our
2013 Convention team. They have given generously of their time and talents throughout the year
to enhance both the Convention content and process to make sure this event is better than ever.
Registration hours have been extended and registration procedures improved. The addition of PreConvention activities has increased CEU opportunities. More networked session rooms are available
to provide instant overflow access for popular sessions.
Welcome From the ASHA President
About the American

Speech-Language-Hearing
Association (ASHA)
ASHA is your host for the largest gathering of audiologists and speech-language pathologists in the
world, and it is wonderful to return to the Windy City and to McCormick Place, which offers one of
the largest exhibition spaces in North Americamore than two million square feet. Were excited to
be using this outstanding convention venue to showcase the latest advances in our discipline and to
share some special moments.
One of the great things about magic is that it leads to new ways of thinking and believing. I hope
that, as members of teams engaged in the science that guides our practice, you will challenge
yourself to explore this years Convention activities and share in the magic of these next few days.
Look for innovation, entertain different perspectives and consider possible connections between
science and practice. And in the words of Roald Dahl, above all, watch with glittering eyes the whole
world around you because the greatest secrets are always hidden in the most unlikely places. Those
who dont believe in magic will never find it.
Robert E. Novak, PhD, CCC-A

Vice President for Standards and Ethics in Audiology
Jennifer B. Watson, PhD, CCC-SLP
Vice President for Standards and Ethics in Speech-Language
Pathology
Carlin F. Hageman, PhD, CCC-SLP
National Student Speech Language Hearing Association
(NSSLHA) National Advisor
Arlene A. Pietranton, PhD, CAE
Chief Executive Officer
Patty Prelock, PhD

2013 ASHA President
P.S. There will be lots of walkingand possibly runningto and from sessions at the Convention
Center, as McCormick Place is quite expansive. I invite you to join me in wearing tennis shoes to get
from session to session!
Delivering Nutritional Needs

SafeStraw
A Volume Limiting
Drinking Aid
NEW, Reusable Design
Successfully delivers
approximately 1 tsp
of fluids per sip.
STANDARD
PREEMIE
Helps to successfully transition babies from non-oral to oral feeds.
Assists with the prevention of aspiration when drinking fluids

and with oral motor control of a liquid bolus.
Controlled flow of nutrition utilizing six, easy to adjust, settings

including zero flow (for non-nutritive sucking).
The 2013 ASHA Convention Program, The Magic of Teamwork:

Science and Service Delivery, goes beyond the imagination! It is
not an illusion but an extraordinary mix of amazing professionals
sharing important information and new ideas. Thanks to our fellow
ASHA members, we received a record number of submissions for this years
Convention program.
Assist with the prevention of aspiration while the baby

learns to coordinate a timely suck, swallow, breath sequence.
The Convention Program Committee and the National Office Convention

program team worked extremely hard, waved their magic wands, and
abracadabra!we have 2,387 accepted sessions for you to choose
from, including 36 Short Courses, 123 invited speaker sessions, 896 oral
presentations, and 1,450 posters! We have pulled a new type of session out of the hat
the Technical Clinical Session, so be sure to give us your feedback on these sessions.
Dont miss this years premier sessions: 1334: Medical Genetics and Its Application to
Speech, Hearing, and Craniofacial Disorders, presented by Nathaniel Robin on Friday at
8 a.m., and 1424: An Interdisciplinary Approach to Management of the Dizzy Patient,
presented by Faith Akin and Courtney Hall on Friday at 1 p.m. They will be captivating
presentations!
SafeStraw: Patent Pending Controlled Flow: US Patent No. 6,966,904
Phone: 800.551.7096
Fax: 800.455.5678
www.BionixMed.com
Join Our Network
Ben and Jerry will be sharing their teamwork recipe for success in the Opening General
Sessionan enchanted way to start the Convention. Ice cream, anyone? And you dont
want to miss the astounding Awards Ceremony honoring our marvelous colleagues. At
the ceremony, Erik Weihenmayer will receive the Annie Award. Eriks amazing life journey
is the ultimate example of teamwork, and his inspirational message will uplift all of us. His
unique message and his book, The Adversity Advantage, help illustrate the power in all of
us, individually and working together, to reach new heights and accomplishments.
Onsite Training
Distance Education
Coaching & Mentoring
Educational Products
Classroom Consultation
Virtual Home Visits
As Convention Co-Chairs, we also want to extend a very special thank you to our
wonderful Topic Chairs and their dedicated committee members! We appreciate
everything they have done to make this convention magical! And we would be remiss
if we didnt give a shout out to our local host, the Illinois Speech-Language-Hearing
Association, for their wonderful assistance in planning this great convention.
Scan to view our distant

education trainings and
products.
Consultant
uditory
Resource
A
Network
Welcome From the Convention Co-Chairs
PROMO CODE: TS-03-13 2013 Bionix Medical Technologies.
Visit Us
at Booth
#1139
Welcome to Chicagoits our kind of town!
Tested BPA
& Phthalate Free.
Two versions allow use with both thin or nectar thickened fluids.
Disassembles for easy cleaning with hot water and

soap, or the top rack of a non-industrial dishwasher.
Welcome From the Convention Co-Chairs
Controlled
Flow Baby
Feeder
Boys Town National Research Hospital

Visit Educational Outreach at
boystownhospital.org/hearingservices
Colleen ORourke
Convention Co-Chair for Audiology
Donise Pearson
Convention Co-Chair for Speech-Language
Pathology
2013 Convention Program Committee

Academic and Clinical
Education: Clinical
Education and
Supervision
Debra Schober-Peterson,
Topic Chair
Wendy Bloom
Lynda Coyle
Alicia Davis
Jean Jackson
Brenda Marx
Kevin McNamara
Ann Michael
Louise Raleigh
Shannon Salley
Marla Staab
Betsy Vinson
Mary Whitaker
Elissa Zylla-Jones
Sarah Ginsberg,
Topic Chair
Theresa Bartolotta
Audrey Bernard
Valerie Boyer
John Folkins
Jennifer Friberg
Rik Lemoncello
Kerry Mandulak
Tena McNamara
Byron Ross
Carrie Tamayo
Jennifer Taylor
Education: Scholarship
of Teaching and
Learning (SoTL) in CSD
Colleen Visconti,
Topic Chair
Shari DeVeney
Donald Goldberg
Regina B. Grantham
Fran Hagstrom
Adrienne Hancock
Kia Johnson
Jennifer Kent-Walsh
Susan Latham
Patti Solomon-Rice
Adult Hearing:
Screening and
Assessment
Steve Kramer,
Topic Chair
Laura Dreisbach-Hawe
Jeffrey Larsen
Rebecca Meier
Andrew J. Vermiglio
Cathy Binger,
Topic Chair
Laura Ball
Aimee Dietz
Pat Dowden
Kathy Drager
Susan Fager
Julie Stratton Feuerstein
Amy Goldman
Jennifer Kent-Walsh
Amie King
Joanne Lasker
Mary Ann Lowe
Shelley Lund
John McCarthy
Miechelle McKelvey
Nimisha Muttiah
Bill Ogletree
Wendy Quach
Laura Richardson
Gloria Soto
Jen Thistle
Gail van Tatenhove
Olli Wendt
Krista Wilkinson
Lauren Zubow
Autism Spectrum
Disorders
Sherry Sancibrian,
Topic Chair
Angela Barber
Suzanne Bonifert
Jenny Brown
Betsy Crais
Bill Cupples
Debby Daniels
Sylvia Diehl
Anna Dvortcsak
Michelle Flippin
Kay Holman
Michelle Ivey
Gini Kelly
Margaret Kjelgaard
Emily Lakey
Lauren Matthews
Lindee Morgan
Bill Ogletree
Kristine Retherford
Alisha Richmond
Pam Rollins
Hugo Segura
Trisha Self
Stacy Shumway
Laurie Swineford
Diane TwachtmanCullen
Kelly Whalon
Diane Williams
Juliann Woods
Business, Management,
and Professional Issues
Julie Noel,
Topic Chair
Renee Bogschutz
Dennis Burrows
Marguerite Burtis
Kathy Coufal
Mark DeRuiter
Jeanane Ferre
Karen Golding-Kushner
Larry Higdon
Melanie Hudson
Kate Hutcheson
Melissa Jakubowitz
Debby Kerner
Sue Ellen Krause
Janna Smith Lang
Mary Beth MasonBaughman
Martha McGlothlin
Bob Novak
Paula Rhyner
Judy Rudebusch
Barbara Samfield
Debbie Sears
Cross Disciplinary
Issues
Ashley Frazier,
Topic Chair
Arnell Brady
Mary Kristen Clark
Holly Hanley
Abby Hemmerich
Laura Justice
Lisa Keane
Brenda Louw
Tedd Masiongale
Carolyn Mayo
Robert Mayo
Patrick R. Walden
Fluency
Shelley Brundage,
Topic Chair
Hayley Arnold
Gordon Blood
Anne Bothe
James Brinton
Courtney Byrd
Alexandra Caines
Craig Coleman
Derek Daniels
Tony diLollo
Joe Donaher
Rod Gabel
Sheryl Gottwald
Barry Guitar
Charlie Healey
Shelly Jo Kraft
Marilyn Langevin
Walt Manning
Julie McGanney
James Panico
Nan Ratner
Tommie Robinson
Jay Sasisekaran
Kathy Scaler Scott
Glen Tellis
Rita Thurman
Peitzu Tsai
Evan Usler
Chris Weber-Fox
Katie Winters
Patricia Zebrowski
Global Issues and
Practices Across the
Discipline
Dan Tullos,
Topic Chair
Peggy Jacobson
Lillian Larson
Mariene Salas-Provance
Bertha Clark Smith
Rebecca Weaver
Hearing Science
John Ferraro,
Topic Chair
Sumatrajit Dhar
Kostas Kokkinakis
Fadi Najem
Infant and Child
Hearing: Screening and
Assessment
Karen Munoz,
Topic Chair
Lori Leibold
Ryan McCreery
Pat Roush
Diane Sabo
Intervention/
Habilitation for Infants
and Children With
Hearing Loss
Melody Harrison,
Topic Chair
Amy Birath
Kristina Blaiser
Paula Brown
Aneesha Fairley
Thomas Page
Lori Pakulski
Gale Rice
Sharon Ringwalt
Elizabeth Walker
Sharon Willliams
Kathryn Wilson
Intervention/
Rehabilitation for
Adults With Hearing
Loss
Frederick Britten,
Topic Chair
Kathleen Cienkowski
Jeffrey DiGiovanni
Kathryn Schwartz
Sue Ann Erdman
Roy Shinn
Barbara Weinstein
Issues in Culturally and
Linguistically Diverse
Populations
Rob Fox,
Topic Chair
Nada Allender
Dolores Battle
Ken Bleile
Tracey Graves
Ana Claudia Harten
Yolanda Holt
Janaye Houghton
Robin Jones
Pui Fong Kan
Yolanda Keller-Bell
Sueann Lee
Brenda Louw
Leslie McClain
Sharynne McLeod
Dianne Meyer
Monique Mills
Shawn Nissen
Abbie Olszewski
Ellen Reulere
Larry Small
Shurita Thomas-Tate
Stacey Wallen
Karla Washington
Language and Learning

in School-Age Children
and Adolescents
Amy L. Weiss,
Topic Chair
Linda S. Larrivee,
Topic Chair
Suzanne Adlof
Stacy Betz
Elizabeth Kay-Raining
Bird
Patricia Cleave
Kerry Ebert
Tom Ehren
Lizabeth Finestack
Dana Fritz
SallyAnn Giess
Gail Gillon
Aphroditi Gouvousis
Allison Haskill
Valerie Johnson-Nunez
Margaret Kjelgaard
Anthony Koutsoftas
Tamika LeRay
Lesley Maxwell
Peter Meulenbroek
Anne Michalek
Christy Wynn Moland
Ryan Nelson
Marilyn Nippold
DeAnne Owre
Rhea Paul
Sean M. Redmond
Emily S. Maloney
Vicki Samelson
Linda Bland Stewart
Kathy Strattman
Geraldine Theadore
Teresa Ukrainetz
Krystal Leigh Werfel
Language Disorders in
Adults
Stacie Raymer,
Topic Chair
Lori Altmann
Gilson Capilouto
Leora Cherney
Angela Ciccia
Patrick Coppens
Christina delToro
Michael deRiesthal
Aimee Dietz
Neila Donovan
Mira Goral
Margaret Greenwald
Nancy Haak
Stacy Harnish
Ellen Hickey
Dan Kempler
Diane Kendall
Esther Kim
Julia King
Anthony Pak-Hin Kong

Lynn Maher
Jamie Mayer
Nancy Paul
Yvonne Rogalski
Amy Rodriguez
Meghan Savage
Janet Simon Schreck
Pam Smith
Kim Graham Smith
Sarah Wallace
Brenda Wilson
Bruce Wisenburn
Language in Infants,
Toddlers, and
Preschoolers
Amanda Owen Van

Horne,
Topic Chair
Megan Dunn Davison,
Topic Chair
Mary Alt
Sophie Ambrose
Alison Bean
Donna Boudreau
Kathryn Brady
Maria Brea-Spahn
Anny Castilla-Earles
Alison Scheer Cohen
Sandra Combs
Laura DeThorne
Jan Edwards
Liza Finestack
Denise Finneran
Lisa Goffman
Shelley Gray
Hugo Guo
Jill Hoover
Jayne Jaskolski
Cheryl Messick
Ben Munson
Gus Polite
Sonja Pruitt-Lord
Cathy Qi
Matthew Rispoli
Megan Roberts
Shelley Scarpino
Mary Beth Schmitt
Vicki Simonmeier
Nina Capone Singleton
Derek Stiles
Anu Subramanian
Thelma Uzonyi
Lisa Wisman Weil
Kerry Proctor Williams
Language Science
Sandra Gillam,
Topic Chair
Liza Finestack
Ron Gillam
Pamela Ann Hadley
Alan Kamhi
Elina Mainela-Arnold
Sean M. Redmond
Tammie Spaulding
Stephanie Stokes
Motor Speech in Adults
and Children
Edythe Strand,
Topic Chair
Deanna Britton
Heather Clark
Kate Connaghan
Christopher Dromey
Maria Grigos
Jessica Huber
Katie Hustad
Adam Jacks
Julie Liss
Edwin Maas
Monica McHenry
Carole Roth
Shimon Sapir
NeuroAudiology and
(Central) Auditory
Processing Disorders
Sridhar Krishnamurti,
Topic Chair
Samuel Atcherson
Robert Burkard
Saravannan Elangovan
Annette Hurley-Larmeu
Jeffrey Weihing
Research Issues Across
the Discipline
Jaynee Handelsman,
Topic Chair
Lynn Williams,
Topic Chair
Dolores Battle
Chris Dollaghan
Brian Goldstein
Alex Johnson
K. L. Johnson
Ray Kent
Christy Ludlow
Jay Sasisekaran
Nancy Scherer
Anita Vereb
Speech Science
Carole Ferrand,
Topic Chair
Nassima Abdelli-Beruh
Stephen Cavallo
Don Finan
Michael Kulesa
Robin Samlan
Stephen Tasko
Rene Utianski
Speech Sound
Disorders in Children
Voice, Resonance, and

Alaryngeal Speech
Lynn Flahive,
Topic Chair
Elise Baker
Nancy Creaghead
Peter Flipsen
Gail Gillon
Kathy Jakielski
Rebecca McCauley
Ben Munson
Megan Overby
Jaime Perry
Kelly Schussler
Ruth Stoeckel
Ann Tyler
Shelley Velleman
Maggie Watson
Linda Carroll,
Topic Chair
Supraja Anand
Julie BarkmeierKraemer
Alison Behrman
Ryan Branski
Christina K. Burns
Nadine Connor
Kim Corbin-Lewis
Tanya Eadie
Eileen Finnegan
Jackie Gartner-Schmidt
Marina Gilman
Patricia Gomeztrejo
Virginia Hinton
Jody Kreiman
Helena Laciuga
Jan Lewin
Lori Lombard
Leslie Mahler
Barbara Messing
Claudio Milstein
Jennifer Muckala
Kathy Nagle
Chaya Nanjundeswaran
Diane Orbelo
Rita Patel
Kathe Perez
Jan Potter Reed
Marci Rosenberg
Bari Ruddy
Sarah Schneider
Denise Stats-Caldwell
Kenneth Tom
Mike Towey
Eva van Leer
Chris Watts
Judith Wingate
Swallowing and
Swallowing Disorders
Mary Casper,
Topic Chair
Mohammad Ahmed
Nesreen Alawami
Sheryl Amaral
Cheryl Anselmo
Mary Bacon
Julie Bisbee
Loreen Blumenthal
Sue Brady
Caryn Easterling
Donna Edwards
Neina Ferguson
Memorie Gosa
Colleen Gould
Alice Inman
Ann Kulichik
Sara Laughlin
Cathy Lazarus
Barbara Messing
Joe Murray
Paula Leslie
Samantha Procaccini
Erin Redle
Luis Riquelme
Cesar Ruiz
Jo Shackelford
Deb Suiter
Michele Tristani
Aneesha Virani
Ashley Wright
Vestibular/Balance
Assessment and
Rehabilitation
Sherri Jones,
Topic Chair
Tucker Gleason
Julie Honaker
Kristal Mills Riska
2013 Convention Program Committee

Education: General
Academic Education
Augmentative
and Alternative
Communication (AAC)

Alaryngeal Speech:
Cleft/Craniofacial
Anomalies
Jamie Perry,
Topic Chair
Adriane Baylis
David Fitzsimons
Lynn Marty Grames
Judith LeDuc
Kerry Mandulak
Mary OGara
Alice Smith
Kristina Wilson
Local State/Host
Representatives
Jeanane Ferre
Denise Prohaska
Morning
6 a.m.
8 a.m.
Afternoon
10 a.m.
12 noon
2 p.m.
Schedule at a Glance
Evening
4 p.m.
6 p.m.
8 p.m.
10 p.m.
WEDNESDAY
ASHA Board, Committee and Council Meetings; Affiliate Meetings
Registration and Materials Pick-up

Pre-Convention Symposium
and Workshops
First Timers
Orientation
Special Events and Receptions
(PAC, CE Provider, Town Hall)
Wednesday, November 13
Friday, November 15
8:00 a.m. 6:00 p.m.

ASHA Board, Committee, and

Council Meetings; Affiliate
Meetings
11:00 a.m. 7:00 p.m.
Registration and Materials
Pick-Up
1:00 p.m. 5:00 p.m.
Pre-Convention Activities:

Symposium and Workshops
5:00 p.m. 6:30 p.m.
First Timers Orientation
6:00 p.m. 10:00 p.m.
Special Events and Receptions
7:00 a.m. 6:00 p.m.

8:00 a.m. 6:00 p.m.
8:30 a.m. 11:30 a.m.
9:00 a.m. 5:00 p.m.
9:00 a.m. 5:00 p.m.
12:00 noon 1:00 p.m.
1:30 p.m. 4:30 p.m.
6:30 p.m. 8:30 p.m.
8:30 p.m. 10:30 p.m.
Thursday, November 14
Saturday, November 16
Registration
Education Sessions/Posters
Short Courses
Exhibit Hall and Career Fair
The NSSLHA Experience
Lunch in the Exhibit Hall
Short Courses
Awards Ceremony
Open Houses and Receptions
Registration and Materials Pick-up Open

Twilight
Sessions
ASHFoundation
Fundraiser

Lunch in
Exhibit
Hall
Short Courses
Welcome
Reception
Special Events and

Receptions
Registration
FRIday
ASHFoundation
Founders
Breakfast
Short Course
Lunch in
Exhibit
Hall
Awards
Ceremony
6:00 a.m. 6:00 p.m.

8:30 a.m. 10:00 a.m.
11:00 a.m. 6:30 p.m.
10:30 a.m. 6:30 p.m.
12:30 p.m. 1:30 p.m.
1:30 p.m. 4:30 p.m.
5:00 p.m. 6:30 p.m.

6:30 p.m. 7:30 p.m.
8:00 p.m. 10:00 p.m.

Registration and Materials

Pick-Up Open
Opening General Session
Short Courses
Welcome Reception in the
Exhibit Hall
Twilight Education Sessions
ASHFoundation Fundraiser, and
Other Special Events
7:00 a.m. 2:00 p.m.

8:00 a.m. 6:00 p.m.
8:30 a.m. 11:30 a.m.
9:00 a.m. 2:00 p.m.
12:00 noon 1:00 p.m.
1:30 p.m. 4:30 p.m.
6:30 p.m. 8:30 p.m.
Registration
Short Courses
Short Courses
Closing Party at Hard Rock Cafe
Open Houses
and Receptions
Schedule at a Glance
Thursday
Opening
General
Session
Short Courses
Saturday
Registration
Short Courses
Lunch in
Exhibit
Hall
Your ASHA Circle of Support
Closing Party
Learn tips and strategies to help achieve growth and balance
Short Courses
November 14th and 15th ASHA Career Fair, Halls F1-F2

CLASS TOPICS
PauseAre you on your to-do list
SMART Goals. Get ONE!
Progress, Not PerFection
Life PlanningFind your Why
And more!
Cookies will be served!

Prize drawings for an iPad and gift cards!
Mini-workshops with a life coach!
Giveaways!
FREE
EVENT!
9988a
Finding
the Right
Insurance
is Easy . . .
Registration
CC, Level 3, Lobby Area
Friday, November 15
Badges & Ribbons

Your badge is your passport to the ASHA Convention. Name
badges are issued to all registered attendees, regardless of
registration type, and must be worn at all times to gain entrance
to sessions, events, and all areas of the Convention. One-day
registrants have the day they selected for attendance prominently
printed on their badges.
As an ASHA member, you are eligible to take advantage of a variety of valuable benefits and insurance plans. We have done the
research. Marsh understands that your insurance needs may not be the same as other professionals insurance needs. Thats why Marsh
offers group insurance plans specifically designed for ASHA members.
P
rotect yourself from the costs of malpractice
lawsuits and claims.
Disability Income Plan***
H
elp safeguard your standard of living should
you become totally disabled.
Hospital Income Insurance Plan***
Add a daily benefit to what you receive from

your basic medical plan to help defray the
costs of a hospital stay that can be left behind
by your medical plan.
Pet Insurance
Provides peace of mind knowing you can care

for your pet no matter what the cost.
Term Life Insurance Plan***
Help guard your familys future with life

insurance coverage at an affordable price.
Smart Savings
A
SHA Member Discount Mall special offers
and amazing discounts! Smart Savings is a
members-only discount mall that provides
ASHA members with access to hundreds of
brand name retailers and local merchantsall
from one website.
Group Enhanced Dental

Insurance Plan**
This plan offers you and your family coverage

for diagnostic and preventive care, as well as
most specialty dental treatments.
Group Accidental Death &

Dismemberment Insurance Plan*****
Helps to protect you and your insured family
members by providing accident protection
that covers you year round ... anywhere in
the world.
Business Equipment Program
Protect your business-related equipment.
Long-Term Care
Prepare for the long-term care you or a

loved one may need.
Short-Term Medical****
A temporary health insurance plan that

offers coverage for 30180 days.
For more information, including costs, exclusions, limitations and terms of coverage,
please contact the insurance administrator, Marsh U.S. Consumer, a service of Seabury & Smith, Inc:
Call toll-free 1-866-795-9340 or visit us at

www.slhadvisor.com or www.proliability.com/60469
Administered by Marsh U.S. Consumer, a service of Seabury & Smith, Inc.
Plans may vary and may not be available in all states. All coverages are subject to the terms and conditions of the group policy.
* Underwritten by Liberty Insurance Underwriters Inc., a member company of Liberty Mutual Insurance
55 Water Street, New York, New York 10041. May not be available in all states. Pending underwriter approval.
** Underwritten by The United States Life Insurance Company in the City of New York
*** Underwritten by Hartford Life & Accident Insurance Company, Simsbury, CT 06089
****Insurance Products are issued and underwritten by Time Insurance Company
*****Underwritten by New York Life Insurance Company, 51 Madison Avenue, New York, NY 10010, on Policy Form GMR
ARIns.Lic.#245544CAIns.Lic.#0633005
d/b/ainCASeabury&SmithInsuranceProgramManagement
60469(8/13)Seabury&Smith,Inc.2013
AG-10061
The annual Convention provides ASHA members and related

professionals the opportunity to attend sessions to obtain
continuing education units (CEUs), hear about the latest research,
and learn about practical solutions to issues encountered in clinical
practice. Your full Convention registration includes:
Access to the strongest educational program for speechlanguage pathologists (SLPs) and audiologists, including more
than 2,300 CEU-qualified sessions (all 1- or 2-hour seminar,
technical, or Poster Sessions)
Admission to the Exhibit Hall, Career Fair, and Graduate
School Fair
Access to the Opening General Session and Awards Ceremony
Participation in social events such as the Welcome Reception.
Tickets are required for the following activities (additional fees
may apply):
Short Courses (3-hour seminars)
Boxed lunches (lunch in the Exhibit Hall)
ASHFoundation Fundraiser event tickets
Guest registration (Exhibit Hall access only)
Closing Party tickets
You may purchase tickets on site, as available, at the
Registration counter.
Exhibit Hall-only passes indicate limited Convention access. Guests

must also wear their badges.
Badges are color coded to indicate membership type, staff, or
registration type (one-day or Exhibit Hall-only). A list of where you
may find special ribbons is available at the Information Booths.
Badge Reprinting/Replacement Policy

There will be a $10 fee to reprint any badge that has already been
issued. You must visit Registration for a new badge.
Registration
Marsh has done the work for you!

Professional Liability Insurance*
11:00 a.m. 7:00 p.m.

6:00 a.m. 6:00 p.m.
7:00 a.m. 6:00 p.m.
7:00 a.m. 2:00 p.m.
Bar Codes
The bar code printed on your badge contains the contact
information you provided when registering for the Convention.
It allows you to easily share your information with exhibitors with a
quick scan using their lead retrieval system.
Receipts & Certificates of Attendance

All attendees who register will receive a receipt/confirmation via
e-mail upon completion of the registration and payment process.
Certificates of Attendance are available to all attendees. You must
complete the online CEU/attendance reporting process to retrieve
your certificate. Once you have completed this process, you will be
able to print your certificate.
In the Registration Lobby

ASHA Member Services Center (AMSC)
Speaker Ready Room
Program Planner Stations
Volunteer Village & Leadership Lounge
ASHA Leader Lounge
Public Relations/Media Booth
Exhibits
Play to Win!
ASHA GEICO
Fun-Fit Zone
The Exhibit Hall at ASHA Convention is the dynamic, central

hub of our annual event, connecting attendees with exhibitors
offering the latest tools and services, cutting-edge technology,
and practice solutions. The Exhibit Hall is also home to the Career
Fair, various lounges, the Learning Labs, the ASHA Bookstore,
and more.
Exhibit Hall Hours
Thursday, November 14 11:00 a.m. 6:30 p.m.

Friday, November 15 9:00 a.m. 5:00 p.m.
Saturday, November 16 9:00 a.m. 2:00 p.m.
The ASHA Exhibit Hall includes more than 300 companies that
provide services and offer products to enhance your professional
practice. When it comes to tools to help you excel, the Exhibit
Hall has it allfrom books by experts on hot topics, technology
solutions, and software to games and toys for therapy with children.
See, touch, and test the latest equipment, products, and technology!
*Sorry, children age 18 and under may not be admitted into the Exhibit Halls.
Audiology Row
Weve brought together exhibitors offering
products, services, and demonstrations
designed for our audiology attendees to
create Audiology Row. Take a stroll down
the row with your audiology colleagues!
Join The Fun Today!

Play Games
Test Your Skills
Challenge Your Colleagues
Learning Labs
Learning Labs feature a series of
45-minute presentations from sponsors
and exhibitors. Youll see product demos,
hear real-world case studies, and have
an opportunity for hands-on learning.
All Learning Labs feature physical
demonstrations to teach attendees a
new skill or application. Learning Labs
are not eligible for CEUs but offer a great
opportunity to learn more.
Win Great Prizes!

MacBook Air
$100 Gas Card
Individual & Team Prizes
A schedule and brief overview of the labs

may be found on page 18 of this Program
Book. Please refer to the Exhibit Guide for
complete details about the Learning Labs
demonstrations.
ASHA Bookstore
Booth 1426
Visit the ASHA Bookstore during the

2013 ASHA Convention! The Bookstore
will be packed with items to enhance
your professional practice. Discover
new CEU courses, reference books,
consumer education products, and logo
merchandise. Theyve been developed just
for you, and the Bookstore is one of the few
opportunities to see these products firsthand. Everything in the ASHA Bookstore is
discounted for Convention attendees!
ASHA Member Services Center

(AMSC)
CC, Level 3 Registration Lobby
Before you go into the Exhibit Hall, stop by

the ASHA Member Services Center (AMSC)
in the Registration Lobby. ASHA staff in the
Member Center are available to help you!
Let it be your solution center in Chicago.
Staff can provide information aboutand
assistance withall ASHA services, as well
as the Exhibit Hall.
Cyber Caf
Booth 827
Stay connected during the Convention at

the Cyber Caf. Check your e-mail, browse
the web, or Tweet whats going on at the
ASHA Convention.
Exhibit Hall Lounges

See page 82 in the Exhibit Guide for more
information about the Lounges.
Refreshment Breaks
Coffee and tea will be offered in the Exhibit
Hall during the morning break at the
following times:
Friday, November 15
10:00 a.m. 11:00 a.m.
10:00 a.m. 11:00 a.m.

Stop by the Exhibit Hall for a daily,
dedicated lunch break. Everyone
is invited to use this time between
education sessions to network with
exhibitors and colleagues. A limited
number of lunch tickets are available at
Registration for $10 each while supplies
last. McCormick Place also offers a
number of lunchtime options, from food
carts to cafs to restaurant dining; see
page 25 for more information.
Exhibits
Booth 1533
Career Fair
The Career Fair connects job seekers
with prospective employers. More than
80 employers from hospitals, schools,
universities, and private practices
many with multiple openingsare
ready to hire. Whether you are starting
your career, looking to change work
settings, or seeking to advance in your
field, the Career Fair is a great resource.
See the Exhibit Guide for a detailed
listing of Career Fair Exhibitors, Circle of
Support mini-workshop schedule, and
job search tips discussion panel.
Bar Codes
The bar code printed on your badge
contains the contact information you
provided when registering for the
Convention and allows you to quickly
and easily share information with
exhibitors using their lead retrieval
system.
2015
Teamwork
2015
Teamwork
ASHA /GEICO
Fun Fit Zone
Entrance to Posters/Lounges
Exhibits
ASHA /GEICO
Fun Fit Zone
Exhibit Hall
Entrance
See Exhibit
Guide for
more details
Information for Presenters
Learning Lab Schedule

Thursday,
November 14
LAB 1
Friday,
November 15
LAB 2
9:30-10:15
MindWing Concepts, Inc.

Story Grammar Marker:
There is an APP for that!!
10:30-11:15
ClinicSource Therapy Practice

Management Software
A Paperless Private Practice
EnableMart
AT Year in Review 2013s AT
Hits & Misses
Passy-Muir, Inc
Tips and tricks to get your RT
to help you with Passy-Muir
Valve
12:30-1:15
1:30-2:15
2:30-3:15
3:30-4:15
The Airway Company

Use of Speaking Valves with
HMEs
LAB 2
Monarch Teaching Technologies
VizZle: Anytime, Anywhere
Web-Based Tools for Children
with Autism and Special
Education
Pyramid Educational Consultants, Inc.

Learn to use the PECS Phase III
App and more!
Constant Therapy
Learn to Use an Innovative iPad
Solution to
Deliver and Monitor Your
Patients Rehabilitation
Remotely
LUNCH IN THE EXHIBIT HALL
Handwriting Without Tears

Playing the Way toward Pre-K
Language Success with Get Set
for School
HandHold Adaptive
Using iPrompts PRO for Visual
Support, Social Stories and
Speech Therapy on iOS
SALT Software, LLC

Language Sample Analysis
using SALT
The Listening Academy

Training Dichotic Listening
Skills With Integrated Werks
(IW)
Therabill
Avoiding Common Mistakes
When Considering EMR
/ Practice Management
Software
TIMS Medical
Replacing Outdated VHS/DVD
Recorders with DICOM Solution
for Swallow Studies
LAB 1
FONEMZ
Fun Multimodality Learning:
Articulation,
Phonemic Awareness and
Reading: FONEMZ meets iPad
ORAL SESSION PRESENTERS
POSTER PRESENTERS
All Oral Seminar presentations (non-poster) will be managed

through our Speaker Ready Room, and each presenter is
required to check in with the Speaker Ready Room at least 4
hours in advance of his or her scheduled session. All presenters
should plan their schedules accordingly. If a session has multiple
presenters using different presentation files, each presenter must
check in at the Speaker Ready Room.
Poster presenters are NOT required to check in to the Speaker

Ready Room. Poster presenters are required to hang their poster
materials on their assigned poster boards at least 30 minutes before
the first Poster Session of the day on which the poster is scheduled.
Speaker Ready Room
ASHA is not responsible for posters left on boards longer than 30

minutes after the last Poster Session of the day has ended.

Friday, November 15
NOTE: Poster presenters are required to be available at their respective

poster boards only during the assigned time of their presentation,
though they are welcome to stay longer to answer questions.
11:00 a.m.8:00 p.m.

6:00 a.m.6:30 p.m.
6:30 a.m.6:30 p.m.
6:30 a.m.2:00 p.m.
Presenters are not allowed to use their own laptop/computer

equipment in session rooms. Occasional exceptions may be made
for software or hardware demonstrations that are directly related
to a presentation, but special arrangements must be made with the
Speaker Ready Room technicians. Please allow extra time to discuss
and coordinate your needs.
At the Speaker Ready Room, you must either
Executive Functioning Success

Teaching The Executive
Skills of Time Management,
Planning & Organization
PAR
Ecological Validity, Iconicity,
and the Vocabulary
Assessment Scales (VAS)
Posters must remain in place all day; at the end of each day, all
posters are to be removed from the poster boards in preparation
for the next day. Posters must be taken down within 30 minutes of
the conclusion of the last Poster Session of the day.
1. confirm that your pre-loaded final presentation is accurate

and complete (for those who uploaded their presentations in
advance, before arriving in Chicago), or
Poster Printing Service

Presenters who opted to have a poster printed through PSAV may
pick up the finished materials at the Poster Pick-Up Booth in Exhibit
Hall F2 (Posters) at the Convention Center, but must still adhere to
the scheduled set-up and removal times.
Set-Up & Removal Times

Posters must be hung in advance of the scheduled session day
and remain in place all day, even though presenters are required
to be present at the board only during the assigned presentation
time. All poster boards must be cleared at the end of the day, so
presenters must remove their posters no later than 30 minutes
after the conclusion of the scheduled last Poster Session of the day.
2. upload your final presentation.

We recommend that you test your files while in the Speaker Ready
Room to make sure all fonts, images, and animations appear
as expected, that audio or video clips play properly, and that
everything runs smoothly. If the files do not work properly in the
Speaker Ready Room, they will not work in the session room. The
Speaker Ready Room technicians can work with you to make sure
your presentation is error free.
Once you have reviewed and approved your final presentation, it
will be transmitted to the computer in your scheduled presentation
room by the Speaker Ready Room technicians.
The Speaker Ready Room process ensures that presentations are
problem-free and allows us to network session rooms so that the
presentation audio can be easily transmitted into overflow rooms
for at-capacity sessions. Your participation is critical to our success.
Information for Presenters
11:30-12:15
LAB 1
Saturday,
November 16
Thursday Poster Presentations

Set up on Wednesday, 5:00 p.m. 6:00 p.m., or
Thursday, 6:30 a.m. 8:00 a.m.
Removal on Thursday, 6:30 p.m. 7:00 p.m.
Friday Poster Presentations

Set up on Thursday, 6:30 p.m. 7:00 p.m., or Friday,
6:30 a.m. 7:30 a.m.
Removal on Friday, 6:00 p.m. 6:30 p.m.
Saturday Poster Presentations

Set up on Friday, 5:30 p.m. 6:00 p.m., or Saturday,
6:30 a.m. 7:30 a.m.
Removal on Saturday, 2:00 p.m. 2:30 p.m.
Please see the Exhibit Guide for more information.
Session Cancellations or Changes to Presenters

All sessions are final as scheduled. If, for some reason, you must withdraw a presentation at the last moment due to a schedule
conflict or other unforeseen circumstances, please send immediate written notification to papers@asha.org so the substitution or
cancellation may be listed in the Daily Update program addenda.
General Information
Accessibility for Registrants With
Disabilities
ASHA is committed to making the
Convention accessible and ensuring
compliance with the Americans with
Disabilities Act (ADA). Attendees with a
disability who need accommodations in
order to participate to the fullest extent
possible at the ASHA Convention, and did
not make prior arrangements, should visit
Registration for assistance.
ASHA Member Services Center

ATMs
Cash machines are available in each
building of McCormick Place: South
Level 2.5, in the Convenience Center;
near McDonalds; West Level 1, near the
Transportation Center; and Lakeside
Level 2, near the Arie Crown Theater box
office. All cash machines accept American
Express, VISA, Master Card, Cirrus, and Plus.
Attire
Business casual attire is recommended
during the Convention. Session rooms are
often cool, and attendees are advised to
dress in layers. Comfortable walking shoes
are a must.
Business Center/FedEx Office

McCormick Place offers the convenience
of providingthe business services of FedEx
Office toguests. FedEx Office is located on
Level 2.5 of the Grand Concourse in the
South Building. It is open MondayFriday,
8:30 a.m. until 5:00 p.m. A satellite store is
located on Level 2 in the West Building.
Badges
Cell Phones
Name badges will be issued to all

registered attendees, regardless of
registration type, and must be worn at all
times to gain entrance to sessions, events,
the Exhibit Hall, and all other areas of
the Convention. One-day registrants will
find the day they selected for attendance
prominently printed on their badges.
Exhibit Hall-only passes indicate limited
Convention access. Guests must also wear
their badges.
Talking on cell phones is strictly prohibited

during all education sessions and other
non-social events at the ASHA Convention.
Cell phones should always be in silent
mode during sessions, meetings, and
events to avoid disruption. Recording
and photography are prohibited during
sessions and events without prior consent
from the presenter.
There will be a $10 fee to reprint any badge

that has already been issued.
Certificates of attendance are available to

all attendees. To retrieve your certificate,
complete the online CEU/attendance
reporting process. As soon as you have
finished, you will be able to print your
certificate.
Cameras, Photography, & Photo

Release Policy
The services of an official professional
photographer are used for the ASHA
Convention. By registering for the ASHA
Convention, you agree to allow ASHA to
use your photograph in ASHA-related
publications, on the ASHA website, or in
other Association materials.
Limited use of cameras is allowed for
exhibitors in their own booth areas.
Photography, video production, and/or
graphic reproduction of other exhibitors
booths and products displayed therein are
prohibited unless authorization is obtained
from the exhibitor. Commercial use of
photographs of attendees by exhibitors is
prohibited unless written consent is given
by the attendee.
Personal photography is permitted at
social functions. Please see the Recording
Policy for additional information on
situations where photography is restricted
or limited.
Certificates of Attendance
Continuing Education (CE)

Information
CC, Level 1 Lobby (Indiana Ave side)

CC, Level 1 Lobby (MLK Ave side)
CC, South Bldg, Level 1 Lobby (MLK Ave
side)
Stop by any of the Information Booths
during registration hours for CEU
information and questions. You may visit
the booths for detailed instructions about
how to report your continuing education
credit online. See page 48 for more details
about Convention CEUs.
Children
The ASHA Convention is a professional
development event and is not intended
to be inclusive of children. Due to safety
and liability issues, children under age
18 are not permitted in the Exhibit Halls,
and strollers are not permitted in the
Exhibit Halls or in session rooms. Dueto
space limitations in session rooms and
the potential for disruption, the presence
of children in education sessions is
discouraged. ASHA does not provide
child care services; however, your hotel
concierge can provide information about
on-site child care services or other local
options for child care.
See the Personal Consideration Room
on page 23 for information for nursing
mothers.
Hearing Screening made fun

and easy!
The proper format to use when citing oral seminars or poster

presentations offered at the ASHA Convention are as follows:
Horne, A. (2010, November). 1234: Relationships Among Locus of
Control, Self-Control, and Acceptable Noise Levels. Poster presented
at the annual convention of the American Speech-LanguageHearing Association, Philadelphia, PA.
Substitute Seminar for Poster if the session is an oral seminar.
Easily screen children as young as 3 years old by

presenting the hearing screening as an interactive
game. You can even see the test progress on the
LCD Display.
Comments & Feedback

All registrants will receive an e-mailed invitation to complete an
in-depth online Convention evaluation survey after the event has
concluded. If you have suggestions or feedback that youd like to
share while at the Convention, you may request a comment card at
one of the Information Booths.
Convention Daily Updates/Program Addenda

Each morning during the Convention, a listing of session changes
and/or cancellations, as well as daily activities and meetings, will
be available for attendees at the Information Booths and other key
locations.
Cyber Caf
Use Spondee words or pure tones

Select Picture Audiometry with enhanced digital
CC, Level 3, Exhibit Hall F1

Booth 827
Stay connected during the Convention at the Cyber Caf. Check
your e-mail, surf the web, or download presenter handouts to your
thumb drive in your free time.
First Aid
sound clarity
Test English or Spanish speaking children
Use the manual pure-tone audiometer for older
children
Large LCD display Screen
Optional Printer
General Information
The ASHA Member Services Center

(AMSC) is available to help you with all
of the information and services that the
Association provides. ASHA staff in the
AMSC can assist with all of your ASHA
membership needs and can also help you
with questions about the Exhibit Hall.
Digital Pilot Test
Citing Sessions
A first aid room is located in the Convention Center in the event an

attendee needs medical assistance.
Friday, November 15
7:00 a.m. 7:00 p.m.

6:00 a.m. 8:00 p.m
7:00 a.m. 9:00 p.m
7:00 a.m. 8:00 p.m
The child listens

lis
to ten sentences
presented at descending decibel
prese
levels After each sentence the
levels.
child points
to the corresponding
poi
picture on the picture board
pictur
and you
y record
the result
results.
If emergency assistance is needed

DIAL Extension 6060 from a house or exhibit booth telephone,
DIAL 312-791-6060 from an outside phone line.
Please refrain from calling 911. If you do call 911, also call the
Security numbers listed above.
Stay on the line; calls are recorded. An officer will answer
immediately. Be prepared to report the location of the emergency
by building, level, and either hall, meeting room, or corridor. After
you have called for emergency assistance, report the incident
to ASHA staff at the nearest Information Booth so they may be
apprised of the situation.
MAICO Diagnostics
7625 Golden Triangle Drive

Eden Prairie, MN 55344
Phone: 888-941-4201 | Fax: 952-903-4100
www.maico-diagnostics.com
PENTAX SPOTLIGHT GRAPHIC B
100%
Pentax Medical Gray C 0 M 2 Y 0 K 68
Food & Refreshments
WHATS IN
OUR NAME?
A lunch break in the Exhibit Hall will be held daily to allow

dedicated time for all attendees to network with exhibitors;
attendees who purchased lunch tickets with their registration may
collect a boxed lunch in the Exhibit Hall. See page 25 for more
details about the lunch-time food options available at McCormick
Place.
On Friday and Saturday morning, coffee and tea will be offered in
the Exhibit Hall during the 10:00 a.m.11:00 a.m. break.
Hotel Help

Representatives from ASHAs housing company will be available
during registration hours to assist attendees with any issues that
arise with their hotel reservations.
Information Booths

CC, Level 1 Lobby (MLK Ave side)
CC, South Bldg, Level 1 Lobby (MLK Ave side)
Internet & Wi-Fi

Limited free wireless Internet service is offered by McCormick Place
in various public areas of the Convention Center, including exhibit
halls, meeting rooms, and public spaces.
Whats in a name? Our name is

changing, but as your trusted partner,
our values and customer
commitment remain.
McCormick Places complimentary Wi-Fi service will give attendees

the ability to check e-mail, surf the Web, and perform other lowbandwidth functions with their smartphones, laptops, or tablets.
Friday, November 15
6:00 a.m. 7:00 p.m

7:00 a.m. 9:00 p.m
7:00 a.m. 6:30 p.m
An area is available at McCormick Place where coats and luggage

may be stored (fees apply).
Overflow Rooms
Networked session rooms give attendees instant access to overflow
rooms for popular at-capacity sessions. If a session room reaches
capacity, student volunteers or staff will direct attendees to one of
the overflow rooms where the audio feed from the session will be
broadcast.
Parking
There are three main parking lots on the McCormick Place campus.
All are within walking distance of the convention complex. Events
in Lakeside Center and Arie Crown Theater designate Lot C as the
primary parking location, while events in the North, South, and
West Buildings designate Lot A as the primary parking location.
Detailed information and directions to McCormick Place Parking
LOT A, McCormick Place Parking LOT B, and McCormick Place
Parking LOT C, and the McCormick Place Parking Lot Map (also
includes information about pick-up/drop-off areas) are available on
McCormick Places website at http://www.mccormickplace.com/
attendees/getting-here.php.
evaluate presenters information. All Convention presenters, including

those displaying posters, have been required to disclose relevant
financial and nonfinancial relationshipsor lack thereofand must,
at the beginning of the session or presentation, make a disclosure
statement. Presenter disclosures may be viewed via the Program
Planner. To report a presenter disclosure issue, stop by one of the
Information Booths and ask for a comment form.
Program Planner & Print Stations

You will be able to print uploaded advance handouts at the
Program Planner stations in the Convention Center. Additional
materials may be available for download after the Convention.
Reduce paper waste by saving the handout electronically to a
thumb drive or your laptop.
Recording Policy
Whether for personal or commercial use, audio, video, and digital
recordings; live streaming or broadcasting; and photography are all
strictly prohibited during all ASHA Convention education sessions,
poster presentations, Short Courses, and the keynote speakers
presentation at the Opening General Session, unless consent from
the presenter is granted or obtained prior to the start of the session.
If the presenter does not explicitly state that you may record the
session or event at the start of the presentation, assume that
recording is not permitted. Any individual who does not comply
with this policy will be asked to leave the session or event and to
surrender his/her film or recording media. Under no circumstances
may presentations be rebroadcast.
Personal Consideration Rooms

CC, Level 1, W191
CC, Level 1, W182
Assess the functional features of language that really matter
RESCA-Elementary
Quality
Internet access is not available for presenters in the session

rooms. Wired Internet access provided by ASHA is available in the
Cyber Cafe during Exhibit Hall hours. Many of the ASHA hotels
offer complimentary high-speed Internet for ASHA Convention
attendees to use (fees may apply).
Two private rooms will be available in the Convention Center for

nursing mothers and others with sensitive personal health needs.
You may request a key at the nearest Information Booth. Please
note that these rooms will not be staffed.
Customer Satisfaction
Personal Security & Responsibility
Lactation Room
Clinically Relevant Innovation
Please see Personal Consideration Rooms on page 23 for

information for nursing mothers.
Your safety and security is important, so please remember some

general safety points during your stay in Chicago. Answer your hotel
room door only when you can identify the person knocking. Do not
wear your meeting badge outside Convention functions or on the
street. Walk in groups when you are outside the Convention Center or
your hotel. And always let someone know where you are going when
you leave the hotel or Convention Center.
Developed by practicing clinicians, the RESCA-E

examines the essential elements of receptive,
expressive, and social communication, all in one
instrument. Based on current research and designed
for todays child.
Accountability
Lost & Found
Integrity
KayPENTAX, world leader in speech,
voice, and swallowing instrumentation,
is now PENTAX Medical.
ASHA is not responsible for items lost during the Convention or

returning found items to attendees. Found items brought to the
Information Booths will be held in the ASHA Convention Office
for the remainder of the day; all items will be turned over to
McCormick Place at the end of each day. It is the responsibility of
attendees to follow up with the Convention Center to retrieve lost
items.
Lounges
PENTAX Medical
Phone +1 800 289 5297
www.kaypentax.com
A number of designated lounge spaces for groups to gather and

rest in between sessions are located throughout McCormick Place.
These spaces are available for you to recharge and connect with
colleagues and friends who share similar interests. See page 82 in
the Exhibit Guide for more details.
Copyright 2013 (C) MK-395 Rev: A
Photo Release Policy

ASHA hires an official photographer for the Convention. Photographs
taken at the 2013 ASHA Convention may be used in future ASHA
publications, on the ASHA website, or in other Association materials.
By registering for the ASHA Convention, you agree to allow ASHA to
use your photograph in ASHA-related print or digital publications.
Presenter Disclosures
In 2012, disclosure requirements designed to promote transparency
in the design, development, and presentation of courses offered
for ASHA CEUs took effect. The disclosure requirements provide
Convention attendees with a more complete context in which to
General Information
The Information Booths are available for your questions and

answers about the ASHA Convention during registration hours.
Luggage & Coat Check
Authors: Patti Hamaguchi & Deb Swain
Receptive
Core
Expressive Core
Social Communication Core
Social Communication Inventory
More information:
www.RESCAassessment.com
Restaurant & Concierge Services
Dedicated Therapy Pad

Students with Special needs
deserve more than a tablet and some apps
Therefore SPED Pad is Flexible, Customizable,
Affordable Therapy and Intervention solution.
Dedicated Therapy pad
Distraction free
Better engagement
Personalized for every student
Aligns with common core standards
Need help figuring out where to have dinner with old friends? Take
advantage of the vibrant Chicago food scene! Our Chicago partner,
Choose Chicago, provides restaurant recommendations and
reservation service. Located near the various ASHA Lounges, stop
by and ask for advice and the concierges will make and confirm
reservations for you.
Restrooms
Several bathroom facilities for men and women are conveniently
located on each floor of McCormick Place. If you have difficulty
finding a bathroom, please inquire at one of the Information
Booths or ask Convention Center staff for directions.
Session Changes & Cancellations

Both oral presentations and Poster Sessions are subject to
change, due to cancellations or presenter changes. (Presenters
who must cancel their session should send written notification to
papers@asha.org as soon as possible.) Please refer to the session
information listed in the online Program Planner tool, as it is always
up to date. Program addenda listing session changes, updates and
cancellations will be available for attendees at the Information
Booths and other key areas each morning during the Convention.
Session Room Behavior

Extensive planning goes into scheduling sessions in appropriately
sized rooms; however, overcrowding occasionally occurs. If
a session room reaches capacity, attendees must follow the
instructions provided by ASHA staff, McCormick Place staff, student
volunteers, or security staff. Attendees may be instructed not to
stand against the walls or block the aisles or doors or they may be
denied entry if the room is too crowded. ASHA is obligated to abide
by the guidelines established by the Fire Marshal in Chicago. If a
room reaches full capacity and we do not have your cooperation,
the Fire Marshal has the authority to delay or even terminate
the meeting until any problem has been satisfactorily corrected.
Please respect the Recording Policy. Please see information about
Overflow Rooms.
Shuttles
Shuttles will operate Wednesday, November 13, through Saturday,
November 16, to make travel to and from McCormick Place
convenient for ASHA Convention attendees who are staying within
the ASHA block of hotels. ADA-accessible shuttle service for those
with mobility issues will be available for all ASHA hotels.
Shuttle passes are required to board the buses. Those who reserved
a room at an ASHA hotel will receive a complimentary shuttle pass
when they check in. Those who are staying in hotels outside the
ASHA block may purchase a shuttle pass at Registration for $40. See
page 26 for more details.
Smoking
Dining at McCormick Place
Smoking is not permitted inside McCormick Place. Please look for

designated smoking areas outside the building.
The convention center offers the following options for food and
refreshments in the West Food Court as well as the Food Court
located in Exhibit Halls F1 and F2.
Social Media Policy
Pacific Rim (Asian-style fare), West Food Court only
ASHA encourages the use of social media and blogging at the

ASHA Convention as a way for attendees to summarize, highlight,
and promote presentations or share their thoughts on their
experience in general, provided that presentation content and
materials are not shared in full and authors or presenters are
referenced and cited where appropriate. Please keep in mind that
presenters hold the intellectual property rights and copyrights to
their materials.
The Carvery (sandwiches featuring roast beef, chicken

or turkey)
Speaker Ready Room

A room in McCormick Place is designated for speakers to finalize
and upload presentation slides and notes. Technicians are available
to assist in preparation of your materials and to answer questions
regarding operation of audio visual equipment. All oral session
presenters must check in at the Speaker Ready Room at least 4
hours in advance of their respective sessions. See page 19 for
details.
Student Volunteers
ASHA relies on student volunteers to assist in many capacities
during the ASHA Convention, such as monitoring education
sessions, assisting presenters, answering questions, and more.
Student volunteers can be identified by their yellow oxford shirts.
Please show them your respect; they are your colleagues in the
professions and are here to help.
Temperature
Meeting rooms will be kept cool. Plan to dress in layers or bring
a sweater; temperatures may vary from room to room. Business
casual dress is appropriate at the Convention. The weather in
Chicago in November can be quite cold, with daytime temperatures
averaging between 3545 degrees and nighttime temperatures
around 2535 degrees.
Salad Bar
Little Italy (pizza)
American Grill (burgers, fries and hotdogs)
Plus, numerous grab-and-go items like pre-made sandwiches,
yogurt, chips, fruits, cookies and drinks.
In addition, youll find a Starbucks located on Level 3 outside the
Exhibit Hall for your coffee fix, and La Brea Bakery in the West Food
Court on Level 2. Other carts offering snacks and coffee will be
stationed in various locations throughout the convention center.
The convention center offers gluten-free and vegetarian options at its food outlets.
Thank you, ROI!

The bags of ASHA Convention materials provided to attendees
have been prepared by Rehabilitation Opportunities, Inc. (ROI).
The goal of ROI is two-foldto help individuals with intellectual
and developmental disabilities learn the skills necessary to thrive
in the workplace; and to support area business by providing
competitive, high quality and time efficient finishing services.
These two facets have been producing happy ROI participants and
satisfied businesses since 1964. Visit www.roiworks.org for more
information.
General Information
100s of apps chosen by Therapists

Friday, November 15
10:00 a.m.- 5:30 p.m.
Hurry!
Sessions must
be entered by
December 2.
Dont forget!
SPEECH-LANGUAGE PATHOLOGIST
Starting salary $52,000; $56,000 for Bilingual SLP
THE SPEECH CLINIC, INC. has full and part-time positions
for CCC or CF. Benefits include

100% employer coverage for health
insurance, minimum 5 weeks paid
vacation, paid professional leave
and expenses, and pension plan.
We offer varied (and manageable!)
caseloads, flexible hours, peer
support, and professionalism.
Record your attendance today!

To get the Continuing Education
credit youve earned,
record your attendance by
December 2, 2013.
Simply go to www.asha.org/asha2013
and select Enter Your CE Credit Online.
Please send resume to: John D. Azzara, M.Ed. CCC-SLP, Director

The Speech Clinic, Inc.
5147 West Woodmill Dr., Ste. 21
Wilmington, DE 19808
Phone: (302) 999-0702 Fax: (302) 999-0842 e-mail: 41chip41@comcast.net www.speechclinicinc.com
State St.
Indiana Ave.
Embassy Suites Chicago Downtown
Embassy Suites Chicago Lakefront
Fairfield Inn & Suites Chicago Downtown
Fairmont Chicago Millenium Park
10
Four Points Chicago Downtown Mag Mile
11
Hampton Inn Majestic Chicago Theatre District
Monroe Harbor
Soldier
Field
Hyatt Regency
McCormick
k Place
Conference
ference Centerr
23rd St.
McCormick
24th
St.
Place
West
Walk
TO
CONVENTION
CENTER
165 E Ontario St
312-573-0800
600 N State St
312-943-3800
511 N Columbus Dr
312-836-5900
216 E Ontario St
312-787-3777
200 N Columbus Dr
312-565-8000
630 N Rush St
312- 981-6600
22 W Monroe St
312-332-5052
13
Hilton Garden Inn Downtown Chicago Mag Mile
14
Homewood Suites Chicago Downtown
720 South Michigan Ave

312-922-4400
10 E Grand Ave
312-595-0000
40 E Grand Ave
312-644-2222
Hotel Cass
640 N Wabash Ave

312-787-4030
Hyatt Regency Chicago

151 E Wacker Dr
312-565-1234
Hyatt Regency McCormick Place

17Solidarity
D
r.
Dr.
2233Dr
South
Dr. Martin Luther King Jr. Dr
312-567-1234
Adler
Planetarium
18
Inn of Chicago Mag Mile
19
MileNorth
20
Palmer House Hilton
21
Red Roof Inn
22
Renaissance Blackstone
162 E Ohio St
312-787-3100
165 E Superior St
312-787-6000
17 E Monroe St
312-726-7500
Meigs
g Field/
Northerly Island
162 E Ontario St
312-787-3580
636 South Michigan Ave
312-447-0955
Lakeside
23 Sheraton Chicago Hotel and Towers
Center 301 E North Water St
312-464-1000
24
Swissotel
25
The Westin Chicago River North
323 E Wacker Dr
312-565-0565
320 N Dearborn St
312-744-1900
McCormick
PlaceWyndham
South
Blake Chicago
26
500 S Dearborn St
312-986-1234
Lake
Michigan
Ft. De
24th Pl.
17
r
King Dr.
Federal St.
Stevenson Expy.
McCormick
Place North
Navy Pier
540 N Michigan Ave

312-836-0100
Hilton Chicago
Dr.
21st St.
23rd St.
e
e Driv
Shor
Lake
Calumet Ave.
Prairie Ave.
Michigan Ave.
ve.
rA
Cullerton St.
1100 S Michigan Ave

312-922-2900
12
18thSt. exit
18th St.
M. L.
t.
er
S
16th St.
Wabash Ave.
Federal St.
La Salle St.
Wentworth Ave.
Clinton
Jefferson St.
Des Plaines St.
Courtyard Chicago Downtown Magnificent Mile
arborn
Plymouth Ct.
McFetridge Dr.
Lu
mb
16
14th St.
Cermak Rd.
26th St.
Chicago Marriott Magnificent Mile
41
Field
Museum
13th St.
che
55
Shedd
edd
15
uarium
Aquarium
17th St.
24th Pl.
Best Western Grant Park
701 N Michigan Ave

312-440-1500
Burnham Harbor
Grant Park
rkk TTerr.
Terr
Spark
errr.
Dearborn St.
Union Ave.
16th St.
24th St.
15 E Ohio St
312-894-0800
Streeter Dr.
D
e
v
Dri
Columb
bus
us Dr.
Dr.
Lake Shore
Drive
Plymouth Ct
Ct.
C
t..
Federal St
St.
Columbus Dr
.
Busway
11th St.
Clark St.
Canal St.
Clinton St.
15th St.
90
Ar
The Allerton
Roosevelt Road
CHICAGO
Roosevelt Rd.
RIVER
De Koven St.
14th St.
Halsted
Route
9th St.
Taylor St.
Jefferson St.
13th St.
Shuttle service meeting the Americans with Disabilities Act (ADA)-standards for
accessibility is available to those with mobility issues for all properties during hours of
shuttle operation. To arrange for ADA shuttle service, call 800-523-4046 and allow 45
minutes from call time for pick up. Please note this service is provided only between the
Convention Center and hotels within the ASHA block.
Clark St.
La Salle St.
Arthington St.
O'Brien St.
Balbo Ave.
12
8th St.
12th Pl.
Buckingham
Fountain
22
Polk St.
Polk St.
12th Pl.
Accessible Service
Harrison
Harri
r s St.
Cabrini St.
Grenshaw St.
1W
1E
State
a St.
Dearbor
Dearborn
b n St.
Clark St.
LaSalle St.
Wells St.
Wells St.
Lexington St.
Des Plaines St.
A continuous shuttle loop between the Hilton Chicago and the Hyatt Regency Chicago,
Embassy Suites, Homewood Suites Chicago Downtown, Westin Chicago River North and
the Palmer House Hilton will allow attendees to easily travel between locations.
26
Vernon Pk. Pl.
Taylor St.
Route
Art
Institute
Congress Parkway
way
w
y
290
Franklin St.
Dan Ryan Expy.
Circulator
Van Buren St.
Harrison St.
E.Wacker Dr.
Route
20
Wabash
W
s A
Ave.
ve.
S. W acker Dr.
11
Sears
Tower
Eisenhower
24
So
South
S
outh
uth W
St..
ater St
Water
Stetson
n St.
Michigan Ave.
ve
Franklin St.
16
RIVER
Madison St.
1N
1S
Quincy St.
94
ho
eS
Lak
CHICA
GO
Cultural
Center/
Visitors
Center
Jackson Blvd.
25
Lake St.
Adams St.
Acme Hotel
E. North Water
er St.
Couch Pl.
Monroe St.
23
Walnut St.
Madison St.
Route
Hubbard St.
W. Wacker Dr.
Randolph St.
re
St. C
Clair St..
Pearson St.
McClurg Ct.
21 8
5
18
Rush
h St.
1
13 15
Illinois St.
Merchandise
Mart
Washington St.
Hyatt Regency McCormick Place
Dewitt Pl.
Mies Van Der Rohe Way
19
10
Chestnut St.
Chicago Ave.
Museum
of
s
Contemporary
Art
Contempo
n
Tilden St.
Walk
Delaware Pl.
Fairban
b ks Ct.
St.
Rush
State St.
Wabash Ave.
1W
1E
Orleans St.
r
bu
gs
Kin
Grand Ave.
Walton St.
Visitors
Center
14
Ohio St.
Canal St.
Clinton
Des Plaines St.
Union Ave.
6:00 a.m. 6:00 p.m., hourly

6:00 p.m. 9:00 p.m., every 30
minutes
.
Expy
6:00 a.m. 9:00 a.m., every 30

minutes
9:00 a.m. 4:00 p.m., hourly
4:00 p.m. 6:30 p.m., every 30
minutes
Water Tower
Oak St.
Kinzie St.
Fulton St.
Kennedy
6:00 a.m. 7:00 p.m., hourly

7:00 p.m. 11:00 p.m., every 30
minutes
John Hancock
Center
City Map & Hotels
6:00 a.m. 9:00 a.m., every 30

minutes
9:00 a.m. 5:00 p.m., hourly
5:00 p.m. 9:00 p.m., every 30
minutes
Dearborn St.
Clark St.
Sedgwick Ave.
LaSalle Blvd.
Ontario St.
Jefferson Sr.
Hubbard St.
Green St.
Halsted St.
Saturday,
November 16
Route
Erie St.
5:00 p.m. 10:00 p.m., every 30

minutes
Ohio St.
5:00 p.m. 8:30 p.m., every 30

minutes
Friday,
November 15
Hudson Ave.
Cambridge Ave.
6:00 a.m. 5:00 p.m., hourly
Huron St.
10:00 a.m. 5:00 p.m., hourly
Larrabee St.
6:00 a.m. 10:00 a.m., every 30

minutes
Institute Pl.
Superior St.
IV
ROUTE 5
Homewood Suites Chicago Downtown
Chicago Marriott Downtown Mag Mile
Embassy Suites Chicago Downtown
FourPoints Chicago Downtown Mag Mile
Hilton Garden Inn Chicago Downtown
Mag Mile
Hotel Cass
Acme Hotel
Westin Chicago River North
Thursday,
November 14
Chestnut St.
ROUTE 4
Embassy Suites Chicago Lakefront
Sheraton Chicago Hotel and Towers
Fairfield Inn & Suites Chicago Downtown
Courtyard Chicago Downtown Mag Mile
Red Roof Inn Chicago Downtown
Allerton
Inn of Chicago
MileNorth
7:00 a.m. 10:00 p.m., hourly
e.
Av
ROUTE 3
Hyatt Regency Chicago
Swissotel Chicago
Fairmont Chicago
11:00 a.m. 7:00 p.m., hourly
Locust St.
O
AG
IC
CH
ROUTE 2
Palmer House Hilton
Wyndham Blake Chicago
Hampton Inn Majestic
Wednesday,
November 13
ROUTE 1
Hilton Chicago
Renaissance Blackstone
Best Western Grant Park
Circulator (loop between hotels)
ke
au
ilw
Shuttle Routes
Walton St.
Shuttle service is available to make travel

to and from McCormick Place convenient
for ASHA Convention attendees. Shuttle
passes are required to board the buses.
Those who reserved a room at an ASHA
hotel will receive a complimentary shuttle
pass (one per room occupant) when they
check in. Those who are staying in hotels
outside the ASHA block may purchase a
shuttle pass at the Convention Registration
area at McCormick Place for $40. Only the
ASHA hotels listed will be serviced by the
shuttles.
City Map & Hotels
Hours of Shuttle Operation & Schedule

Hotels to McCormick Place
Bellevue Pl.
Oak St.
t.
yS
Shuttle Service
Maple St.
Franklin St.
Ho
t.
S
by
ASHA Convention Hotels & Shuttle Service
Hobbie St.
5A
37
W
ms
oo
r
l
l
Ba
6
2,
19
F
-W
&
r
5
1
e
6
F
17
nt
47
lls
Ce
sW
s
0-W s, Ha
s
m
7
e
o
bit
sin
W4
Ro
xhi
Bu
s,
/
ms
e
E
e
o
s
,
r
ac
Ro
ou
tion
Sp
tC
tra
G
r
I
s
UE
i
o
g
h
EN
rt/S
S
V
Re
u
,
A
A
off
Co
IAN
od
rop
ND
d
I
Fo
s
bu
ttle
u
Sh
y
ar
s
om
Ro
L3
VE
L2
LE
VE
L1
LE
VE
LE
VE
L5
VE
AK
,J
RM
ING
E
TH
CE
RK
CO
ON
LU
DC
AN
IN
RT
MA
en
ts
Hyatt
CK
TRA
VE
L3
VE
L2
LE
VE
L1
ME
TRA
LR
RAI
D
OA
len
ary
To
P
GE
SK
YB
RID
VE
L4
LE
RO
R
R. D
SE
UR
Learn more about our beautiful state at www.traveloregon.com/cities-regions
LE
Hear her story at www.lblesd.k12.or.us/slp
LE
Learn more about the experiences and opportunities for professional growth our agency offers from a recent University of
Central Florida graduate, Claudia Nunez. Claudia moved to Oregon and now works with our Culturally and Linguistically
Diverse Evaluation Teams for Early Childhood and the Evaluation Center.
NSSLHA
Opening Session Experience
Awards
Our experienced staff mentors and supports new SLPs as they transition into our agency, programs and educational communities. CF supervision is available. LBL offers a competitive compensation package including retirement and insurance.
Relocation stipends and ASHA fees reimbursement are available.
Lakeside Center
(East Building)
Our practitioners provide direct services in small and medium sized districts; participate in multidisciplinary team assessments and consultation support through our evaluation center and early childhood program; conduct classroom based
services and direct services for early childhood special education; support districts with augmentative communication and
audiology services all within our agency and available for immediate SLP placement.
Ev
LBL, in collaboration with its local school districts, is currently accepting applications for Speech-Language Pathologist
openings within our agency for the 2013-2014 school year. Our agency offers a diverse array of education placement
opportunities and experiences for SLPs within the multiple programs spanning kindergarten to transition age.
GR
5
EL
LEV 4
EL
LEV
Linn Benton Lincoln Educational Service District (LBL ESD) -- Albany, Oregon
AD
IVE
LE
LE
L4
LEVEL
LEVEL
2.5
SK
To
3
LEVEL
Some discounts, coverages, payment plans and features are not available in all states or all GEICO companies. GEICO is a registered service mark of Government Employees Insurance Company, Washington, D.C. 20076; a
Berkshire Hathaway Inc. subsidiary. GEICO Gecko image 1999-2013.
2013 GEICO
CC Floor plan
BR S10
ID 2
GE S
10
&
Pl
en
South
Building
ms
Roo-106
2
0
1
S
West
Building
CC Floor plan
Adler
CC Floor plan
Just Above Exhibit Hall
Adler
Overflow Room
W - 470a
W-178b
W - 470b
W - 476
W - 471
W-178a
W - 474
Short Courses
Grant Park c/d

Grant Park c/d
Just Above Exhibit Hall
W - 475
W-175a
W-175c
W-175b
W-176b
W-176a
W-177
W-176c
Level 1 West (Hyatt)
Level 4 West
Level 1 West (Indiana Side)
Jackson Park c/d

Grant Park c/d
Jackson Park c/d
W-180
Jackson Park a/b

Jackson Park a/b
Grant Park a/b
Level 3 West
Personal Consideration
Room
ASHA/CE Info
First Aid/Coat Check
PRE-FUNCTION
Level 1 South (MLK Side)
DuSable
Walkway from West Building
Field
PE
ASHA/CE Info
Clark
DuSable
Field
PE
Up to Hyatt Level 2
Up to Hyatt Level 2
Jackson Park c/d
Down to Short Courses
Jackson Park a/b
ASHA/CE Info
ASHA/CE Info
Shuttles
W-183a
PRE-FUNCTION
W-375 e
W-375 d
W-183c
W-184b/c
To Hyatt Rooms
W-185d
Down to W190s
W-186
Exhibit Hall
Poster Sessions
W-187a W-187b/c
Food Court
W-192a/b
W-192c
S104
W-194a/b Overflow Room
W-195
Room W-191
Overflow Room
S105a
W-196a
S105bc
W-193 W-196b
W-194a/b
W-196c
W-195
W-195
W-196a
W-196b
Up to Posters
Up to Posters
S105d
W-196c
Overflow Room
S106
W-196a
Level
1 West (MLK Side)
W-196b
S103d
W-194a/b
W-185b/c
24TH PLACE
S103abc
W-192a/b
W-192c
W-193
W-192c
W-190a/b
W-193
BRIDGE TO
SOUTH BUIDLING
Registration
W-185a
S102bcd
W-192a/b
W-375 a
W-184d
S102a
Overflow Room
ASHA/CE Info
Room
W-191
Personal
Consideration
Room W-191
W-375 b
Overflow Room
Up To
Hall A1
W-190a/b
Up to Hyatt Level 2
W-190a/b
BALLROOM
W-375 c
W-183b
Audiology
Clark
CC Floor plan
INDIANA AVENUE
Burnham
Hyde Park
W-181
W-184a
DuSable
Field
Burnham
Grant Park a/b

Grant Park a/b
Hyde Park
Hyde Park
W-179a/b
W-182
Burnham
Level 2 Hyatt
(MLK Side)
Clark
Adler
W-196c
Up to Posters
Pre-Convention Activities
Social Activities & Lounges
Board, Committee, & Council

Meetings
Lounges
Pre-Convention educational events give attendees an opportunity to

earn additional CEUs through the Illinois State Speech-Language-Hearing
Association-sponsored workshops or the Specialty Board Symposium.
Many ASHA Boards, Committees, and

Councils will meet throughout the day
on Wednesday at the Hilton Chicago.
The Daily Update lists the meetings
happening each day of the Convention
and is available at the Information Booths.
Refer to www.asha.org/asha2013 for a
schedule of meetings and locations.
A number of themed lounge areas are available for attendees to

gather and rest between sessions. Use these spaces to recharge and
connect with colleagues and friends who share similar interests.
The First-Timers Orientation gives anyone new to the ASHA Convention an

opportunity to ask questions and meet fellow first-timers in a fun setting.
Specialty Board on Child

Language
Katharine G. Butler Symposium in
Child LanguageFragile X Syndrome
(FXS): Genetics, Neurobiology,
Treatment, & Language Profile
WE 1:00 p.m. 5:00 p.m.
Session: PC01
CC/Room W179AB
4 Hrs
Presented by: Elizabeth Berry-Kravis, Rush U Med Ctr;
Molly Losh, Northwestern U; Sue Ellen Krause, Krause Speech
& Language Svcs
Executive Function & Dysfunction:

Developmental Mechanisms &
Associations With Language & Sensory
Learning
WE 1:00 p.m. 4:00 p.m.
Session: PC02
CC/Room W183A
3 Hrs
Presented by: Scott J. Hunter, Ctr for Health & the Social
Scis at The U of Chicago
Looking at Children With New Eyes

WE 1:00 p.m. 4:00 p.m.
Session: PC03
CC/Room W183B
3 Hrs
Presented by: Jennifer Rosinia, Kid Links Unlimited, Inc
Tackling the Tough Issues in Service

Delivery for Bilingual Children
WE 1:00 p.m. 4:00 p.m.

Volunteer Village & Leadership Lounge (includes Special Interest Groups (SIGs)
& Practice Resource Project)
Leader Lounge (Publications)
First-Timers Orientation
Local Host Workshops
Session: PC04
3 Hrs
CC, Level 3, Exhibit Hall F2 (Posters)

NSSHLA Lounge, Faculty-Researcher Lounge, PhD Lounge, & BRS Lounge
(Booths 104, 105, and 106)
We encourage new attendees to come

to this popular gathering to learn about
the ASHA Convention and to preview
programs and activities slated for the
next 3 days. Youll have an opportunity to
meet ASHA President Patty Prelock and
Convention Co-Chairs Donise Pearson
and Colleen ORourke, as well as other
ASHA and NSSLHA representatives. Light
refreshments will be served.
International Lounge (Booth 106)
Join us in the Exhibit Hall on Thursday

evening to catch up with friends
and colleagues and mingle with
exhibitors. This upbeat reception
provides dedicated time to check out
the exhibiting companies, socialize,
and network, all while recharging your
battery with light snacks and a cash
bar before you head to the Twilight
Sessions. The Welcome Reception is
open to all fully registered attendees;
inquire about guest ticket availability
for friends or family at Registration.
SLP Hub (HEAT & SLP Practices) (Booth 110)
ASHA Closing Party
CC, Level 3, Exhibit Hall F1 (Exhibitors)
6:30 p.m.8:30 p.m.
Hard Rock Cafe (Ticketed)
63 W Ontario St
Audiology Lounge (Booth 837)

ASHA Continuing Education Lounge (Booth 1241)
Service & Science Lounge (Booth 1241)
Teamwork Lounge (Booth 2015)
PAC Reception (ASHA members

only, ticketed)
ASHA members are invited to a fun-filled

reception at Buddy Guys Legends with the
ASHA-PAC Board on Wednesday evening.
This special event benefits the ASHA
Political Action Committee, which serves
as the political voice of the audiology and
speech-language pathology professions
on Capitol Hill.
5:00 p.m.6:30 p.m.
McCormick Place, Exhibit Hall, F1& F2
Circle of Support Lounge, Career Fair (Booth 1457)
Social Media at the ASHA Convention

Tap into the lively online network of SLPs, audiologists, and CSD students
and you will see why so many of your peers are using social media tools
to collaborate and connect. ASHA is pleased to integrate social media
into the ASHA Convention experience to help attendees bring virtual
connections into real time.
Tweet with Us!
The ASHA Convention will conclude with

a rockin Closing Party with the Blooze
Brothers at the Hard Rock Cafe. The
11-piece tribute band will perform classic
blues and rock songs and have you
dancing and singing along. The cost of
your $10 ticket covers your entrance fee
and first drink; a cash bar will be available
for the evening. You may inquire about
ticket availability at Registration if you
did not purchase one in advance.
Tweet Up & Appy Hour
There is always another conversation happening on Twitter, and the fun continues long
after you leave Chicago. Heres how to get started:
#ASHAmagic
Not sure what to tweet? Inspired by this
years theme, The Magic of Teamwork:
Science and Service Delivery, add this
hashtag to a tweet about the magic
moment when you knew the profession
was right for you.
#SLPeeps
Search for this hashtag to find fellow SLPs
on Twitter.
#AudPeeps
Use this hashtag to chat with fellow
audiologists on Twitter.
YOUTUBE LOGO SPECS
PRINT
#ASHA13
Follow the official Convention Twitter
hashtag for important updates and
announcements.
main red
gradient bottom
C0 M96 Y90 K2
C13 M96 Y81 K54
white
black
C0 M0 Y0 K0
C100 M100 Y100 K100
PMS 1795C
WHITE
on light backgrounds
standard
no gradients
no gradients
watermark
watermark
PMS 1815C
BLACK
@ASHAAdvocacy
Tweets from ASHAs government relations
staff.
on dark backgrounds
standard
Friday, November 15
5:00 p.m. 6:00 p.m.
CC, Level 3 Registration Lobby,
Leader Lounge
Join us for the fourth annual ASHA
Tweet Up and Appy Hour! This is
your chance to try out the new
ASHA Community Mobile App
and connect with fellow #slpeeps,
#audpeeps, #slp2b, and #aud2b;
ASHA staff; and volunteer leaders.
Stop by the Leader Lounge on Friday
afternoon to experience this popular
informal event.
Social Activities & Lounges
CC/Room W181
Presented by: Brenda Gorman, Marquette U
5:00 p.m. 6:30 p.m.

Hilton Chicago, Continental Ballroom BC
5:30 p.m. 7:30 p.m.

Buddy Guys Legends (Offsite, next to
Hilton Chicago)
Welcome Reception
Connect with ASHA at the Convention and Beyond:

Facebook f Logo
CMYK / .ai
Facebook f Logo
CMYK / .ai
stacked logo (for sharing only)
stacked logo (for sharing only)
facebook.com/asha.org
youtube.com/ashaweb
twitter.com/ashaweb
pinterest.com/ashaweb
community.asha.org
Open Houses and Receptions
As of October 9, 2013
Friday, November 16
8:30 p.m. 10:30 p.m.
8:30 a.m. 10:00 a.m.
CC, Lakeside Center, Level 3, Hall D1
Various groups will hold Open Houses and receptions following the ASHA Awards Ceremony.
Location/Room
AAPPSPA Open House
Hilton Chicago, Lake Ontario
Boston University Alumni and Award Reception (Closed)
Hilton Chicago, Boulevard C (2nd Floor)
Calvin College
Hilton Chicago, Astoria (3rd Floor)
Corspan Annual Open House
Palmer House, Spire
George Washington University, University of Maryland, and

Towson University Open House (Closed)
Hilton Chicago, Boulevard A (2nd floor)
Indiana University Open House
Palmer House, Monroe
Iowa Open House
Hilton Chicago, Buckingham (5th Floor)
ISHA & Illinois University Programs Open House
Hilton Chicago, International Ballroom North
Ithaca College Open House for Alumni and Friends (Closed)
Hilton Chicago, PDR 1 (3rd Floor)
Marquette University Speech Pathology and Audiology Alumni

Reception (Closed)
*9:00 p.m. 11:00 p.m.
Hilton Chicago, Marquette (3rd floor)
MGH Institute of Health Professions Alumni & Friends Reception
Palmer House, State Ballroom
MSU Open House
Northwestern University Open House (Closed)
Hilton Chicago, Continental Ballroom A
Ohio Universities
Hilton Chicago, Williford A (3rd Floor)
Open House: Celebrate Nebraska
Hilton Chicago, Lake Erie
Purdue Speech, Language, & Hearing Sciences Open House
Reception for Sandi Gillam
Hilton Chicago, Joliet (3rd Floor)
Rush University Open House
Hilton Chicago, Continental Ballroom B (Lobby Level)
State of Michigan Open House
Palmer House, Adams Room
University of Illinois Alumni Reception and Open House
Hilton Chicago, Continental Ballroom C (Lobby Level)
University of Memphis Open House
Hilton Chicago, Lake Huron
University of North Carolina at Chapel Hill Open House
Hilton Chicago, Lake Michigan
University of Pittsburgh Open House
Hilton Chicago, Boulevard B (2nd Floor)
University of Vermont CSD Alumni Event
Hilton Chicago, Imperial South Suite
Vanderbilt Alumni Open House
Hilton Chicago, Williford B (3rd Floor)
Experience the magic of the ASHA

Convention as we kick off our annual event with the Opening
General Session Thursday morning. This popular session brings

everyone together to celebrate the speech and hearing professional
community. Youll be welcomed by our mistress of ceremonies, the
amazing President Patty Prelock, who will charm and inspire you with
her insights about the state of the discipline.
Then, the team of Convention CoChairs
Colleen ORourke and Donise Pearson will
entice you with a preview of whats to come
including special sessions, new events, and
other not-to-be-missed activities.
In the spirit of the 2013 Convention
theme, The Magic of Teamwork: Science
and Service Delivery, were excited to
welcome, as keynote speakers, one of
Americas most unique and successful
teams: Ben Cohen and Jerry Greenfield,
Patty Prelock
founders of Ben & Jerrys Ice Cream. Ben
and Jerry are lifelong friends and business
partners whose teamwork formed the foundation of their
successful ice cream business with a social conscious. They are
business, community, and philanthropic leaders whose work
over three decades has supported grassroots organizations that
promote sustainability; equal social, political, and economic
rights; and multicultural understanding and peace. Funding from
the Grassroots Organizing for Social Change national grant program
sponsored by the Ben and Jerry Foundationhelps give voice and
visibility to constituents and causes, enhancing the possibilities for
awareness and honest, tough dialogue that can impel change.
Join your colleagues on Thursday morning to hear more about how
Ben and Jerrys teamwork has not only enriched their business but
also served their socially responsible activism. After the session, enjoy
a celebratory scoop of Ben & Jerrys delicious ice cream. The Opening
General Session will set the agenda and tone for the next 3 days!
Ben Cohen
Jerry Greenfield
Host
Awards List
ASHA Awards Ceremony
Honors of the Association

Li-Rong Lilly Cheng
Lee Ann C. Golper
Alex F. Johnson
Brenda L. Lonsbury-Martin
Maurice H. Miller
Mary Pat Moeller
D. Kimbrough Oller
Leslie J. Gonzalez Rothi
Robert J. Shprintzen
Anne Smith
Cynthia Kay Thompson

Susan Ellis Weismer
Thomas J. Hallahan
Melanie W. Hudson
Yvette D. Hyter
Mary Kennedy
Swathi Kiran
Joan C. Kosta
Charissa R. Lansing
Margaret M. Leahy
Lynn Marie Maher
Silvia Martinez
Joan Mele-McCarthy
Timothy J. Meline
Cheryl Messick
Benjamin Munson
Mara Adelaida Restrepo
Ronald C. Scherer
Rahul Shrivastav
John A. Tetnowski
Lyn S. Turkstra
Anne van Kleeck
Judith Vander Woude
Linda R. Watson
Barbara Derickson Weinrich
Edwin M.L. Yiu
Fellowship of the Association

Klaas Bakker
S. Sue Berman
Joan Besing
Shelley B. Brundage
Angela N. Burda
Kathy L. Chapman
Ellen R. Cohn
Thalia J. Coleman
Micaela Cornis-Pop
Sandra Laing Gillam
Lisa Goffman
Shelley I. Gray
Distinguished Service Award
Dorothy Dreyer Award for Volunteerism
Certificate of Recognition for Special Contributions in

Higher Education
Stephanie F. Stokes
George O. Purvis
Jennifer E. Kent-Walsh
Certificate of Recognition for

Outstanding Contributions in
International Achievement
Certificate of Recognition for Special

Contributions in Multicultural Affairs
Certificate of Recognition for

Outstanding Contributions in
Preschool-Grade 12 Education Settings
Early Career Contributions in Research

Award
Brooke Hallowell
Anthony Pak-Hin Kong
Celeste Roseberry-McKibbin
Jos G. Centeno
Carol B. Fleming
Ryan W. McCreery
The ASHA Leader Outstanding Contribution Awards

Audiology: Talking to Parents About Genetics (With new technologies, families seek information on
causes of hearing loss), September 18, 2012
Kathleen S. Arnos
Speech-Language Pathology: Lessons Learned (An SLP who stutters draws on personal experience to
develop his approach to school-age stuttering treatment), February 14, 2012
Mark Allen
Media Award
The New York Times
Media Outreach Champions

The Today Show
Voicebox
KLTV-DT3 Telemundo La Vida
Kenn Apel, Julie Masterson
Louis M. DiCarlo Award for Recent

Clinical Achievement
2013 Rolland J. Van Hattum Award

for Contribution in the Schools
Kawana Award for Lifetime

Achievement in Publications
Audrey Holland
Jane O. Kleinert
Nina Reeves
Sandra Gordon-Salant
ASHA Journal Editors Awards

American Journal of
Audiology,Factors Influencing
Follow-Up to Newborn Hearing
Screening for Infants Who
Are Hard of Hearing, Vol. 21,
December 2012
Lenore Holte, Elizabeth Walker,
Jacob Oleson, Meredith
Spratford, Mary Pat Moeller,
Patricia Roush, Hua Ou, J. Bruce
Tomblin
American Journal of
Speech-Language Pathology,
Innovative Technology for the
Assisted Delivery of Intensive
Voice Treatment (LSVTLOUD)
for Parkinson Disease, Vol. 21,
November 2012
Angela Halpern, Lorraine O.
Ramig, Carlos E. C. Matos, Jill
A. Petska-Cable, Jennifer L.
Spielman, Janice M. Pogoda,
Phillip M. Gilley, Shimon Sapir,
John K. Bennett, David H.
McFarland
Journal of Speech, Language,

and Hearing Research--Speech,
Error Variability in Apraxia
of Speech: A Matter of
Controversy, Vol. 55, October
2012
Anja Staiger, Wolf Finger-Berg,
Intrid Aichert, Wolfram Ziegler

and Hearing Research
Language, Developmental
Trajectories of Verbal and
Nonverbal Skills in Individuals
With a History of Specific
Language Impairment: From
Childhood to Adolescence, Vol.
55, December 2012
Gina Conti-Ramsden, Michelle
C. St Clair, Andrew Pickles, Kevin
Durkin

and Hearing Research
Hearing, Speech Recognition
and Acoustic Features in
Combined Electric and Acoustic
Stimulation, Vol. 55, February
2012
Yang-soo Yoon, Yongxin Li,
Qian-Jie Fu
Language, Speech, and Hearing

Services in Schools, Oral
Language Competence, Young
Speakers, and the Law, Vol. 43,
October 2012
Pamela C. Snow, Martine B.
Powell, Dixie D. Sanger
National Student Speech Language Hearing Association Honors
National Student Speech Language Hearing Association Editors Award
Marilyn Dunham Wark
Contemporary Issues in Communication Science and Disorders, Responsible Conduct of Research: For
Students, By Students, Vol. 40, Spring 2013
Laura R. Chapman, Fatimah H. Hassan, Maria Modayil, Elizabeth Oommen, Taeok Park, Jennifer Horner
Presentations will be made to recipients of the Honors of the Association,

ASHAs most prestigious award, which recognizes lifetime
achievement, and to ASHA Fellows, whose contributions are the
cornerstones of the professions. Additional awards will be given
honoring members who have also contributed
to the professions and Association.
The Annie Glenn Award will also be presented.
Annie Glenn, wife of Senator John Glenn, is
known nationwide for her advocacy for those
with communication disorders. Each year, the
Annie is given in her name to an individual
who demonstrates Mrs. Glenns spirit.
This year, Mrs. Glenn will present the 2013
Annie to Erik Weihenmayer; while his
name might not be familiar, his story and
accomplishments will captivate you. Although
Erik lost his vision at age 13, he was determined
not to be held back by his disability. A former
middle school teacher and wrestling coach, Erik has a passion for outdoor
adventure and is currently one of the most accomplished athletes in the
world. He has scaled some of the most famous and challenging mountain
peaks on the globe, including Mount Everest, and in 2008 completed his
quest to climb the Seven Summits (each summit is the highest mountain
on its continent).
While striving to accomplish his ambitious goals, Erik has emphasized the
importance of teamwork by helping and inspiring others with disabilities to
pursue their dreams. Whether teaming up with fellow outdoor adventurers
with disabilities to climb a rock tower in Moab, Utah, or leading students who
are blind on a climb to the Rombuk Glacier on the north side of Mt. Everest,
Erik has modeled and helped others achieve an exciting, full life.
Eriks incredible story, his reliance on trust and teamwork to remove barriers
and limits, and his unique perspective on life illustrate the triumph of the
human spirit over the adversity of a physical impairment. In his fortitude,
perseverance, and leadership, Erik exemplifies the qualities he shares with
Mrs. Glenn. Join the ASHA community on Friday evening as Mrs. Glenn
awards the Annie to Erik Weihenmayer.
Erik Weihenmayer
Annie Glenn
ASHA Awards Ceremony
Frank R. Kleffner Lifetime Clinical

Career Award
The Awards Ceremony celebrates the highest

achievements and excellence in the professions.
Friday, November 15
6:30 p.m. 8:30 p.m.
CC, Lakeside Center, Level 3, Hall D1
Auxiliary Presentations
Over the course of the Convention, several ASHA Committees, Boards,
and Councils are delivering informative presentations, such as updates on
policies or processes that affect members. These presentations are open
to all registrants; however, ASHA CEUs are not awarded for participation.
Lunch is not provided.
Clinical Specialty Recognition/
Clinical Specialty Certification:
Whats Up?
12:30 p.m. 1:30 p.m.

CC, Exhibit Hall F1, Auxiliary Theater 2
This presentation will include
representatives of the Council for Clinical
Specialty Recognition (CCSR) and the
Council for Clinical Certification (CFCC),
who will provide an overview of the
specialty recognition program and the
plans for transitioning to a specialty
certification program. The presentation
will also include information from the
four current Specialty Boards (SBs):
Child Language, Fluency Disorders,
Swallowing and Swallowing Disorders,
and the American Audiology Board on
Intraoperative Monitoring. Following the
presentation, participants will have an
opportunity to talk with members of both
Councils and the Specialty Boards.
12:30 p.m. 1:30 p.m.

Attendees will engage in an interactive
session with members of the CFCC as
they discuss critical updates regarding
the certification program, differences in
the 2014 SLP standards, when graduates
should apply, and more! This is your
opportunity to have your questions
answered by CFCC members.
12:30 p.m. 1:15 p.m.

CC, Exhibit Hall F2, Learning Lab 1
This session will be presented by members

of the Medicaid committee, who will
provide an overview of the Medicaid
program. While Medicaid programs
vary from state to state, there is some
information common to all programs.
Topics will include populations served,
service setting, qualified providers, and, if
time allows, some information about the
impact of the Afforable Care Act (ACA) on
Medicaid expansion.
Tips for Submitting an ASHA

Awards Application
12:30 p.m. 1:15 p.m.
Join members of ASHAs Committee

on Honors (COH) to review technical
procedures for submitting an award
nomination. Frequently asked questions
will be addressed, as well as general criteria
for awards and submission guidelines.
There will be opportunity for discussion
with session participants.
Council on Academic
Accreditation (CAA) Update and
Program Roundtables
5:30 p.m. 6:30 p.m.
Are you curious about how other graduate

programs are being creative or innovative
in meeting specific accreditation
standards, such as student learning
outcomes or program assessment and
improvement? Are you wondering what
changes the CAA has made recently to
standards and policies? Whether youre a
long-time program director or new hire
in the position, this is your opportunity to
learn from your colleagues and get your
questions answered by CAA members.
Interprofessional Education: Post

Summit Update
5:30 p.m. 6:30 p.m.
ASHAs Healthcare Summit in 2012 raised

many themes related to the changing
landscape in health care. Interprofessional
education and interprofessional practice
are part of the emerging new order. The
Ad Hoc Committee on Interprofessional
Education was charged to make
recommendations for meeting this
paradigm shift, with a focus on education
about the economics of health care. Come
hear the Committees recommendations
and share your thoughts and experiences.
The Clinical Fellowship

Experience: What You Need to
Know
5:30 p.m. 6:30 p.m.

Attendees will have the unique
opportunity to engage in an interactive
session to discuss the Clinical Fellowship
experience. Participants will learn what
to expect from the beginning to the end
of the CF and everything in between.
Important information and tips will be
shared for both the clinical fellow and the
mentor.
ASHA Ad Hoc Committee on

Committees, Boards, and
Councils Structure Review
Analysis & Recommendations
12:15 a.m. 1:00 p.m.
The Ad Hoc Committee on Committees,

Boards, and Councils (CBC) was given the
following charge: Conduct a review and
evaluation of ASHAs current committee,
board, and council structure and processes;
develop recommendations for enhancing
that structure and those processes; and
submit those recommendations to the
Board of Directors by September 1, 2013.
The Committee analyzed six specific
parameters of the committee, board, and
council structure and processes. On the
basis of this analysis, the Committee made
a series of 17 recommendations to increase
efficiency and effectiveness. This session
will review the Committees analysis and
recommendations.
Council on Academic
Accreditation (CAA) Site Visits:
What to Expect, How to Prepare
11:45 a.m. 1:00 p.m.
For graduate programs that anticipate a

2014 CAA site visit, this session will prepare
you for a successful, comprehensive
visit. CAA members will provide tips
on developing agendas and preparing
documentation in advance and describe
the conduct of the visit so that you can
feel confident going into the site visit.
Program directors and faculty members
who are part of a program having a CAA
visit in calendar year 2014 are encouraged
to attend.
HES CSD Education Survey
Update and Data Reports
11:45 a.m. 1:00 p.m.

Join us for a discussion about what the
Higher Education Data Systems (HES)
CSD Education Survey data reveal. This
interactive session will review key data
elements about undergraduate through
PhD education and the pipeline for clinical
personnel and faculty-researchers. Tips
on how to navigate and complete the
CSD Education Survey and updates on
EdFind will also be provided. Academic
program directors and faculty will have the
opportunity to ask questions and discuss
the data.
DSM-5 Changes and Implications

to Diagnostic Criteria for
Communication Disorders
11:45 a.m. 1:00 p.m.
The DSM-5 was released in May 2013.

Changes in the diagnostic criteria for
communication discorders will be
discussed by three of the members of
the Communication Disorders Advisory
Committee (for the Neurodevelopmental
Work Group): Nickola Nelson, director of
the doctoral program in interdisciplinary
health sciences at Western Michigan
University; Mabel Rice, director of the
child language doctoral program at the
University of Kansas; Janet McCarty, ASHAs
private health plans advisor; and Diane
Paul, ASHA director of clinical issues in
speech-language pathology. Participants
will be invited to comment about possible
implications.
New and Continuing Program

Director Orientation
11:45 a.m. 1:00 p.m.

Targeted for new and continuing program
directors,the CAA will discuss the value of
accreditation, aspects of conducting a selfstudy for continuous quality improvement,
and completing an accreditation report;
provide a refresher on the accreditation
review process; and clarify the roles and
responsibilities of program directors,
CAA reviewers, CAA site visitors, and
accreditation staff.
Auxiliary Presentations
Council for Clinical Certification

(CFCC) Update
Medicaid Program Overview
Friday, November 15
Academic Affairs & Research Education
ASHAs 23rd Annual Research Symposium
Are you looking for information about how to plan or enhance

your academic and research career? Seeking a place to meet up
with academic faculty or researcher colleagues? The Convention
boasts the following programs and activities for the academic and
researcher community.
Faculty-Researcher Lounge
The Genetic Basis of Speech, Language, Reading,

Learning, and Memory
Other Science and

Research Sessions
Exhibit Hall Hours

8:00 a.m. 6:00 p.m.
These sessions were organized by ASHAs

Research and Scientific Affairs Committee
(RSAC) and the Publivations Board to
provide professional development to earlycareer researchers.
Join Us! Connect with academic faculty and research

colleagues in our designated space.
Graduate School Fair
Friday, November 15
9:00 a.m. 4:00 p.m.
CC, Lakeside Center, Level 3, Room E354A
FAIR
The Graduate School Fair offers a venue for academic faculty

representatives to personally interact and exchange information
with potential students. Program faculty have an opportunity
to share their vision of CSD education while learning valuable
information from students about what they are looking
for in a program. Faculty are also able to exchange ideas
with representatives from universities around the country.
Undergraduate, masters, and clinical and research doctoral
programs will be showcased.
NSSLHA Rapid Roundtable: ASHA Awards,

Research Education, and Mentoring Programs
Friday, November 15
9:00 a.m. 12:00 noon
CC, Lakeside Center, Level 3, E353B
Graduate School Fair PhD Center

The Graduate School Fair PhD Center is a convenient location for
program representatives to meet and talk one on one with CSD
practitioners considering research doctoral programs, as well as
other interested students.
HES Update
Friday, November 15
11:45 a.m. 1:00 p.m.
Learn what the Higher Education Data Systems (HES) CSD
Education Survey data reveal. Read more on page 39.
New! Joint with ASHA-Approved CE Provider

Workshop (Invitation Only)
Interprofessional Education: Moving Toward a
Collaborative Era through Preprofessional Education
and Lifelong Learning
WE 5:15 p.m. 9:30 p.m.
Session: PC05
Hilton Chicago, International Ballroom

2 Hrs
Keynote Speaker: Barbara Brandt, Natl Ctr for Interprofessional Practice & Education
Panelists: Kenn Apel, U of South Carolina; Robert Moore, U of South Alabama;
Nancy Scherer, Arizona St U
The Researcher-Academic Town Meeting is a forum for faculty, researchers, and
PhD students to network and engage in discussion on topics of significance to the
academic and research communities. By combining efforts with ASHA Approved
CE Providers this year, the event provides a 2-part opportunity for a lecture and a
keynote presentation followed by a panel discussion
Mentoring Academic-Research Careers (MARC)

Networking Event (Invitation Only)
7:00 a.m. 8:00 a.m.
Hyatt, Regency C
Growth Signaling Functions in

Language Development of Children
With Specific Language Impairment
(Part 1)
SA 8:00 a.m. 10:00 a.m.
Session: 1637
CC/Room W190A
2 Hrs
Presented by: Mabel Rice, PhD, University of Kansas
Epigenetic Mechanisms in Learning

and Memory (Part 2)
SA 10:30 a.m. 12:00 p.m. Session: 1670
CC/Room W190A
90 min
Presented by: David Sweatt, PhD, University of Alabama
Molecular Mechanisms of Speech

Development and the Genetics of
Dyslexia (Part 3)
SA 1:30 p.m. 3:30 p.m.
Session: 1726
CC/Room W190A
2 Hrs
Approaching Molecular Mechanisms of Speech and
Language Development
Presented by: Matthias Groszer, MD, Universit Paris
Pierre & Marie Curie
Recent Advances in the Genetics of DyslexiaRelated Phenotypes
Presented by: Silvia Paracchini, PhD, University of
St. Andrews School of Medicine
Genetic Influences on Reading

Disability and Language Impairments
(Part 4)
SA 4:00 p.m. 6:00 p.m.
Session: 1782
CC/ Room W190A

2 Hrs
Presented by: Shelley Smith, PhD, University of Nebraska
Medical Center
Introduction to Research Grant

Writing
TH 10:30 a.m. 12:30 p.m.
CC/Room S105D
Session: 1033
2 Hrs
The Seven Habits of Highly Effective

Peer Reviewers
TH 4:30 p.m. 5:30 p.m.
CC/Room W183C
Session: 1166
1 Hr
Thinking About a PhD? Information

Session for Prospective Doctoral
Students
FR 3:30 p.m. 4:30 p.m.
CC/Room W470A
Session: 1463
1 Hr
How to Launch & Build a Successful

Research Career
FR 3:30 p.m. 4:30 p.m.
CC/Room W193
Session: 1461
1 Hr
Considering Joining the Next

Generation of Researchers? Talk With Us
FR 5:00 p.m. 6:00 p.m.
CC/Room W193
Session: 1500
1 Hr
Current and past MARC program participantsmentors and

protgswill have the opportunity to meet face to face, network,
and share experiences that illustrate how the MARC mentoring
program has helped with PhD completion and managing an
academic career.
Research Roundtables
(CEUs not offered)
PhD Information-Sharing Session (Invitation Only)
Research interests? Well-established

investigators and funding agency staff lead
discussions on topics related to starting,
maintaining, and advancing research
careers. Whether youre a student thinking
about a research career, or a mid-career
faculty member, youll find something of
interest. Join us!
12:00 noon 1:30 p.m.
Hyatt, Regency D/E
This session is a facilitated discussion for current and prospective

PhD students on maximizing the PhD student experience and
preparing for a faculty-researcher career. There will be information
sharing, peer networking, and details on ASHA resources.
Friday, November 15
11:30 a.m. 1:00 p.m.
CC, South Building, Level 5, Room S504
ASHAs 23rd Annual Research Symposium
ASHA and the ASHFoundation have created award programs to

foster leadership and promote careers in academia and research.
Programs are available to undergraduate, masters, AuD, and PhD
students enrolled in CSD programs. During this session of the
Rapid Roundtables, you can find the program that most fits your
goals and learn how to submit your best application.
Researcher-Academic Town
Meeting
The 23rd Annual Research Symposium at the ASHA Convention brings

clinicians and researchers together to learn about current research
important to the discipline of communication sciences and disorders.
The Symposium is funded in part by a grant from the National Institute
on Deafness and Other Communication Disorders. Attendance at these
sessions is included with your ASHA Convention registration; no separate
ticket is required.
The NSSLHA Experience 2013

For nine years nsslhas biggest day was known as
nsslha day.
Friday, November 15
CC, Lakeside Center, Level 3
9:00 a.m. 4:00 p.m.
Now its 10th annual event has evolved into

THE NSSLHA EXPERIENCE. This richerthan-ever
experience will enhance student professional development through education
and networking as never before. The NSSLHA Executive Council invites you to
join the fun!
NSSLHA Education/Clinical Sessions

(non-CEU)
Rapid Roundtables:
Meet the Experts
CC, Lakeside Center, Level 3, Room E353B
9:00 a.m. 10:15 a.m. and
10:30 a.m. 11:45 a.m.
Fasten your seat belts! Get on the fast
track to learn about a wide assortment
of clinical techniques, interventions, and
professional issues. Youll participate in
small, brief, rotating roundtables with
subject matter experts from across the
nation. The 12 topics include literacy,
apps in therapy, scholarships and grants,
and more. Feel free to join any or all of
them as you please.
Demystifying the Clinical Fellowship

and 4th-Year Experience: Panel
Discussion
Confused? Overwhelmed? Let our

panelists show you how to choose,
secure, and navigate through your clinical
fellowship. With current clinical fellows,
CF supervisors, 4th-year externs and,
preceptors from a variety of settings,
our panel is sure to be familiar with your
situation. Help is herejoin us!
Inter-professional Innovations:
the Keys to Communication and
Collaboration
CC, Lakeside Center, Level 3, Room E350
9:00 a.m. 10:15 a.m.
Get more done by getting along. Join an
interactive, interdisciplinary discussion on
conflict management and collaboration
with other professionals. Using casebased scenarios, youll debate and
deliberate potential solutions.

10:30 a.m. 11:45 a.m.
So many settings, so much at stake.
Our panel of professionals from various
clinical settings will help you decide which
is best for you. SLPs and audiologists
from schools, hospitals, universities,
and private practice will highlight the
differences among their daily tasks, work
environments, and populations served.
Expect a lively discussion of pros and cons.
What to Say and When: Tips for

Building Rapport With Patients and
Families
10:30 a.m. 11:45 a.m.
Start off on the right foot. SLPs need tact,
empathy, and good listening techniques
to establish rapport and ensure successful
interactions with patients and families.
But such skills dont just happen; theyre
learned. Come hear real-life testimony
from patients and parents, discuss effective
communication techniques, and boost
your interpersonal skills.
Battle of the
Regions:
The NSSLHA
Knowledge Bowl
CC, Lakeside Center,

Level 3, Room E353ABC
2:00 p.m. 3:30 p.m.
Game on! Dont miss the ever-popular

Knowledge Bowl, where NSSLHA Chapter
teams - representing the 10 regions of
NSSLHA -engage in an exciting and raucous
battle for glory and cash prizes. Come and
cheer on your team!
CoSponsored by EBS.
FAIR
The Graduate School Fair

Meet with representatives from more
than 65 undergraduate and graduate
academic programs in communication
sciences and disorders.
Co-Sponsored by EBS
NEW! The Demo

Lounge
Stop by and learn
about new products
and servicesand how they can
enhance your studies or work.
NSSLHA
Chapter
Poster
PRACTICES
BEST
NEW! NSSLHA
Chapter Poster
Presentations
Chapters were invited

to develop posters
to share the exciting work and progress
being made at their schools. Be sure
to see what exciting new things are
underway.
NSSLHA
Poster
Presenter
H BEST PRACTI
EARC
CES
RES
STUDENT
RESEARCHERS:
Get your Student
Poster Ribbon!
Visit the NSSLHA

Lounge in Exhibit Hall F1 and pick up a
ribbon to display on your ASHA poster
presentation. Its our way of recognizing
the importance of student research.
Kudos to you!
CC, Lakeside Center, Level 3, E354B

12:00 noon 1:45 p.m.
(Ticketed)
Show your support for students! Join the NSSLHA Executive
Council in honoring the outstanding
students, faculty, and chapters who have
made significant contributions to NSSLHA
and the discipline of CSD. This event is
a popular networking opportunity for
students as well as an opportunity for
professionals to get a first look at the
future leaders of the association. Feel
the energy as the NSSLHA Executive
Council celebrates the accomplishments
of talented students, acknowledges the
hard work of the professionals working
with students, and rewards the chapters
Bob Love
that champion the mission of NSSLHA in
academic programs.
In honor of the 10th anniversary of NSSLHA activities at the
ASHA Convention, the NSSLHA Council is excited to welcome
Robert Bob Love as the keynote speaker. Bob Love, a highly
acclaimed basketball player with the Chicago Bulls, will motivate
and inspire by sharing lessons learned as an athlete, as a leader,
and as a stutterer. The NSSLHA Council will also recognize Small
Steps in Speech, the current NSSLHA Loves recipient, and the
role the organization plays in improving the quality of life for
children living with communication disorders.
There are lots of ways for students to engage with speech

and hearing professionals and enhance their Convention
experience. Heres an overview of some of the features and
activities that may be of interest to students:
First Timers Orientation
5:00 p.m. 6:30 p.m.
Hilton Chicago, Continental Ballroom BC
Stop by this informal reception to learn some tips and tricks for
negotiating your first Convention.
NSSLHA Student Lounge

Thursday Saturday
Use the NSSLHA Lounge as your home base to rest, meet

up with fellow students, and learn about opportunities for
students.
Sessions By and For Students

Use the online Program Planner to search for presentations
by fellow students and lend your support, or use the Program
Planner to search by the student track to find sessions identified
by the Program Committee to be of special interest to students.
Spend time in the Exhibit Hall

Visit Exhibitors offering new and exciting services and
products.
Check out the Career Fair and take advantage of the
Resume Star program.
Shop the ASHA Bookstore for new resources.
Pop into the Audiology Lounge.
Attend the ASHA Awards Ceremony
PRAXIS PREPARATION
CC, Exhibit Hall F1, NSSLHA Lounge
Preparing for the Praxis SLP Exam
Thursday, November 14 11:00 a.m. 12:00 noon
Preparing for the Praxis Audiology Exam
Thursday, November 14 2:30 p.m. 3:30 p.m.
Helping Your Students Prepare for the Praxis Exams

(Faculty only)
Friday, November 15
CC, Lakeside Center, Level 3, Hall D
6:30 p.m.8:30 p.m.
This is your chance to see and possibly meet some of the

legends of our discipline.
Get Social!
Plan to attend one or all of these fun social and networking
opportunities:
Friday, November 15 2:30 p.m. 4:30 p.m.
Tweet Up & Appy Hour
Preparing for the Praxis Exams
Receptions Welcome Reception in the Exhibit Hall, MC2,

International Reception, post-ASHA Awards Ceremony
Open Houses, and more
Saturday, November 16 9:30 a.m. 10:30 a.m.
Tweet Us @ #NSSLHAEXP13
Students Welcome!
This session will cover both the SLP and Audiology Praxis exams.

9:00 a.m. 10:15 a.m.
Weighing Your Options: The Perks of

Practicing in Different Settings
NSSLHA Honors
Ceremony and
Luncheon
The Closing Party with the Blooze Brothers at the Hard

Rock Caf! (Ticketed)
American Speech-Language-Hearing Foundation

Signature Events Showcase The Magicof Philanthropy!
DO YOU HAVE YOUR TICKETS?

ARE YOU JOINING US?
SECOND CITY
Chicagos national treasure, the Second City Improv
AllStars, work their magic to help the ASHFoundation
raise funds.
8:00 p.m. 10:00 p.m.
Fairmont Chicago, Moulin Rouge Room
(Ticket Required)
SOLD OUT!
Were Making MagicJoin Our Dream Team at AshFoundation

Booth 2027
Come Learn How to Make Magic in 8 Easy Steps

1. Work WondersGive a Magical Gift
6. No Hocus PocusJust Fun
Your charitable donation will make the world better for children
and adults with speech, language, and hearing disorders.
Well show you how this magic works at the ASHFoundation
Exhibit Booth.
Were looking for a few good fun-lovers! Do you enjoy

entertaining? Do you love a great party? The ASHFoundation wants
you! Come learn about our Fabulous Foundation Fundraisers.
Emphasis on FUN here!
2. Inspire MagicTell Your Story
7. University MagicFaculty With Special Powers
Awardees: Come share your successes and tell us how

ASHFoundation funding helped you.
The ASHFoundations University Giving Program (UGP) is exploding

with new members. Is your university one of our 50 UGPs that
are working hard to raise money to support future education and
research for the professions? Come see which universities are
participating and learn how you can get involved.
Donors: Come tell us your dreams for the ASHFoundation and why
you donate to the cause.
ASHFoundation Board Members want to hear from you! But
dont worry, this is teamwork storytelling. Well ask you a few easy
questions, and your responses will be the start of a magical story
that will inspire ASHA members to action.
3. Charm OthersWear Your Special Badge Ribbon

DonorsAwardeesVolunteers: Pick up your special badge
ribbon and let everyone that know that you are part of the
ASHFoundations magic formula.
4. Be EnchantedMeet Our 2013 Rock Stars
Donors and awardees witness the ASHFoundation

disburse nearly half a million charitable dollars!
Friday, November 15
6:45 a.m. 8:30 a.m.
Fairmont Chicago, Imperial Ballroom
(Invitation Only, Ticket Required)
Donors at the Founder level (at least $100) and higher
purchased tickets through pre-event invitations, and no
tickets are sold on site. Its never too late to become a
donor! See the ASHFoundation staff at Booth 2027 in the
Exhibit Hall or visit www.ashfoundation.org and click on
Donate Today.
Our lineup of 2013 Award Recipients and the funding they are
receiving is nothing short of magical. Were awarding over half a
million dollars to our fields best, brightest, most promising new
talent. Pick up your copy of our commemorative 2013 Awards and
Honors booklet and meet our rock stars.
5. Get Your Magical Raffle Ticket

You could be the lucky winner! Take a chance on a VIP trip to the
2014 ASHA Convention in Orlando. One Grand Prize$2,500
valueincludes:
Use your social media networks to invite your friends and

colleagues to join our cause!
Tell Your Friends Why Youre Passionate About Our Cause.
Tweet About Us.
Tell Your Professional Network How They Can Donate.
E-mail a Friend and Share the ASHFoundation URL
www.ashfoundation.org.
ASHFoundation
MAGICAL MEMORIES will be made at the

annual FOUNDERS BREAKFAST.
8. Catch the BuzzSpread Magic
complimentary registration to the Convention,

one bedroom suite for three nights at an exclusive ASHA
Convention hotel,
dinner for two at one of Orlandos most elite restaurants,
two tickets to the ASHFoundations Founders Breakfast and
Fundraising Event,
and much more!
$10 per ticket/3 tickets for $25All proceeds support the
ASHFoundations grant and scholarship programs.
Special Interest Groups Sessions
Special Interest Groups
These sessions feature speakers who hold expertise on particular topics or subject areas and have been invited
to present by the various ASHA Special Interest Groups (SIGs). There is no special registration or ticket required
to attend any of these sessions featuring invited speakers.
Learn. Share. Connect.
Time
Location
Code
SIG
Title
Thursday, November 14, 2013
Join a SIG today and take advantage of big savings on

Short Courses at Convention
ASHAs 18 Special Interest Groups showcase a range of topics across communication
sciences and disorders.
10:30 AM-12:30 PM
CC/W190A
1026
SIG 15
Primary Progressive Aphasia: Diagnosis & Treatment of an Aphasic Dementia
10:30 AM-12:30 PM
CC/W471
1014
SIG 17 and
SIG 16
Practices, Policies, & Training for Speech-Language Pathologists in School Settings in Northern Mariana
Islands & Mongolia
10:30 AM-12:30 PM
CC/W196C
1043
SIG 5
Clinical Problem-Solving for Hypernasal Speech: Assessment, Treatment, & Referral
50% off SIG-sponsored Short Coursesthats just $40 for each!
10:30 AM-12:30 PM
CC/W187BC
1008
SIG 6
The Impact of Language Remediation on Brain Connectivity in Children With Autism
Additional discounts on other ASHA-sponsored continuing

education opportunities throughout the year.
10:30 AM-12:30 PM
CC/W186
1040
SIG 8
Audiologists Role in Assessing Risk of Falls
10:30 AM-12:30 PM
CC/W185A
1015
SIG 9
Beyond the Audiogram: Speech Perception & Outcome Measures
6:30 PM-7:30 PM
CC/W187BC
1190
SIG 7
Health Behavior Change & Hearing Rehab
1331
SIG 1
Teaching Communication in Natural Environments: Supporting Parents & Peers as Partners

Voice Therapy Telepractice: A Match Made in a Virtual World
Friday, November 15, 2013

8:00 AM-10:00 AM
CC/W375B
8:00 AM-10:00 AM
CC/S102BCD
1342
SIG 18 and
SIG 3
8:00 AM-10:00 AM
Hyatt/Jackson
Park AB
1334
SIG 5
Medical Genetics & Its Application to Speech, Hearing, & Craniofacial Disorders
Receive these great benefits:
Full-text access to read the SIGs celebrated online member

publication, Perspectives, for all SIGsthats 200 articles
annually and more than 2,500 archived articles!
Earn .1 to .4 ASHA Continuing Education Units (CEUs) through
self-study of your SIGs Perspectives for only $5 per issue.
(These CE hours can also be used for certification maintenance
and towards earning the ACE.)
Share information and connect with colleagues 24/7 through
your SIGs exclusive online community.
SIG affiliation costs only $35 per SIG for ASHA members, ASHA
International Affiliates, and ASHA Associates. Members of NSSLHA
and ASHA members who are full-time doctoral students pay only
$10 per SIG.
SIG Affiliates Meetings

SIG Affiliates Meetings are a great way to learn more about a SIG
and to meet fellow Affiliates. Stop by the SIG Lounge to view the
schedule of SIG Affiliates meetings that will take place during the
Convention.
SIG-Sponsored Short Courses and Invited Sessions

SIGs have developed the following Short Courses and
Invited Sessions for members interested in these topics. For a
comprehensive listing of Short Courses, see page 54.
SIG 1 Language Learning and Education

SIG 2 Neurophysiology and Neurogenic Speech and

Language Disorders
SIG 3 Voice and Voice Disorders
8:00 AM-10:00 AM
CC/W185A
1316
SIG 9
Bilingual Spoken Language Development for Children With Hearing Loss Whose Home Language Is Not
English: Assessment/Intervention Considerations
1:00 PM-3:00 PM
CC/W192AB
1406
SIG 1
Gestures Role in Creating & Learning Language
1:00 PM-3:00 PM
CC/W192C
1386
SIG 10
Cutting Edge Graduate Education: Interprofessional Education & Simulated Patients
1:00 PM-3:00 PM
CC/W470B
1394
SIG 11
Speech-Language Pathology Assistants: New Landscapes to Discover
1:00 PM-3:00 PM
CC/S103D
1387
SIG 12
AAC Assessment: Merging Personal & Clinical Evidence to Support Quality Outcomes
1:00 PM-3:00 PM
CC/W474
1420
SIG 13
Working Out Dysphagia With Exercise-Based Treatments
SIG 10 Issues in Higher Education
1:00 PM-3:00 PM
CC/W471
1396
SIG 17
Early Career Speech-Language Pathology Professionals & Lessons Learned From International
Experiences as Graduate Students
SIG 11 Administration and Supervision
1:00 PM-3:00 PM
CC/W183C
1395
SIG 4
Stuttering & Suicide: Our Experiences & Responsibilities
1:00 PM-3:00 PM
CC/W470A
1393
SIG 6
Health Care Reform: Is Your Audiology Practice Ready?
SIG 5 Speech Science and Orofacial Disorders

SIG 6 Hearing and Hearing Disorders:

Research and Diagnostics
SIG 7 Aural Rehabilitation and Its Instrumentation
SIG 8 Public Health Issues Related to Hearing and Balance
SIG 9 Hearing and Hearing Disorders in Childhood
SIG 12 Augmentative and Alternative Communication

SIG 13 Swallowing and Swallowing Disorders (Dysphagia)
SIG 14 Communication Disorders and Sciences in Culturally

and Linguistically Diverse Populations
1:00 PM-3:00 PM
CC/W187BC
1416
SIG 6
Learning Induces Different Forms of Auditory Cortical Plasticity Related to Predictable Outcomes for
Cognitive Function
1:00 PM-3:00 PM
CC/S102BCD
1424
SIG 8
An Interdisciplinary Approach to Management of the Dizzy Patient
1:00 PM-3:00 PM
CC/W186
1398
SIG 9
Speech & Language Assesment of Children With Hearing Loss: Challenges in Qualifying for Services
SIG 16 School-Based Issues
Arabic, Persian, & Turkish: Linguistic & Cultural Considerations
SIG 17 Global Issues in Communication Sciences and

Related Disorders
Saturday, November 16, 2013

8:00 AM-10:00 AM
CC/W185D
1620
SIG 14
8:00 AM-10:00 AM
CC/S106
1623
SIG 2
8:00 AM-10:00 AM
CC/W187BC
1633
SIG 2
Special Interest Groups
For more information or to join, contact the ASHA Action Center at

1-800-498-2071 (M-F, 8:30 am 5:00 pm ET) or visit
www.asha.org/SIG/Join.
SIG 4 Fluency and Fluency Disorders
SIG 15 Gerontology
SIG 18 Telepractice
Coaching Students With Brain Injury: Instructing Older Adolescents in High School & College in
Strategies
How Clinicians Can Help People With Severe Aphasia Participate in Life
Continuing Education Credit at Convention

Go to www.asha.org/asha2013
Reporting Deadline: Monday, December 2, 2013, 11:59 p.m. Eastern time

How to Submit
3. Select Enter CE Credit Online.
Any Convention session that has a 4-digit

session number carries CE credit. Ticketed
pre-Convention education events, such as
symposia and workshops, are considered
part of Convention for continuing
education purposes, and you claim credit
for them in the same way you claim for
other Convention sessions.
4. Log in to access the ASHA

Learning Center and follow the
instructions provided.
If there is no 4-digit session number, the

session carries no CE credit. Activities that
do not carry CE credit include:
2. No later than December 2, go to

www.asha.org/asha2013.
Everyone should follow this

processincluding students, clinical
fellows, SLP and audiology assistants,
and non-ASHA members. It is the
only official way to document your
attendance and participation at this
event.
You do not need to join the ASHA CE
Registry to document your CE activities
using this process.
Who is eligible for continuing

education credit?
If you are registered for Convention, you
are eligible for CE credit. Students, SLP
and audiology assistants, clinical fellows,
and nonmembers are all encouraged to
apply for credit. The type of credit you
are eligible to earn depends on your
profession.
See sections below on Professional
Development Hours (PDHs) and ASHA
Continuing Education Units (CEUs).
How much CE credit can I earn at

Convention?
The maximum credit you can earn for
Convention, including ticketed preConvention activities on Wednesday,
November 13, is 31.5 PDHs (3.15 ASHA
CEUs). The maximum, not counting
preConvention activities, is 26 PDHs (2.6
ASHA CEUs).
The time equivalents of each session type

are:
2-hour seminars: 2 hours
ASHA Certificate of Clinical Competence (CCC) holder
1-hour seminars: 1 hour
Individual licensed or credentialed by a national, state, or

provincial regulatory agency (e.g., a state board of education)
to practice speech-language pathology or audiology
Technical sessions: 30 minutes

Posters: 15 minutes
Pre-Convention events: Variable
depending on event time
Awards Ceremony
To earn credit for posters, you must

visit them during the 90-minute period
indicated in the program when the
presenting authors are present to discuss
their work. Each poster counts for 15
minutes, even if you spend more time.
You may claim up to six posters in each
90-minute time block. You may claim
credit for posters you visit between
other education sessions, provided the
visit occurs during the 90-minute period
indicated in the program.
Committee, Board, and Council

meetings
Committee and Board auxiliary
presentations
NSSLHA Experience (NSSLHA Day)
sessions and poster presentations
How are my CE credits

calculated?
The number of credits you earn is
determined by the duration of the
educational sessions you attend. Your total
hours are converted to PDHs or ASHA
CEUs. Both PDHs and ASHA CEUs are
rounded down to the nearest half hour.
So, if you spend a total of 16 hours and 45
minutes in education sessions, you will
earn 16.5 PDHs or 1.65 ASHA CEUs.
You must attend sessions in full in order to
claim credit for them. The system will not
allow you to claim credit for two sessions
that overlap in time according to the
program. See the Poster Sessions section
for more information on how Poster
Session credits work.
Exhibitors
Exhibitors using one of their companys
complimentary full-Convention
registrations are eligible to attend sessions
and earn continuing education credit.
Exhibitors using an Exhibit Hall-only badge
are not eligible to attend sessions or earn
continuing education credit.
Presenting Authors
As a presenting author, you may claim your
Convention session for credit, earning the
same amount of credit as a participant.
In the case of Poster Sessions, this is 15
minutes. We are not able to award credit
for the time you spend preparing your
presentation or poster.
If you are licensed in Florida or Ohio, participate in the CE Registry,

and have provided your license number to ASHA, your ASHA CEUs
from Convention will automatically be reported to CE Broker. You
must participate in the CE Registry for your credit to be sent to CE
Broker.
American Academy of Audiology (AAA) CEUs
You are eligible to earn ASHA CEUs if you are any one of these:
ASHA member, Life Member, or International Affiliate
Poster Sessions
Exhibit Hall Learning Labs
One ASHA CEU (1.0 ASHA CEU) is awarded for 10 hours of

continuing education activity.
Short Courses: 3 hours
Exhibits
ASHA CEUs, widely recognized by state licensing boards and

other authorities and accepted as a demonstration of continued
professional development for maintenance of the ASHA CCC, are
awarded by ASHAs Continuing Education Board through the ASHA
CE Registry.
Florida and Ohio Licensees and CE Broker
Clinical Fellow supervised by an individual holding the ASHA

CCC
Individual currently enrolled in a masters or doctoral program
in speech-language pathology or audiology
Eligible persons must join the ASHA CE Registry to receive ASHA
CEUs. For information about the Registry, go to www.asha.org/ce/.
Joining the Registry is optional. If you are eligible to earn ASHA
CEUs, but choose not to join the Registry, you may receive
professional development hours (PDHs).
What are PDHs, and who is eligible to receive them?

PDHs are an alternative unit of measure of continuing education
activities. Anyone who is registered for Convention is eligible to
receive PDHs.
One PDH equals 1 hour of continuing education.
PDHs for the ASHA Convention count toward ASHA certification
maintenance. Check with your state license board to learn whether
PDHs will count toward state license renewal.
To earn AAA CEUs, complete and turn in an AAA CEU participant

form, available at any information booth. There is no charge by
ASHA for this service.
Illinois Early Intervention Training Program

For a list of ASHA Convention sessions that have been
approved for Early Intervention credit, please see the
Illinois Early Intervention Training Program web site
http://www.illinoiseitraining.org/page.aspx?module=15
ASHA
ASHA Professional Development is approved by the Continuing
Education Board of the American Speech-Language-Hearing
Association (ASHA) to provide continuing education activities in
speech-language pathology and audiology. See course information
for number of ASHA CEUs, instructional level and content area. ASHA
CE Provider approval does not imply endorsement of course content,
specific products or clinical procedures.
ASHA Approved CE Provider

This course is offered for up to 3.15 ASHA CEUs (Various levels,
Professional area).
American Academy of Audiology

ASHA Professional Development is approved by the American
Academy of Audiology to offer AAA CEUs for this Convention. The
program is worth a maximum of 3.15 CEUs. Academy approval of
this continuing education activity does not imply endorsement of
course content, specific products, or clinical procedures.
Continuing Education Credit at Convention
1. Keep a personal record of the

sessions you attend. You will need
each sessions 4-digit session
number.
What sessions count for credit?
What are ASHA CEUs, and who is eligible to earn

them?
Whether you are earning ASHA CEUs or PDHs at Convention,

you follow the same reporting procedures and deadlines.
CCC Maintenance
ASHA CEUs or PDHs accrued at Convention will count toward CCC
maintenance, provided you are in your 3-year maintenance interval.
Please note that if you were initially certified during 2013, your CCC
maintenance interval begins on January 1, 2014.
Appeals
If you have not submitted your CE sessions online by December 2, and
you later wish to have credit awarded, you will need to file an appeal.
Contact ASHA Professional Development (ashaprofdev@asha.org or
800-498-2071, ext. 8593) for information on the appeal process.
The non-refundable fee for an appeal is $50. Appeals for ASHA CEUs
are adjudicated individually by the Continuing Education Board
and may not be granted.
To avoid the expense and uncertainty of an appeal, enter your CE
credits online by December 2!
Presenter Disclosure Statements
Session Formats
All Convention presenters, including those displaying posters,

mustat the beginning of the session or presentationmake
a disclosure statement. ASHAs disclosure requirements are
designed to promote transparency in the design, development,
and presentation of courses offered for ASHA CEUs, resulting in
Convention attendees having a more complete context in which to
evaluate presenters information.
If a session focuses on teaching the theoretical aspects of a

product or service and/or the details of a products operation,
presenters cannot sell or promote that product or service
during the session. Likewise, if presenters use products,
equipment, or devices in conducting a session, they cannot
engage in marketing, promoting, or selling during the session
or in the space/place where the session is held.
Oral Seminars (1 or 2 hours)
Invited Sessions
Presenters must disclose whether they have any financial or

nonfinancial relationships, or lack of, related to their presentations
content.
If presenters offer a session focused on one product or service,

they should disclose to the audience, before the session
begins, that they will present limited or no information about
similar products or services.
Oral Seminarsthe standard concurrent sessionsoffer a broad

array of educational programming and CEU opportunities. These
sessions provide in-depth, continuing education for speechlanguage pathologists, audiologists, and speech, language, and
hearing scientists. Emphasis is on clinical applications and research
advances, backed by appropriate levels of evidence. Content is
tailored to fit either a 1- or 2-hour time block.
As you read through the session listings in the Program Book

or the Program Planner, you may notice some abstracts that
indicate that the presenters have been invited by the Convention
Program Committee, the Special Interest Groups (SIGs), or the
Specialty Recognition Boards. These presenter(s) hold expertise
on the particular topic or subject area of the session and were
specially invited to present. There is no special registration or
ticket required for sessions with invited presenters; attendance is
included with your ASHA Convention registration.
If the session focuses on one product, device, or service, the

presenter(s) must disclose whether information about similar
products or services will be limited or not presented.
The disclosure requirement aligns ASHA with current practices in
other professions, particularly continuing medical education. The
ASHA Continuing Education Boards Requirement 3 (transparency
in course planning and delivery) for presenters indicates that:
Session content and presentation must focus on the science
and/or contemporary practice of audiology, speech-language
pathology, and speech, language, and hearing sciences, not
on the sale or promotion of products or services.
To report a presenter disclosure issue, visit one of the Information

Booths and ask for a comment form.
A Technical Research Session is a 20-minute oral presentation

focusing on research or on research in progress. The purpose is
to efficiently communicate scientific information. A 10-minute
question-and-answer period follows the presentation.
New! Technical Clinical Sessions (30 minutes)

Technical Clinical Sessions, modeled after Technical Research
Sessions, consist of a 20-minute oral presentation that focuses
on the technical aspects of a particular diagnostic or therapeutic
strategy. Developed as how to programs, they emphasize the
applied, clinical aspects of the professions. The clinical presentation
is followed by a 10-minute question-and-answer period, which
allows the audience to interact with the presenter and receive
clarification on any information or procedure presented. This new
session format is intended to offer members who provide direct
clinical service in various work settings quick, new solutions and
techniques to help them do their jobs better.
Poster Sessions (90 minutes)
Hurry!
Dont forget!
Record your attendance today!
To get the Continuing Education
credit youve earned,
record your attendance by
December 2, 2013.
Sessions must
be entered by
December 2.
Posters presentations combine a verbal presentation with a visual

display and are an excellent way to rapidly communicate scientific
ideas. During these presentations, viewers guide themselves
through a posters basics, freeing the presenter to focus on
explanation, clarification, and discussion of key elements of the
work and to answer questions. A poster presentation is less formal
and more interactive than an Oral Seminar. Be on the lookout in the
Poster Hall for Meritorious Poster submissions!
Resources
In addition to the Program Book, there are other resources you may
use to plan your ASHA Convention schedule.
Use the online Program Planner to search for sessions
and develop a detailed personal schedule that fits your
professional interests.
You can refer to the Pocket Planner, available as a PDF
document to download from the ASHA website, for a quick
overview of Oral Sessions listed by date and time.
Be sure to refer to the Program Addendum and Daily Update sheets
for any late notification of session changes or cancellations.
Session Formats
Consequently, presenters should not attempt to persuade

learners to favor, use, promote, or purchase a particular
product, equipment, device, or service.
All presenters must disclose relevant financial and nonfinancial

relationshipsor lack thereofto attendees in each session they
present. Presenters of oral sessions should begin the presentation
with a slide and verbal statement indicating their adherence to
the policy and disclosing any relevant financial and nonfinancial
relationships or lack thereof. Poster presenters should include
within the visual presentation a written statement indicating their
adherence to the policy and disclosing any relevant financial and
nonfinancial relationships or lack thereof.
Technical Research Sessions (30 minutes)
Short Courses (3-hour ticketed sessions)

Short Courses are ticketed Oral Seminars with an additional
fee per course. Short Courses emphasize clinical applications
and/or science supported by appropriate levels of evidence.
Short Course presenters must demonstrate expertise in their
respective areas; they are experienced in presenting continuing
professional education programs. Material being presented is at the
intermediate level or above. We provide ticket holders with a CD
containing all Short Course presentation files at the Convention.
Simply go to www.asha.org/asha2013
and select Enter Your CE Credit Online.
How to Use the Program Book
Program Planner and Mobile App

View or Print Advance Handouts
Locations
CC, Level 1 Lobby, Indiana Ave side

CC, Level 1 Lobby, MLK Ave side
The Program Planner Stations are available for you to search for
sessions, update your personal schedule of sessions, print advance
materials, or print your schedule.
Your Personal Schedule of Sessions

If you havent already used the Program Planner to search for
sessions and build your own schedule, you can do so while at the
Convention. Use any of the following information to search for
sessions:
Session Format
Session code
Date
Title
Author Name
Topic Area
Special Audience
Instructional Level
Complete session details contained in the Program Planner include:
Date, time, and location
Instructional level
An abstract summary and

learning objectives
Professional development
hours/CEUs
Author disclosures
Keep in mind that handouts materials will only be available if the

presenter(s) have agreed to make them available to the public.
Final presentations, if permission is granted by authors, will be
available after the convention.
Continuing Education Credit Reporting

Access to the continuing education reporting system will be
available on Saturday, November 16, at the Program Planner
Stations to enable you to track and report the credit youve earned
at the Convention; youll log into a secure Web site and enter each
completed session.
You may wish to use the schedule youve built in the Program
Planner to help you keep track of the sessions youve attended.
For more information about continuing education credit, refer to
page 48. Staff in the Information Booths located throughout the
convention center are also available to answer your questions
about continuing education at the ASHA Convention.
Authors and biographies
Once youve reviewed the session details,

you may sign in through the ASHA web site
and use the Program Planner to build your
own schedule. If you do not have an account
through www.asha.org, you may create one.
Oral Seminars
Pages 63136
Oral Seminars are either 1- or 2 hour

seminars. Oral Seminar listings in this
book include the title, day and time of
presentation, session code, location, and
time eligible for professional development
hours. All authors are listed with affiliations,
and the names of presenting authors
(those who will present or speak during the
session) have been bolded. The abstract
summary is also included.
Technical Sessions
(Research and Clinical)
Executive Function Treatment:

In the Face of Chronic Traumatic
Encephalopathy: Lifesaving!
TH 1:30PM2:30PM
CC/Room: W184D
1 Hrs
Instructional Level: Intermediate
Presented by: Nancy Horowitz Moilanen, Howard
Memorial Hosp - Adventist Health; William Staley, Private
Practice
Chronic traumatic encephalopathy (CTE) is a progressive
neurodegenerative disease found in individuals sustaining
repetitive concussions. Symptoms include memory,
behavioral, and personality change (aggression/
confusion/depression); chronic pain; and Parkinsonism.
This presentation chronicles treatment/outcome of a
post-NFL player presenting with symptoms consistent
with CTE. Videos of the patient reading his journal will
highlight presentation.
Interactions Between Social & Physical

Engagement at Aphasia Camp
TH 1:30PM2:30PM
Take the complete ASHA Convention program with you anywhere

by using the QR codes to download the Program Planner
mobile app to your smartphone or tablet. The app offers all the
functionality of the full Program Planner in a simple, easy to use
mobile version that allows you to browse for sessions, search
authors, build a schedule and even view maps of the convention
center. In addition, you can view all of the exhibitors in the Exhibit
Hall. The Program Planner mobile app makes Convention planning
on the go easy!
http://on.asha.org/
ASHAPlanner13Android
http://on.asha.org/
ASHAPlanner13iOS
TH 1:30PM2:30PM
These additional cost, ticketed sessions

are listed by day and then by start time.
You may inquire about Short Course
ticket availability at Registration if you
did not purchase tickets in advance.
Session: 1074
CC/Room: S104
1 Hrs
Presented by: Julia Stoner, Illinois St U; Hedda Meadan,
U of Illinois - Urbana-Champaign
The foundational concepts of early intervention are
consistent with training and coaching parents to
implement naturalistic teaching strategies aimed at
increasing their childrens social pragmatic language.
Specifically, this session discusses the PiCS coaching model
through video of parents and children using naturalistic
and visual teaching strategies in their homes.
Pages 5459
iOS
Coaching Parents to Implement

Teaching Strategies With Their
Young Children With Language or
Developmental Disabilities
Technical Research Sessions and Technical

Clinical Sessions are 30-minute Oral
Sessions. They have been listed in a chart
format that includes the session code,
day and time, location, title, authors, and
a brief abstract/summary. All authors are
listed with affiliations, and the names
of presenting authors (those who will
present or speak during the session) have
been bolded.
Poster Sessions are scheduled in 90-minute

blocks and are listed in a chart format.
All posters are presented in Exhibit
Hall F2. Chart information includes the
session code, poster board number, title,
and authors. All authors are listed with
affiliations, and the names of presenting
authors (those who will present or speak
during the session) have been bolded.
Room
Language in Infants, Toddlers,

and Preschoolers (SLP)
Code Time
Title
Fetal Alcohol Spectrum Disorders:

Early Identification & Treatment
Considerations
Oral Seminars
are listed:
Session: 1076
TH 1:30PM2:30PM
CC/Room: W196B
1 Hrs
Instructional Level: Introductory
Presented by: Christi Masters, Purdue U
Prenatal alcohol exposure is a leading cause of disability
in children and can have a range of effects, especially in
regards to language development, executive functioning,
and social skills. This session will provide an overview
of the effects, current diagnostic information, effective
strategies for therapy, and prevention ideas.
1. By day, then,
2. By start time, then,
3. By topic area
(alphabetically).
NeuroAudiology and
(Central) Auditory Processing
Disorders (Aud)
Auditory Processing Disorder: Team
Evaluation & Management
Session: 1077
TH 1:30PM2:30PM
CC/Room: W185A
1 Hrs
Presented by: Mary Buehler, U of Tennessee Health Sci
Ctr
Auditory processing disorder is a complex diagnosis
and requires team evaluation and management. This
presentation will review the following: 1)assessments,
2) APD subprofiles and auditory processes, and 3)team
management. Case studies will be presented to practice
interpretation of results and recommendations for each
subprofile of APD.
Level
Friday Tec
Author(s)
Abstract
Academic and Clinical Education: Clinical Education and Supervision

(GI)
5034
8:00AM8:30AM
Hyatt/
Clark
The Speech Pathologists Role in SNF

Culture Change
TH 1:30PM2:30PM
5035
8:30AMCC/Room: W196A
Session: 1072
9:00AM
Hyatt/
1 Hrs
Clark
9:00AM9:30AM
Hyatt/
Clark

Presented by: Rebecca Hall, Signature Rehab; Christine
Busby, Signature Rehab
It is a substantial part of the speech pathologists role in
the long-term care facility to participate in the paradigm
shift of culture change taking place to ensure we are
delivering functional, patient-centered care to ensure
positive QIS results. This course will address the issue of
culture change.
5036
Teaching Hearing Conservation

to Students & the Community:
An Innovative Program at the
TH 1:30PM2:30PM
Session: 1075
University
CC/Room:
W180of Iowa
1 Hrs
Early Achievements: Early
Intervention to Enhance Language
Learning & Interpersonal Synchrony
in Toddlers With Autism
Instructional Level: Advanced

Presented by: Rebecca Landa, Kennedy Krieger Inst
This session is developed by, and presenters invited
by Language in Infants, Toddlers, and Preschoolers.
Children with autism spectrum disorders (ASD) have
difficulty extracting and connecting meaning from
their experiences. Intervention strategies from the Early
Achievements approach that address these core deficits in
toddlers and preschoolers, thereby improving language
and social outcomes, will be described. Video illustrations
and tips for coaching parents will be shared.
A Win-Win: Bring Your

Audiology & Speech-Language
Pathology Classroom to the
Community
Therapy on a DIME: Dynamic

Intervention Using Materials
From the Environment
the Discipline (GI)
Danielle Kelsay, U
The purpose of this presentation is
Technical Sessions are listed:
care for people of all ages. Methods
1. By day,
TH 1:30PM2:30PM
Session:then,
1078
learning to facilitate implementatio
CC/Room: W190B
1 Hrs
2. By topic, then, clinical settings and outreach progr
Intermediate
of Iowa;
Stephanie
Evidence-Based Practice:
SingleSubject Design in Clinical
Applications
Fleckenstein,
U of Iowa
Presented by: Stephen Camarata, Vanderbilt U; Tonia
Davis, Vanderbilt U; George Castle,
Vanderbilt
U
Melanie
Buhr
Lawler,
Clinicians are confronted with translating evidence
U ofdesign
Wisconsin
into clinical practice. Single-subject
is a readilyadaptable research method that
can be employed
to
Madison;
Margaret
individual cases. The purpose of this presentation will be to
U ofmethods
Wisconsin
provide real world examples ofRosin,
single-subject
in
clinical practice.
- Madison
Intermediate
3. By start time.
Intermediate
Merrill Catt, Arkansas

St U
The presenters will establish how to

programs into the clinical education
the educational program, and the g
establishing lasting relationships w
of successful community-based ou
The purpose of this presentation is
regarding the use of contextualized

Poster Sessions are organized:
The model was designed to optimiz
Poster Sessions
1. By day, then,
or authentic resources to target exp
72 Code
2013 ASHA Poster
Convention
# Program BookTitle
Leveltime (presentation
Author(s)
intervention approaches, discrete tr
2. By
then,
Anu Subramanian,
Research
Issues Across
(GI)Practice-Based
5037
Hyatt/the Discipline
Incorporating
Intermediate block),
9:30AMStudents learning to be clinicians sh
Purdue U; Barbara
Clark
Education
in
Clinical
Education
10:00AM
clinicalBowling
practice.
evi
Miriam
Krause,
GreenPractice-based
St U; Sabiha Parvee
7140
Poster Board 240 Bicycle Helmet Use on a College Campus:
Introductory
3. By
content
Cicholski,
Purdue U area (Audiology,
UsingReports
Single-Subject
Research
U; Kathrynpractice
Miller, Bowling
Greenevidence.
St U; HannaOne
Peeps
to
increase
Interview
on Behaviors
& Attitudes
General Interest, or
Designs
specificallyU ofa multiple-baseline
des
Elizabeth Stegemller,
Florida; Jonathan Wilson
7141
Poster Board 241
Intermediate
Speech-Language
Associations Between Cognitive Performance
Lori Altmann, U of Florida; Chris Hass, U of F

Pathology),Florida;
then,
Ching Ju Liu, Mackay
Outcome
Difference
Between & Intermediate Intermediate
9:00AMJack Koay,InPrivate
Practice;
Mary Ellen
Tekieli Koay
Taiwan,
the speech
recognition
(
Poster BoardHyatt/
242 The Limbic
System:
Neuroanatomy
4. By
topic
area
Med Coll;
Pei Chun
Li,
Life Voice
& Standardized9:30AM Field Neurological
Function
in Communication
the
clinic
audiologists.
The
current
s
(alphabetically).
Mackay Med Coll
Recorded Speech Recognition
Disorders
between life voice and standardized
Adult Hearing: Screening and&Assessment

Gait Variability(Aud)
in Parkinsons Disease
Short Courses
Android
Session: 1071
CC/Room: W179AB
1 Hrs
Presented by: Heather Buhr, U of Wisconsin - Eau Claire;
Jerry Hoepner, U of Wisconsin - Eau Claire; Marquell
Johnson, U of Wisconsin - Eau Claire
This investigation examined the interaction among
physical engagement, social engagement, and
environment. An interdisciplinary team, including
speech-language pathology and kinesiology, measured
the activities of individuals with aphasia at Aphasia
Camp. Physical engagement was measured through an
accelerometer device; social engagement was measured
through qualitative analyses; and environment measured
using the ICF.
5038
7142
Download the Mobile App
Session: 1070
Session: 1073
CC/Room: W194
1 Hrs
Presented by: Gary Dell, U of Illinois
This session is developed by, and presenters invited by
Language Disorders in Adults. Most people associate
Sigmund Freud with the assertion that speech errors
reveal repressed thoughts. I will show that these fit well
with modern theories of language production. I will
illustrate using the interactive two-step theory of lexical
accessuction, which we have used to understand aspects
of aphasic speech errors.
Pages 137168
Pages 169235
Click to read full
session details
What Freud Got Right About Speech

Errors: Evidence From Aphasia
TH 1:30PM2:30PM
Poster Sessions
Click to see bios

and disclosures
Thursday Oral Seminars 1:30PM2:30PM

Language Disorders
in Adults (SLP)
How to Use the Program Book
Keyword
Many speakers have made handouts available to attendees for

viewing or downloading in advance of the Convention. To view
handouts in the Program Planner, select the title of the session
to open the pop-up box that provides the full session details.
If materials have been uploaded, you will see them above the
abstract.
This Program Book provides a complete list of all education sessions offered at the 2013 ASHA Convention. You may use this reference page
to help navigate the session listings in this book.
Tests in Mandarin Chinese
Speech-Language Pathology Thursday 3:00PM-4:30PM
Augmentative and Alternative Communication (AAC) (SLP)

5039
Case Studies for Telepractice
Intermediate Tanya Rose Curtis, Aug Using a case study approach, the au
10:30AM- Hyatt/
7323
Poster Board 423 Emerging
iPad Technology: Exploring Specific
Introductory
Com Solutions Kelsey Hall, U of New Hampshire; Amber Szilagyi, U
in AAC
11:00AM Clark
a range of individuals with complex
Professional Development & Student Language

methods and communication strate
Use Outcomes
Tina Caswell, Ithaca
CollStoner,
5040
for Communication:
TheIllinois
purpose
this study
was Illinois
to de
Julia
St U; of
Yun-Ching
Chung,
7324 11:00AMPoster BoardHyatt/
424 What Strides
Do We Know?
Team Perspectives ofIntermediate
AAC
Intermediate
A Collaborative
Model of AAC
11:30AM Clark Service
provided during a motivational acti
Delivery
Author Index
Intervention
as communication partners would
7325
Poster Board 425 Effect of Constraint-Induced Auditory Training on Intermediate Meher Banajee, Louisiana St U Health Scis Ctr; Anne
device. The results revealed a succe
The author index, located in the back of the Program Book, lists
ShortWith
Courses,
codes SC01-SC36
Children
Autism Spectrum
Disorders Who
Use
AAC
Stephen
Calculator,
authors alphabetically by last name with the corresponding
code(s)
5041
Hyatt/
Enhanced
Natural
Gestures
Intermediate
3:30PMEnhanced natural gestures were firs
Oral Seminars (1- or 2-hour), codes 10001785
U of New Hampshire;
& Their Efficacy
in Teaching
of sessions they are presenting. Session codes in the
Program
4:00PM
method
communication for indiv
Debra McBride,
AACofTechConnec
7326
PosterBook
BoardClark
426 Augmentative
Communication
Solutions:codes 50005088
Introductory
Technical
Clinical
Sessions,
Patricia
Diaz-Caneja
Functional Communication
toApps &/or
are listed chronologically, so that, using the index, you may easily
Decision-Making
Resources for AAC
will
review
protocol for teaching en
Sela, Private Practice
Technical
Sessions, codes 55005697
BeginningResearch
Communicators
AAC
Devices
locate the sessions being presented by each author.
a 12-week longitudinal study that s
Poster Sessions, codes 70008449
implications
areNatacha
discussed.
U of Montreal;
Trudeau, U of M
Intermediate Maria Daou,
Memory & Graphic Symbol Utterance
Production
Interpretation
in Children
With Russell Cross, Prentke
5042
The Value &&Limits
of
Introductory
4:00PM- Hyatt/
Some AAC devices can collect clien
Romich
Typical
Development
Automated
Data-Logging &
4:30PM Clark
can help inform
decisions53
about int
2013 ASHA Convention Program
Book
Analysis in AAC Devices
Autism Spectrum Disorders (SLP)
because such data has limitations. T
7327
Poster Board 427
7328
Poster Board 428
The STAR Program: A Hospital-Based Intervention
Introductory
demonstrating
the value
c
Julie Bright,
Nationwide Childrens
Hosp;that
Ann can
Marie
Short Courses
Short Courses are optional, 3-hour ticketed seminars that provide more in-depth interaction at the
intermediate level or above and are led by presenters who hold expertise in the subject matter. Short
Courses developed by Special Interest Groups (SIGs) have been noted as such in their abstracts. Short
Courses are popular and often sell out; if any Course tickets are still available, they may be purchased
at Registration.

Voice, Resonance, and Alaryngeal Speech (SLP)
Language and Learning in School-Age

Children and Adolescents (SLP)
Autism Spectrum Disorders & Augmentative & Alternative

Communication: Research to Practice
Promoting Development of Theory of Mind
Session: SC01
CC/W176C
3 Hrs
Presented by: Pat Mirenda, U of British Columbia
This session is developed by, and presenters invited by SIG 12: Augmentative & Alternative
Communciation (AAC). Over the past two decades, intenstive early intervention has
become increasingly available and, as a result, the proportion of children with autism who
remain functionally nonverbal upon school entry has decreased dramatically. This session
will examine what we know about these children and the implications for AAC practice
and services.
Intervention/Habilitation for Infants and

Children with Hearing Loss (Aud)
Session: SC02
CC/W176B
3 Hrs
Presented by: Maura Berndsen, Listen & Talk; Teresa Caraway, Learning Innovation
Assoc; Michael Douglas, Vanderbilt U
This session is developed by, and presenters invited by SIG 9: Hearing and Hearing Disorders
in Childhood. Newborn hearing screening, technological advances, and quality services
make listening and talking a reality for children with hearing loss. This session will cover
effective strategies for this population. Presenters will establish data-driven instruction
and share case studies for participants to design plans while emphasizing the importance
of collaboration.
Intervention/Rehabilitation for
Adults with Hearing Loss (Aud)
Session: SC03
CC/W177
3 Hrs
Presented by: Sue Ann Erdman, Audiology Consultant; Joseph Montano, Weill Cornell
Med Coll; Leslie Jones, Hull York Medical School; David Wark, U of Memphis
This session is developed by, and presenters invited by SIG 7: Aural Rehabilitation and
Its Instrumentation. Patient-centered care (PCC) is being promoted throughout health
care to enhance satisfaction and treatment outcomes. This approach is important for
individuals with chronic conditions such as hearing impairment. This course will explain the
essential elements of a PCC approach, including narratives, empathy, validation, mutual
understanding, shared decision-making, and self-efficacy.
Speech Sound Disorders in Children (SLP)
Voice, Resonance, and Alaryngeal Speech: Cleft

Palate and Craniofacial Anomalies (SLP)
Early Assessment & Intervention for Infants/Toddlers With
Cleft Palate
TH1:30PM4:30PM
Session: SC05
CC/W175B
3 Hrs
Presented by: A. Lynn Williams, East Tennessee St U; Jan Edwards, U of Wisconsin
- Madison; Benjamin Munson, U of Minnesota; Amy Glaspey, U of Montana; Shelley
Velleman, U of Vermont
This session is developed by, and presenters invited by Speech Sound Disorders in Children.
A case-based approach will be used to assess the complexity of SSD through assessment and
analysis measures that guide clinical decisions regarding differential diagnosis, intervention
planning, and progress monitoring.
Swallowing and Swallowing Disorders (SLP)

Negotiating Ethical Challenges in Dysphagia Management:
Discussion of Services for Adults
Session: SC06
CC/W178B
3 Hrs
Presented by: Kristi L. Kirschner, Feinberg Sch of Medicine - Northwestern U; Joseph
Shega, U of Chicago; Helen Sharp, Western Michigan U; Lynne Brady Wagner, Spaulding
Rehab Hosp
This session is developed by, and presenters invited by SIG 13: Swallowing and Swallowing
Disorders (Dysphagia) and SIG 15: Gerontology. Ethical conflicts can be the most
complicated aspect of caring for persons with dysphagia. This interdisciplinary seminar
addresses evidence-based interventions and difficult case scenarios. Presenters include
researchers who have specialty in clinical and disability ethics, end-of-life nutrition
decisions, and difficult clinical decision-making.
Educating & Training Clinicians in the 21st Century:

Challenges & Opportunities in Teaching & Supervision
FR8:30AM11:30AM
Session: SC09
CC/W175C
3 Hrs
Presented by: Carol Cardinale Dudding, James Madison U; John W. Folkins, Bowling
Green St U; Charlette M. Green, Cherokee County (GA) Sch Dist; Pat Mercaitis, U of
Massachusetts - Amherst; Melissa Passe, Truman St U; Colleen Worthington, U of Maryland
This session is developed by, and presenters invited by SIG 10: Issues in Higher Education
and SIG 11: Administration and Supervision. This short course is intended to bring affiliates
from SIG 10 (Issues in Higher Education) and SIG 11 (Administration and Supervision)
together to address issues topical to academic and clinical education of CSD students and
practicing clinicians.
Business, Management, and Professional Issues (GI)
Session: SC08
Current Issues & Opportunities for Telehealth & Telepractice
CC/W176A
3 Hrs
Presented by: Kathy Chapman, U of Utah; Mary Hardin-Jones, U of Wyoming; Nancy
Scherer, East Tennessee St U
This session is developed by, and presenters invited by Voice, Resonance, and Alaryngeal
Speech: Cleft Palate and Craniofacial Anomalies & SIG 5: Speech Science and Orofacial
Disorders. It will cover management of infants/toddlers with cleft palate including 1) an
overview of research examining early communication development, 2) assessment issues,
and 3) evidence-based early intervention strategies. Audio- and videorecorded samples of
cases and intervention strategies will be included.
CC/W175A
3 Hrs
Presented by: Jonathan Linkous, American Telemedicine Assoc
This session is developed by, and presenters invited by SIG 18: Telepractice. Telemedicine
is quickly gaining ground as an important tool used in delivering many different types
of health care services. This presentation will review the current utilization and rules and
opportunities related to telemedicine services provided by medical institutions as well as
individual and private health providers.
TH1:30PM4:30PM
TH1:30PM4:30PM
Patient-Centered Care: Enhancing Patient Satisfaction &

Treatment Outcomes in Audiology
TH1:30PM4:30PM
Session: SC04
CC/W175C
3 Hrs
Presented by: Carol Westby, Brigham Young U; Lee Robinson, Brigham Young U
This presentation describes a developmental framework for understanding types of
theory of mind (ToM) and their neurological, genetic, and environmental underpinnings;
demonstrates strategies for fostering interpersonal and intrapersonal cognitive and affective
ToM across developmental levels; and explains the application of commercially available
intervention materials for ToM.
Assessment of Speech Sound Disorders: Clinical

DecisionMaking
Raising the Bar: A Road Map to Improving Outcomes for

Children With Hearing Loss
TH1:30PM4:30PM
TH1:30PM4:30PM
Session: SC07
CC/W175A
3 Hrs
Presented by: Rita Patel, Indiana U; Shaheen Awan, Bloomsburg U of Pennsylvania; Julie
Barkmeier-Kraemer, U of California - Davis
This session is developed by, and presenters invited by SIG 3: Voice and Voice Disorders.
An informative voice assessment can be completed in any setting. This short course will
offer instruction on low- and high-tech voice measures to test diagnostic hypotheses or to
track voice changes over time for treatment outcomes. Case examples will also be used to
illustrate unique methods and populations.
FR8:30AM11:30AM
Session: SC10
Short Courses
TH1:30PM4:30PM
Academic and Clinical Education:

General Academic Education (GI)
Relevant Clinical Voice Measures

TH1:30PM4:30PM
Augmentative and Alternative

Communication (AAC) (SLP)
Short Courses
Fluency (SLP)
Acceptance & Commitment Therapy: Theoretical
Underpinnings & Applications to Individuals Living With a
Stutter
FR8:30AM11:30AM
Session: SC11
CC/W176A
3 Hrs
Presented by: Sandra Georgescu, The Chicago Sch; Scott Palasik, U of Akron ; Janet
Beilby, Curtin U;
This session is developed by, and presenters invited by Fluency. This short course will
describe the theoretical background of Acceptance and Commitment Therapy (ACT) and
its applications in psychology. It will present the rationale for why ACT is positioned well
to address stuttering disorders and how it differs from previous treatments. Practical
description of mindfulness in ACT will be presented.
Short Courses
Global Issues and Practices Across the Discipline (GI)
Speech, Language, & Social Communication Development

of Children Adopted Internationally
Motor Learning in Voice Disorders: Principles & Practices
FR8:30AM11:30AM
Session: SC12
CC/W176B
3 Hrs
Presented by: Deborah Hwa-Froelich, Saint Louis U; Karen Pollock, U of Alberta
This session is developed by, and presenters invited by SIG 17: Global Issues in
Communication Sciences and Related Disorders. Children adopted from different countries
often experience a disruption in development. Although children experience improved care
and positive nurturance, disruption influences post-adoption development across several
domains. This short course will focus on the current level of evidence for speech, language,
and social communication development of children adopted from abroad.
Better Conversations With Aphasia: An e-Learning Resource

FR8:30AM11:30AM
Session: SC13
CC/W176C
3 Hrs
Presented by: Suzanne Beeke, U Coll London; Firle Beckley, U Coll London; Nicola
Sirman, U Coll London; Fiona Johnson, U Coll London; Jane Maxim, U Coll London; Susan
Edwards, Reading U; Wendy Best, U Coll London; Kate Swinburn, Connect
Conversation-based communication training is effective in aphasia intervention, but
planning, delivery, and outcome measurement place demands on SLPs. This short course
optimizes clinical practice in communication training, providing hands-on experience
of UCLs free e-learning resource: Better Conversations with Aphasia (www.ucl.ac.uk/
betterconversations/aphasia).
Research Issues Across the Discipline (GI)
FR8:30AM11:30AM
Session: SC14
CC/W177
3 Hrs
Presented by: Eiki Satake, Emerson Coll; Joanne Lasker, Emerson Coll; David Maxwell,
Emerson Coll
Under new ASHA guidelines, statistics to analyze clinical evidence is now required by
ASHA for all clinicians. The purpose of this tutorial is to discuss differences between
traditional inferential and probabilistic approaches in measuring the strength of clinical
evidence. Approaches for integrating evidence-based practice into graduate curricula will
be presented.

Negotiating Ethical Challenges in Dysphagia Management:
Continued Discussion of Services for Older Adults
FR8:30AM11:30AM
Session: SC15
CC/W178B
3 Hrs
Presented by: Paula Leslie, U of Pittsburgh; Mary Casper, HCR ManorCare
This session is developed by, and presenters invited by SIG 15: Gerontology and SIG 13:
Swallowing and Swallowing Disorders (Dysphagia). This short course offers continued
in-depth discussion of the issues in dysphagia service delivery in an ethical framework.
We will address informed consent, patient refusal, palliative care, end-of-life issues, and
communication across the continuum of dysphagia care.
CC/W175B
3 Hrs
Presented by: Edwin Maas, U of Arizona; Katherine Verdolini Abbott, U of Pittsburgh
This session is developed by, and presenters invited by Voice, Resonance, and Alaryngeal
Speech. This course presents principles of motor skill learning relevant for voice treatment.
Included are discussion of conditions of practice and feedback that have been found
to facilitate motor learning. This course combines knowledge and specific skills with
clinical demonstrations.
Motor Speech in Adults and Children (SLP)
Less Is More: Strategies for Teaching Students to Paraphrase

& Summarize in Writing
FR1:30PM4:30PM
Session: SC19
CC/W176C
3 Hrs
Presented by: Bonnie Singer, Architects For Learning
This session is developed by, and presenters invited by SIG 1: Language Learning and
Education. As students move through school, they are asked to hone their ability to write
with greater elaboration, but some written genres call for LESS language, not more. This
course introduces evidence-based strategies for teaching students to paraphrase and write
concise summaries, providing participants with ample opportunities for applied practice.
A Collaborative Model of Team Assessment & Program

Planning for Toddlers to School-Age Children With ASD

FR1:30PM4:30PM

Ethics & School-Based Practice: Applying Principles &
Resolving Dilemmas
Session: SC18
CC/W176B
3 Hrs
Presented by: Heather Bupp, ASHA; Theresa Rodgers, St. John the Baptist Parish
This session is developed by, and presenters invited by SIG 16: School-Based Issues. Ethical
quandaries arise when presented with undesirable alternatives and no zero-risk choice
exists. A decision-making model will be delineated, and ethical dilemmas in SLP and
audiology practices, including supervision, confidentiality, support personnel, conflicts
of interest, Medicaid billing, and assessment in linguistically diverse populations, will be
analyzed by participants.
Cross Disciplinary Issues (GI)
Language Sample Analysis Made Quick & Easy: Sampling

Utterances & Syntactic Analysis Revisited (SUGAR)
FR1:30PM4:30PM
Augmentative & Alternative Communication for Individuals

With Neuromuscular Disease
Session: SC22
FR1:30PM4:30PM
CC/W175B
3 Hrs
Presented by: Laura J. Ball, MGH Inst of Health Professions; Susan Fager, Madonna Rehab
Hosp
This session is developed by, and presenters invited by Motor Speech in Adults and Children.
Individuals with progressive neuromuscular disease often have complex communication
needs requiring augmentative and alternative communication (AAC) strategies and
technologies to support communication. This session will describe AAC assessment,
intervention, and support for individuals with acquired and progressive neuromuscular
conditions such as ALS, Parkinsons disease, and muscular dystrophy.
Session: SC17
CC/W178B
3 Hrs
Presented by: Kathleen Reilly, Tufts Med Ctr; Roula Choueiri, Tufts Med Ctr
What does a diagnosis of ASD mean nowadays? Learn about newer diagnostic criteria (DSM5), updated gold standard autism testing (ADOS-2, Toddler Module), and how diagnostic
criteria impacts speech-language assessment. The Tufts Team uses clinical case studies to
demonstrate how SLPs can upgrade language assessment and intervention plans.
FR1:30PM4:30PM
Evidence-Based Statistics for Clinicians: Basic Concepts &

ASHA Guidelines
Session: SC16

Session: SC20
Best Practice in Phonological Awareness Intervention for

Children With Speech Sound Disorder
FR1:30PM4:30PM
Session: SC23
CC/W176A
3 Hrs
Presented by: Robert Owens, Coll of Saint Rose
Would you believe collecting, transcribing, and analyzing a language sample in 30 minutes?
Using language samples from typically developing children, age 30-89 months, as a basis,
the presenter describes time-efficient methods of analysis using a typical laptop. This
presentation will emphasize hands-on, practical, easy-to-do techniques. Participants are
encouraged to bring their own laptops.
CC/W175C
3 Hrs
Presented by: Gail Gillon, U of Canterbury; Brigid McNeill, U of Canterbury
This workshop focuses on effective phonological awareness interventions to facilitate
speech production, early reading, and spelling development in school-age children with
speech disorder, including those with childhood apraxia of speech. The workshop activities
draw on research evidence to highlight best practices in phonological awareness activities
to maximize treatment outcomes.
Language Science (SLP)
Can Technologies for Studying the Neural Bases of Speech/

Language Improve Treatment of Communication Disorders?
Expect the Unexpected in Pediatric Swallowing Evaluations:

Unusual Findings & New Directions
FR1:30PM4:30PM
Session: SC21
CC/W177
3 Hrs
Presented by: Linda Shuster, West Virginia U
Emerging technologies for studying the brain have yielded data that have revised and
extended our understanding of the neurophysiology and neuropathology of speech and
language. The speaker will review neuroanatomy and neurophysiology, discuss applications
of these technologies in research and treatment, and describe insights they have provided
into neuroplasticity.
FR1:30PM4:30PM
Short Courses
Language Disorders in Adults (SLP)
FR8:30AM11:30AM
Short Courses
Session: SC24
CC/W175A
3 Hrs
Presented by: Joan Arvedson, Childrens Hosp of Wisconsin; Amy Delaney, Childrens Hosp
of Wisconsin
SLPs evaluating infants and children with swallowing and feeding problems need to be alert
to unexpected clinical and instrumental findings. In addition to describing swallow findings,
SLPs play critical roles in initiating further work-up to delineate underlying etiologies.
Patient examples will be presented from young infants through teenagers.
Molecular Genetics for SLPs & AUDs

FR1:30PM4:30PM
Session: SC32
CC/W184A
3 Hrs
Presented by: Beate Peter, U of Washington
This short course provides an overview of essential concepts in molecular genetics, basic
patterns of inheritance, genetic variation in the population, and genetic and chromosomal
abnormalities. Current knowledge of genetic etiologies in speech, language, reading, and
hearing disorders is summarized. Relevant clinical and practical aspects are discussed.
Short Courses
Fluency (SLP)
Stuttering 101: What Every Clinician Needs to Know
Implementation of an Infant Feeding Protocol in the NICU:

Positive Short and Long Term Outcomes
Motivate Every Child to Communicate: Floortime-Based

Speech & Language Therapy
Empowering Monolingual Speech-Language Pathologists

to Work With Multilingual Children With Speech Sound
Disorders
SA8:30AM11:30AM
Session: SC25
CC/W175A
3 Hrs
Presented by: Craig Edward Coleman, Marshall U; J. Scott Yaruss, U of Pittsburgh; Lee
Reeves, Natl Stuttering Assoc
This session is developed by, and presenters invited by SIG 4: Fluency and Fluency Disorders.
This short course will focus on an introduction to general information on stuttering,
assessment and intervention principles, documenting treatment outcomes, and the role of
support groups in stuttering treatment.

SA8:30AM11:30AM
Session: SC28
CC/W175C
3 Hrs
Presented by: Holly Schmidt, Ann & Robert H. Lurie Childrens Hosp of Chicago; Kristin
Cichowski, Ann & Robert H. Lurie Childrens Hosp of Chicago
There are many different models of NICU infant-driven feeding protocols. This session will
attempt to discuss one specific protocol. The SOFFI was implemented and researched in
a level III NICU with positive short- and long-term outcomes. Education will be provided
regarding the implementation and associated outcomes.
Voice, Resonance, and Alaryngeal Speech: Cleft

Palate and Craniofacial Anomalies (SLP)
Promoting Early Literacy: Playful Practice Approaches

SA8:30AM11:30AM
Session: SC26
CC/W178B
3 Hrs
Presented by: Barbara Culatta, Brigham Young U; Carol Westby, Brigham Young U
This short course presents principles and procedures for implementing playful instructional
practices underlying Systematic and Engaging Early Literacy. This hands-on intervention
draws upon compelling content, interactive turn-taking, meaningful contexts, and shared
emotion. Participants experience playful practices, create engaging activities and units, and
access resources for addressing literacy components.

Accelerating Progress for Young Children With Severe
Speech Sound Disorders
SA8:30AM11:30AM
Session: SC27
CC/W176C
3 Hrs
Presented by: Nancy Creaghead, U of Cincinnati; Teresa Farnham, Mount Vernon City
Sch Dist
This presentation will discuss assessment and intervention for speech sound disorders,
with emphasis on linguistically based target selection and intervention. Consideration of
research by Gierut and colleagues regarding treatment decisions that facilitate change
in the phonological system can result in significant student success in a short time in
school settings.
How to Treat Speech Sound Disorders in Children With Cleft

Palate & Velopharyngeal Dysfunction
SA8:30AM11:30AM
Session: SC29
CC/W176A
3 Hrs
Presented by: Lynn Marty Grames, St. Louis Childrens Hosp; Adriane Baylis, Nationwide
Childrens Hosp; Anne Bedwinek, Mercy Childrens Hosp
This session is developed by, and presenters invited by SIG 5: Speech Science and Orofacial
Disorders and Voice, Resonance, and Alaryngeal Speech: Cleft Palate and Craniofacial
Anomalies. This session will describe and demonstrate techniques to evaluate and treat
speech sound disorders related to cleft palate and/or velopharyngeal dysfunction. Clinical
protocol and therapy techniques will be presented.
Academic and Clinical Education: Clinical

Education and Supervision (GI)
Broadening the Ports of Entry for Speech-Language
Pathologists: A Reflective Model of Clinical Supervision
SA1:30PM4:30PM
Session: SC30
CC/W177
3 Hrs
Presented by: Elaine Geller, Emerson Coll
The goal of this short course is to present a framework for clinical supervision that
incorporates mental health constructs within speech-language pathology. Inherent in this
approach is a respect for acquiring discipline-specific expertise embedded within a mental
health framework that leads to a broader model of supervision.
SA1:30PM4:30PM
Session: SC31
CC/W176C
3 Hrs
Presented by: Jake Greenspan, Floortime Ctr; Jessie Sinnet, Playworks Speech Therapy
Dr. Greenspans Floortime Approach has helped countless children and families overcome
challenges associated with ASD, ADHD, SPD, and other developmental disorders. This
presentation will describe the Floortime Approach and discuss how SLPs can integrate this
approach with their current practices to help meet their clients speech and language goals.

Five Principles of Brain Plasticity That Every SpeechLanguage Pathologist Should Know
SA1:30PM4:30PM
Session: SC33
CC/W175C
3 Hrs
Presented by: Elaine Fletcher-Jantzen, Chicago Sch of Professional Psychology; Sherry
(Cheryl) Sancibrian, Texas Tech U Health Scis Ctr
This session is developed by, and presenters invited by the Specialty Board on Child
Language. Advances in neuroscience are being translated from the laboratory into practice
quickly these days. Recent research has shown that the childs brain can make dramatic
changes depending on the demands of the environment. Learn five basic principles of brain
functioning that can maximize a childs learning success.
SA1:30PM4:30PM
Session: SC35
CC/W175B
3 Hrs
Presented by: Sharynne McLeod, Charles Sturt U; Caroline Bowen, Speech Pathology
Practice; Sarah Verdon, Charles Sturt U; Mark Guiberson, U of Wyoming
This session is developed by, and presenters invited by Language Science and SIG 14:
Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations
(CLD). This short course is designed to support SLPs to work with multilingual children with
speech sound disorders. General principles and resources for assessment and intervention
will be supplemented with specific examples from different languages and contexts.

Evidence-Based Practice in Adult Dysphagia Management
SA1:30PM4:30PM
Session: SC36
CC/W178B
3 Hrs
Presented by: Ianessa Humbert, Johns Hopkins U; Catriona Steele, Toronto Rehab Inst;
Phoebe Macrae, Johns Hopkins U
This course in evidence-based practice is designed for SLPs working with adult dysphagia. It
will discuss the importance of swallowing physiology in diagnosis and treatment. Clinicians
will learn to interpret scientific literature and limitations of evidence-based practice. The
current evidence for widely used treatments will also be detailed.
Short Courses
Short Courses

When Mild Is Not Mild: Managing Subtle But Significant
Cognitive-Communication Difficulties Following Brain
Injury
SA1:30PM4:30PM
Session: SC34
CC/W176A
3 Hrs
Presented by: Sheila MacDonald, Sheila MacDonald & Assoc
This session is developed by, and presenters invited by SIG 2: Neurophysiology and
Neurogenic Speech and Language Disorders. Subtle cognitive-communication deficits
(SCCD) from mild, or resolving, brain injuries are more evident in community (work, school,
or social) than in clinical contexts. This talk will integrate evidence from research, clinical
practice, individual, and family reports, to explore optimal assessment and intervention
methods for subtle cognitive-communication deficits.
Premier Sessions
Jointly Developed Invited Sessions
Premier Sessions
In the spirit of collaboration and enhancing cross-disciplinary professional education, the following invited sessions have been developed between various
entities that comprise the Convention Program Committee. Invited sessions feature presenters who have been invited to speak on a particular topic; no
special registration is required and everyone is encouraged to attend these sessions. Use the session codes listed to find the complete details for these
sessions in the Program Planner.
Premier Sessions are featured oral seminars developed or selected by Convention Co-Chairs Colleen ORourke and Donise Pearson that
focus on cross-disciplinary topics and issues of broad interest to the professions. Everyone is invited and encouraged to attend these
informative and engaging seminars offered on Friday. Use the session codes to locate them in the Program Planner for complete session
details, including learner outcomes, author biographies and disclosures.
Time
Room
Code
Title
Developed By and Speakers Invited By

10:30 AM-12:30 PM
CC/W187BC
10:30 AM-12:30 PM
CC/W192C
10:30 AM-12:30 PM
NeuroAudiology and (Central) Auditory Processing Disorders and SIG 6: Hearing and Hearing
Disorders: Research and Diagnostics
1013
Genetics of Speech Sound Disorders & Stuttering: Research &

Clinical Implications
Fluency and Speech Sound Disorders in Children
CC/W471
1014
Practices, Policies, & Training for Speech-Language Pathologists in

School Settings in Northern Mariana Islands & Mongolia
Global Issues and Practices Across the Discipline, SIG 17: Global Issues in Communication
Sciences and Related Disorders, and SIG 16: School-Based Issues
10:30 AM-12:30 PM
CC/W185A
1015
Beyond the Audiogram: Speech Perception & Outcome Measures
Infant and Child Hearing: Screening and Assessment and SIG 9: Hearing and Hearing Disorders
in Childhood
10:30 AM-12:30 PM
CC/W190B
1035
Merging Traditional Techniques With iDevices & Augmentative &

Alternative Communication Strategies for Speech Sound Disorders
Speech Sound Disorders in Children and Augmentative and Alternative Communication (AAC)
1:30 PM-2:30 PM
CC/W187BC
1057
Audiologic Assessment: Birth Through School Age: When Is It Time

to Consider a Cochlear Implant?
Infant and Child Hearing: Screening and Assessment and SIG 9: Hearing and Hearing Disorders
in Childhood
3:00 PM-4:00 PM
CC/W190B
1130
Cleft Palate Speech: Assessment Techniques
Voice, Resonance, and Alaryngeal Speech: Cleft Palate and Craniofacial Anomalies & SIG 5:
Speech Science and Orofacial Disorders

8:00 AM-10:00 AM
CC/W181
1303
Assistive Technologies as Vocational Aids for Autism & Other

Intellectual Disabilities: Evidence, Tools, & Strategies
Augmentative and Alternative Communication (AAC), Autism Spectrum Disorders, and

Language and Learning in School-Age Children and Adolescents
8:00 AM-10:00 AM
CC/W194
1304
Communication Partner Training in Aphasia: Goals, Methods, &

Evidence
Augmentative and Alternative Communication (AAC) and Language Disorders in Adults
8:00 AM-10:00 AM
CC/W185A
1316
Bilingual Spoken Language Development for Children With Hearing

Loss Whose Home Language Is Not English: Assessment/Intervention
Considerations
Intervention/Habilitation for Infants and Children With Hearing Loss and SIG 9: Hearing and
Hearing Disorders in Childhood
Teaching Communication in Natural Environments: Supporting

Parents & Peers as Partners
Language in Infants, Toddlers, and Preschoolers and SIG 1: Language Learning and Education
8:00 AM-10:00 AM
CC/W375B
1331
8:00 AM-10:00 AM
CC/S102BCD
1342
Voice Therapy Telepractice: A Match Made in a Virtual World
SIG 3: Voice and Voice Disorders and SIG 18: Telepractice
10:30 AM-11:30 AM
CC/W196C
1383
Cleft Palate Speech: Therapy Techniques
Voice, Resonance, and Alaryngeal Speech: Cleft Palate and Craniofacial Anomalies & SIG 5:
Speech Science and Orofacial Disorders
1:00 PM-3:00 PM
CC/W192C
1386
Cutting Edge Graduate Education: Interprofessional Education &

Simulated Patients
Academic and Clinical Education: General Academic Education, Academic and Clinical Education:
Scholarship of Teaching and Learning (SoTL) in CSD, and SIG 10: Issues in Higher Education
1:00 PM-3:00 PM
CC/W470A
1393
Health Care Reform: Is Your Audiology Practice Ready?
SIG 6: Hearing and Hearing Disorders: Research and Diagnostics, SIG 7: Aural Rehabilitation
and Its Instrumentation, SIG 8: Public Health Issues Related to Hearing and Balance, and SIG 9:
Hearing and Hearing Disorders in Childhood
1:00 PM-3:00 PM
CC/W183C
1395
Stuttering & Suicide: Our Experiences & Responsibilities
Fluency and SIG 4: Fluency and Fluency Disorders
1:00 PM-3:00 PM
CC/W186
1398
Speech & Language Assessment of Children With Hearing Loss:

Challenges in Qualifying for Services
Intervention/Habilitation for Infants and Children with Hearing Loss and SIG 9: Hearing and
1:00 PM-3:00 PM
CC/W192AB
1406
Gestures Role in Creating & Learning Language
Language and Learning in School-Age Children and Adolescents & Intervention/Habilitation for
Infants and Children with Hearing Loss & SIG 1: Language Learning and Education
1:00 PM-3:00 PM
CC/W187BC
1416
Learning Induces Different Forms of Auditory Cortical Plasticity

Related to Predictable Outcomes for Cognitive Function
NeuroAudiology and (Central) Auditory Processing Disorders and SIG 6: Hearing and Hearing
Disorders: Research and Diagnostics
1:00 PM-3:00 PM
CC/W196C
1422
Measuring & Reporting the Quality of Services for Patients With

Dysphagia
Swallowing and Swallowing Disorders and Business, Management, and Professional Issues
3:30 PM-4:00 PM
CC/W186
1448
It Takes Two: Audiologists & Speech-Language Pathologists Working

Collaboratively
Intervention/Habilitation for Infants and Children with Hearing Loss and SIG 9: Hearing and
Session: 1334
FR 8:00 AM10:00 AM
Hyatt/Room: Jackson Park AB

2 Hrs
Presented by: Nathaniel Robin, U of Alabama - Birmingham
This session is developed by, and presenters invited by Speech Science and SIG 5: Speech
Science and Orofacial Disorders. Many of the most common disorders of speech and
hearing, and related congenital craniofacial anomalies, require a multidisciplinary approach
to provide the best opportunity for favorable outcome. This talk will review the medical
genetics evaluation, the current and future state of genetic testing, and the ethical
implications of genetic testing.
An Interdisciplinary Approach to Management of the

Dizzy Patient
Session: 1424
FR 1:00 PM3:00 PM
CC/ Room: S102BCD

2 Hrs
Presented by: Faith Akin, Mountain Home VA Med Ctr; Courtney Hall, Mountain
Home VA Med Ctr
This session is developed by, and presenters invited by SIG 8: Public Health Issues Related
to Hearing and Balance. This session will focus on a multidisciplinary approach to the
management of the dizzy patient. Specifically, best practices and clinical usefulness will be
described for vestibular laboratory testing, ocular motor assessment, and gait and balance
assessment. The theoretical bases and current approaches for vestibular rehabilitation will
be discussed.
Named Lectures
Edwin and Esther Prentke AAC
Distinguished Lecture: The Role of
the Speech-Language Pathologist in
Relationship Building with People
Who Use Augmentative & Alternative
Communication
FR 3:30 PM4:30 PM
Session: 1434
CC/ Room: S105BC

1 Hr
Presented by: Chris Klein, BeCOME & Clay Vessel, Inc.
SIG 12: Augmentative and Alternative Communication.
Building strong personal relationships is key to helping
PWUAAC improve their quality of life and potential
independence. This session discusses the role speechlanguage pathologists play in helping PWUAAC develop
their communication skills and build personal relationships
through use of AAC awareness and education activities,
support groups, and mentoring programs.
William R. Zemlin Memorial Lecture:

Structure, Movement, Sound, &
Perception
FR 1:00 PM3:00 PM
Session: 1418

2 Hrs
Presented by: Brad Story, U of Arizona
SIG 5: Speech Science and Orofacial Disorders and Speech
Science. This presentation will focus on how the movement
of the vocal tract and larygneal structures are transformed
into sound, and how those sounds are perceived by
listeners. A computational model of speech production
will be demonstrated, to facilitate discussion. The Zemlin
Lecture has been generously supported by Allyn & Bacon,
publisher.
9th Annual Pentax Medical Lecture

(formerly KayPentax Lecture) in
Upper Airway Science: Integration of
Respiration, Deglutition, & Phonation:
The Triple Threat Essential for PatientCentered Care
SA 8:00 AM10:00 AM
Premier Sessions
The Impact of Language Remediation on Brain Connectivity in

Children With Autism
1008
Medical Genetics & Its Application to Speech, Hearing, &

Craniofacial Disorders
Session: 1638
CC/Room: S103ABC
2 Hrs
Presented by: Bonnie Martin-Harris, Med U of
South Carolina
This session is developed by, and presenters invited by SIG
3: Voice and Voice Disorders and SIG 13: Swallowing and
Swallowing Disorders (Dysphagia). The session overviews
20 years of work by a clinician scientist and collaborators
that addresses mechanistic, anatomical, and functional
relationships of the upper aerodigestive tract. Adaptive
advantages of the uniquely arranged nervous, muscular,
and supportive structures will be illustrated. Normal
models, impairment profiles, and cross system therapies
will be introduced.

8:00 AM-10:00 AM
CC/S106
1623
Coaching Students With Brain Injury: Instructing Older Adolescents

in High School & College in Strategies
Language and Learning in School-Age Children and Adolescents & SIG 2: Neurophysiology and
Neurogenic Speech and Language Disorders
10:30 AM-11:30 AM
CC/W196A
1663
Living With Primary Progressive Aphasia: What Do Patients &

Families Need?
Language Disorders in Adults and SIG 15: Gerontology
Thursday Daily Highlights


8:30 a.m.10:00 a.m.
The Opening General Session begins the ASHA Convention on

Thursday morning and features addresses by the ASHA President,
Convention Co-Chairs, and special keynote speakers, Ben Cohen
and Jerry Greenfield. This engaging, energy-filled event sets the
tone for the ASHA Convention and brings everyone together to
celebrate the speech and hearing professional community.
Welcome Reception
CC, Level 3, Exhibit Halls F1 & F2

5:00 p.m.6:30 p.m.
8:30 a.m.10:00 a.m. Opening General Session

11:00 a.m.6:30 p.m.
Exhibit Hall Open
10:30 a.m.6:30 p.m.
12:30 p.m.1:30 p.m.
Lunch in Exhibit Hall
1:30 p.m.4:30 p.m.
Afternoon Short Courses
5:00 p.m.6:30 p.m.
Welcome Reception in
the Exhibit Hall
6:30 p.m.7:30 p.m.
Twilight Education Sessions

Education: Clinical Education
and Supervision (GI)

Scholarship of Teaching and
Learning (SoTL) in CSD (GI)
Simulations & Beyond: Practical

Considerations for Getting Started
Instructional Internship in CSD:

Preparing Tomorrows Faculty,
Supervisors, & Practitioners
TH10:30AM12:30PM
Session: 1000
CC/Room: S103D
2 Hrs
Presented by: Stacy Williams, Case Western Reserve
U; Carol Dudding, James Madison U; Katharine Ondo,
Cincinnati Childrens Hosp Med Ctr
This course will review current simulation models,
including new and emerging technologies that promise
change for speech-language pathology and audiology
programs. Current research and implementation for
simulation models will be explored, including developing
competency-based measures to determine the impact
of student learning. Interprofessional education will
be explored.

Visit the Poster Hall!

Enhancing Skills as a Site Visitor
You can earn CEUs for viewing Poster Presentations, too. See
page 170 for more information and listings by day of the Poster
Presentations.
TH10:30AM12:30PM
My Thursday Schedule
Session
Number
Start
Time
End
Time
Room
Number
Session Title
Session: 1001
Hyatt/Room: Jackson Park CD

2 Hrs
Presented by: Mary Lou Poole, Purdue U; Edward Koch,
Delaware Audiology Group; Maryrose McInerney, St.
Johns U/Long Island AuD Consortium; Seleria Williams,
Heritage Healthcare
A session designed for current CAA site visitors, attendees
will participate in facilitated group discussions to derive
strategies and improve skills for data collection, analysis,
and report-writing during accreditation site visits.
Attendees will discuss best practices for assessing quality
in academic and clinical education.
TH10:30AM12:30PM
Session: 1002
CC/Room: W187A
2 Hrs
Presented by: Abby Hemmerich, U of Wisconsin - Eau
Claire; Jerry Kevin Hoepner, U of Wisconsin - Eau Claire;
Vicki Samelson, U of Wisconsin - Eau Claire; Marie
Stadler, U of Wisconsin - Eau Claire; Angela Sterling-Orth,
U of Wisconsin - Eau Claire; Kay Hagedorn, U of Wisconsin
- Eau Claire; Carolyn Christian, U of Wisconsin - Eau Claire;
Shannon Collins, U of Wisconsin - Eau Claire; Rebecca
Jarzynski, U of Wisconsin - Eau Claire; Alysa Firkus, U of
Wisconsin - Eau Claire
The CSD faculty from the University of Wisconsin - Eau
Claire will describe their innovative instructional
internship program, designed to provide undergraduate
students with an experience in teaching. Qualitative and
quantitative data indicating the benefits of this program
across students, interns, and faculty will also be shared.

Life Before & After the Picture
Exchange Communication System:
Reflections on Supports for Early
Communication & Language
TH10:30AM12:30PM
Session: 1003
CC/Room: W180
2 Hrs
Presented by: Nancy Brady, U of Kansas; Michelle
Flippin, Appalacian St U; Cathy Binger, U of New Mexico;
Sherry (Cheryl) Sancibrian, Texas Tech U
by Augmentative and Alternative Communication
(AAC) and Autism Spectrum Disorders. The Picture
Exchange Communication System is a commonly used
communication intervention for children with autism
and other developmental disabilities. Although PECS can
be a valid approach, other interventions may be more
appropriate for many children. This panel will explore both
complements and alternatives to PECS for presymbolic and
symbolic communicators.

Cultivating Collaboration: Innovative
Interprofessional Education
Experiences in Preparation for
Effective Practice in Autism Spectrum
Disorders
TH10:30AM12:30PM
Session: 1004
CC/Room: W474
2 Hrs
Presented by: Trisha Self, Wichita St U; Katherine
Holman, Towson U; Mary Jo Schill, U of North Dakota
Autism Spectrum Disorders. The complexity of autism
requires interprofessional collaboration for effective
services. Professionals educated using an interprofessional
education model show evidence of improved practice.
This session will share innovative models that
incorporate interprofessional instruction, participation
in interdisciplinary diagnostic teams, and social skills
group implementation. Video examples and participant
experiences will be shared.
Disfluency in Autism Spectrum

Disorders: Treatment Outcomes &
What They Mean for School-Based
SLPs
TH10:30AM12:30PM
Session: 1005
CC/Room: W183B
2 Hrs
Presented by: Kathleen Scaler Scott, Misericordia U;
Sheri Block, Frisco Independent Sch Dist; Nina ReardonReeves, Stuttering Therapy Svcs & Seminars; Kearston
Healey, Misericordia U; Kenslie Kerestes, Misericordia
U; Rebecca LaRussa, Misericordia U; Sarah Nelson,
Misericordia U; Maria Kidron, Misericordia U
This seminar is the third in a series regarding training
school-based speech-language pathologists in treating
fluency disorders in children on the autism spectrum. In
this presentation, case study examples will be used to
demonstrate the effectiveness of intervention for atypical
disfluencies. Application of findings to clinical work will
be featured.
Thursday Oral Seminars
The popular Welcome Reception is back this year in a great new

venuethe Exhibit Hall! Mingle with exhibitors and your colleagues
while you enjoy this reception featuring tasty, light refreshments
and a cash bar. This event is open to all fully registered attendees.
Guest tickets (as available) may be purchased at Registration to
allow friends and family to join the fun.
Thursday Oral Seminars 10:30AM12:30PM

Natural Language Development in
Autism: Echolalia to Self-Generated
Language
TH10:30AM12:30PM
Session: 1006
CC/Room: W375D
2 Hrs
Presented by: Marge Blanc, Communication
Development Ctr; Barry Prizant, Childhood Communication
Svcs; Megan Snow, EBS Healthcare; Kristen Lee, Indiana U
Health North Hosp
Echolalia is an integral part of language development
for gestalt language processors, including those on the
autism spectrum. Long-recognized as communicative,
echolalia remains easily misunderstood. This presentation
reviews relevant research, and describes a system for
understanding the developmental value of echolalia
and supporting children from echolalia to selfgenerated language.
TH10:30AM12:30PM
Session: 1007
CC/Room: W184BC
2 Hrs
Presented by: Lisa Chattler, Los Alamitos Unified Sch Dist
Laughter: Is it always fun? Or is it caustic to students with
social communication issues? Recognizing the corrosive
impact of using humor to bully and ridicule is uncharted
territory. This presentation will explore the social nature of
ridicule and humor and provide strategies for assisting our
students who are victims.
The Impact of Language Remediation

on Brain Connectivity in Children With
Autism
TH10:30AM12:30PM
Session: 1008
CC/Room: W187BC
2 Hrs
Presented by: Rajesh Kana, U of Alabama - Birmingham
by NeuroAudiology and (Central) Auditory Processing
Disorders and SIG 6: Hearing and Hearing Disorders:
Research and Diagnostics. Recent neurobiological accounts
of autism spectrum disorders suggest widespread
abnormalities in functional brain connectivity in complex
tasks like language comprehension. This study examined
the impact of an imagery-based intervention program
(visualizing/verbalizing for language) on improving the
brain circuitry underlying language processing and its
integrated functioning in children with autism.
Business, Management, and

Professional Issues (GI)
Rules & Tools for SLP Coding, Billing, &

Documentation
TH10:30AM12:30PM
Achieving Change II: A Comprehensive

Summary for Advancing Professional
Initiatives
TH10:30AM12:30PM
Session: 1009
CC/Room: W470A
2 Hrs
Presented by: Sue Hale, Vanderbilt Bill Wilkerson
Ctr; Nancy Swigert, Baptist Health Lexington; Allan
Diefendorf, Indiana U; Mary Anne Hanner, Eastern
Illinois U; Earl Seaver, Northern Illinois U; Robert
Augustine, Eastern Illinois U
In 2012, four ASHA leaders outlined key strategies to help
members achieve change essential to the health and
future of the schools, hospitals, clinics, and universities
they lead. In 2013, six recognized ASHA leaders will offer
a detailed compendium of processes they have used to
achieve essential and critical change.
Ethical Decision-Making: I Thought I

Was Doing My Job!
TH10:30AM12:30PM
Session: 1010
CC/Room: W196A
2 Hrs
Presented by: Frederick Britten, Fort Hays S U;
Stephanie Davidson, Ohio Board of Regents; Sheryl
Amaral, Cumberland (RI) Sch Dept; Susan Brannen,
Retired; Gerard Caracciolo, Montclair St U; Diane L.
Eger, Diacomm Consulting; Douglas Hicks, Cleveland
Clinic Foundation; Sharon Moss, ASAE Foundation; Wren
Newman, Nova Southeastern U; Colleen ORourke,
Georgia St U; Stephen Oshrin, U of Southern Mississippi;
George Purvis, VA Med Ctr; Patti Solomon-Rice, San
Francisco St U
Business, Management, and Professional Issues. This
ASHA Board of Ethics presentation focuses on ethical
decisions that professionals confront in their work
settings. Hypothetical cases illustrating different types
of ethical challenges brought before the Board will
be presented. Participants will discuss the cases from
differing perspectives and determine appropriate findings
and sanctions.
Telepractice in Different Settings:

Does It Matter Where You Are?
Session: 1012
CC/Room: W194
2 Hrs
Presented by: Ellen Cohn, U of Pittsburgh; Lyn Tindall,
VA Med Ctr; Karen Golding-Kushner, The Golding-Kushner
Speech Ctr; Sue Grogan-Johnson, Kent St U; Melissa
Jakubowitz, Presence Learning
by Business, Management, and Professional Issues.
Telepractice is an increasingly common method of service
delivery that utilizes technology to provide diagnosis and
treatment from a distance. This panel of specialists will
discuss efficient and effective use of telepractice, as well as
the challenges of providing services from and to schools,
hospitals, and private offices/homes.
Fluency (SLP)
Genetics of Speech Sound Disorders
& Stuttering: Research & Clinical
Implications
TH10:30AM12:30PM
Global Issues and Practices

Across the Discipline (GI)
Session: 1011
CC/Room: W470B
2 Hrs
Presented by: Dee Adams Nikjeh, Ear, Nose, &
Throat Assoc; Gretchen Bebb, Speech Pathways; R.
Wayne Holland, Stamford Public Sch; Carmen VegaBarachowitz, Massachusetts General Hosp; Timothy
Weise, Garden City Hosp
This is the first session of two presenting fundamental
information to speech-language pathologists on CPT and
ICD coding systems, Medicare billing rules and tools, and
the latest documentation requirements for functional
outcomes reporting. Coding and documentation scenarios
will be presented and audience questions are encouraged.
TH10:30AM12:30PM
Session: 1013
CC/Room: W192C
2 Hrs
Presented by: Shelly Jo Kraft, Wayne St U; Barbara
Lewis, Case Western Reserve U
Fluency and Speech Sound Disorders in Children. This
session will report on two genetic studies: one on speech
sound disorders (SSD) and the other on stuttering. Topics
will include new genetic methodologies, common and
rare genes for SSD, adolescent and adult outcomes for
individuals with early SSD, fMRI studies, epigenetics, and
clinical case presentations.
Practices, Policies, & Training for

Speech-Language Pathologists in
School Settings in Northern Mariana
Islands & Mongolia
TH10:30AM12:30PM
Session: 1014
CC/Room: W471
2 Hrs
Presented by: Marlene Salas-Provance, New Mexico St
U; Brenda Staley, Ohio St U
Global Issues and Practices Across the Discipline, SIG 17:
Global Issues in Communication Sciences and Related
Disorders, and SIG 16: School-Based Issues. This session
will describe the practice of the SLP as it relates to schools
and educational systems in two specific and unique
contexts of practice. The impact of world history, economy,
and culture on the education and training of school-based
professionals in these two Pacific Region countries will
be discussed.
Infant and Child Hearing:

Screening and Assessment (Aud)
Beyond the Audiogram: Speech
Perception & Outcome Measures
TH10:30AM12:30PM
Session: 1015
CC/Room: W185A
2 Hrs
Presented by: Erin Schafer, U of North Texas
Infant and Child Hearing: Screening and Assessment
and SIG 9: Hearing and Hearing Disorders in Childhood.
This presentation will provide an overview of published
research related to the assessment of speech perception
in young and school-age children and speech perception
outcomes in various pediatric populations. Research
will also be presented to support the addition of other
measures to the audiological test battery for schoolage children.
Intervention/Habilitation
for Infants and Children
with Hearing Loss (Aud)

and Adolescents (SLP)
Updating Evidence for Cogmed &

Working Memory Training & Why It
Matters for SLPs
Aligning RtI With the Common Core

State Standards for Students With &
Without IEPs
TH10:30AM12:30PM
Session: 1016
CC/Room: W185D
2 Hrs
Presented by: Charles Shinaver, Pearson
Cogmed and working memory training has been hotly
debated recently in the professional literature. Scientific
skepticism is expected when considering utilizing an
innovation, but fairness and thoroughness is necessary
too. Gilliam and Gilliam (2012) come closer to that
balance. There is more data to consider, including some on
strategy training.

Populations (GI)
Multicultural Intervention, Advocacy,
& Research in Aphasia: NAA ActionPlanning Think Tank
TH10:30AM12:30PM
Session: 1017
CC/Room: W193
2 Hrs
Presented by: Brooke Hallowell, Ohio U; Ellayne
Ganzfried, Natl Aphasia Assoc; Yael Werth, Queens Coll
- City U of New York; Isabella Reichel, Touro Coll; Grace
Ademola-Sokoya, Natl Orthopaedic Hosp
Learn about current projects and share ideas with the
National Aphasia Association (NAA) Multicultural Task
Force. Join in action planning about strategies to enhance
multicultural (including international) approaches to
intervention, advocacy, and research to benefit people
with aphasia. Active participants are welcome, regardless
of their degree of NAA involvement to date.
TH10:30AM12:30PM
Session: 1018
CC/Room: W375B
2 Hrs
Presented by: Janet Sturm, Central Michigan U; Diane
Paul, ASHA; Froma Roth, ASHA; Nickola Nelson, Western
Michigan U; Barbara Ehren, U of Central Florida; Jean
Blosser, Creative Strategies for Special Education
This session focuses on implementation of CCSS within
an RtI framework (including sample IEP goals) to help
all students achieve instructional goals. Areas include
foundational skills for preschoolers, individual assessment
for school-age students, and disciplinary literacy for
adolescents. Speakers will discuss application for students
with hearing loss and significant disabilities.
BTW Its Time: Contextualizing the

Common Core Standards for Students
With Speech & Language Impairments
TH10:30AM12:30PM
Session: 1019

2 Hrs
Presented by: Robyn Ziolkowski, U of Hawaii - Manoa;
Bonnie Josey, Duval Co Pub Schs
This professional development session is designed to
provide empirical information for speech-language
pathologists regarding their educationally relevant
role when connecting therapy to the Common Core
State Standards. Additional information will be
presented to guide SLPs in writing IEP goals and how to
incorporate students individual proficiency needs into
intervention planning.
Standing Up to Ridicule: How SLPs

Can Assist Victims of Bullying
Clinical & School-Based Leadership

Excellence
TH10:30AM12:30PM
Session: 1020
CC/Room: S102BCD
2 Hrs
Presented by: Wayne Secord, Ohio St U; Michael Towey,
Waldo Co General Hosp; Robert Fox, Ohio St U; Elisabeth H.
Wiig, Knowledge Research Inst
Why are some clinicians so successful? What do they do
that works so well? This program will take a critical look
at the nature of clinical and school-based leadership and
describe a number of concepts, skills, strategies, practices,
and perspectives that build highly effective programs and
ensure clinical excellence.

How Does the Brain Learn to Read &
Calculate?
TH10:30AM12:30PM
Informational Discourse: Laying the

Foundations for Academic Language
Session: 1022
Research, Clinical, & Educational

Applications of AphasiaBank
Word Detectives: Using Morphological

Awareness to Improve Language &
Literacy
Session: 1023
CC/Room: W475
2 Hrs
Presented by: Julie Wolter, Utah St U; Laura Green,
Texas Womans U
A morphologically based instructional approach, with
a focus on the meaning and morphological structure of
words, is found to positively influence school-age childrens
language and literacy development. This presentation
will describe an evidence-based word-detective approach
speech-language pathologists can utilize in their language
and literacy intervention.
TH10:30AM12:30PM
Assessing & Treating Aphasic WordRetrieval Impairment in Discourse

TH10:30AM12:30PM
Session: 1024
CC/Room: W178A
2 Hrs
Presented by: Mary Boyle, Montclair St U
Emerging aphasia research lends support for assessing
and treating word retrieval at the discourse level. This
presentation provides background for assessing and
treating in discourse, discusses evidence-based ideas for
discourse-level assessment and treatment, and addresses
considerations for clinicians and researchers as this area of
research moves forward.
Mobile Devices & Apps as Cognitive

Compensation: Selection, Training, &
Evaluation
TH10:30AM12:30PM
Session: 1025
CC/Room: W179AB
2 Hrs
Presented by: McKay Sohlberg, U of Oregon; Michelle
Ranae Wild, Coastline Community Coll; Lyn Turkstra, U of
Wisconsin - Madison
Clinicians need to responsibly harness the cultural
revolution that has transformed rehabilitationthe
advent of mobile devices and associated apps that have
the potential to help patients with cognitive impairments.
This hands-on seminar combines content about apps
with evidence-based clinical practices, including needs
assessment, systematic training, and ongoing evaluation.
Primary Progressive Aphasia:

Diagnosis & Treatment of an Aphasic
Dementia
TH10:30AM12:30PM
Session: 1026
CC/Room: W190A
2 Hrs
Presented by: Sandra Weintraub, Cognitive Neurology &
Alzheimers Disease Ctr; Becky Khayum, MemoryCare Corp
by SIG 15: Gerontology. Primary progressive aphasia
(PPA) is a clinical dementia syndrome, commonly with
onset under age 65, with unique neuroanatomical
and neuropathological features and similarly unique
management needs. This session reviews the syndrome
and strategies for management early in the disease course
and over the duration of its progression.
Session: 1027
CC/Room: W183A
2 Hrs
Presented by: Jessica Richardson, U of South Carolina;
Audrey Holland, U of Arizona; Margaret Forbes, Carnegie
Mellon U; Brian Macwhinney, Carnegie Mellon U; Davida
Fromm, Carnegie Mellon U
AphasiaBank is the worlds largest multimedia database
of discourse protocols gathered from persons with aphasia
and healthy controls. In this session, we will discuss
how AphasiaBank can be utilized in research, clinical,
and educational/clinical training environments; and
specifically discuss recent updates to AphasiaBank utilities
and assessment protocol.

Beyond Norm-Referenced Tests:
Practical Assessments for Writing
Goals & Planning Treatment
TH10:30AM12:30PM
Session: 1028
CC/Room: W192AB
2 Hrs
Presented by: Megan Roberts, Vanderbilt U
Assessment of a childs communication skills is a complex
process. While norm-referenced tests are necessary for
determining eligibility, they are often not useful for
writing goals and monitoring progress. This presentation
describes three assessments that provide useful
information for planning effective treatment for young
children with language delays.
Current Research on Individual &

Psychosocial Determinants of Early
Language Acquisition: Honoring Betty
Hart
TH10:30AM12:30PM
Session: 1029
CC/Room: S104
2 Hrs
Presented by: Meredith Rowe, U of Maryland; Marc
Bornstein, Eunice Kennedy Shriver Natl Inst of Child Health
& Human Development, NIH
Language in Infants, Toddlers, and Preschoolers. Presenters
will share current research that builds on the work by
Betty Hart. A series of studies that examine individual and
psychosocial determinants of early language acquisition
will be discussed, including the role of input within a
low-income sample, early socioeconomic differences in
development, and consequences of these differences.
Language Intervention for DualLanguage Learners With Language

Impairment
TH10:30AM12:30PM
Session: 1030
CC/Room: W375C
2 Hrs
Presented by: Vera Gutierrez-Clellen, San Diego St U;
Gabriela Simon-Cereijido, California St U - Los Angeles
This session overviews two language intervention projects
specifically designed for Latino dual-language learners.
We discuss challenges and the process of development
of crosslinguistic goals based on vocabulary and
language needs, considerations for choosing a language,
push-in versus pull-out models, and research outcomes.
(Supported by IES R324E060073; HHS-ACF 90YF0066)
Seeing is Believing: Using

VideoCoaching to Enhance Preschool
Educators Facilitation of Emergent
Literacy
TH10:30AM12:30PM
Session: 1031
CC/Room: W375E
2 Hrs
Presented by: Janice Greenberg, Hanen Ctr; Kathleen
Hipfner-Boucher , U of Toronto; Trelani Milburn, U of
Toronto; Pamela Beach, U of Toronto
Professional development for preschool educators can
be enhanced through video-coaching. Drawing on
quantitative and qualitative results of a study comparing
group emergent literacy training with and without
video coaching, the session describes how videocoaching facilitates educators behavior change through
increased self-awareness and sensitivity to childrens
individual needs.

and Children (SLP)
Cerebral Palsy: Speech, Language, &
Cognition Throughout the Life Span
TH10:30AM12:30PM
Session: 1032
CC/Room: W183C
2 Hrs
Presented by: Katherine Hustad, U of Wisconsin Madison; Ignatius Nip, San Diego St U; Rupal Patel,
Northeastern U; Michael Ward, U of Wisconsin - Madison
Motor Speech in Adults and Children. This session discusses
motor, speech, language, and cognitive impairments
which occur in individuals with cerebral palsy (CP). This
panel will focus on the relationship between speech and
language deficits across the life span (childhood through
adulthood) and discuss both assessment and treatment of
these deficits.

the Discipline (GI)
Merging Traditional Techniques

With iDevices & Augmentative &
Alternative Communication Strategies
for Speech Sound Disorders
Introduction to Research
GrantWriting
TH10:30AM12:30PM
TH10:30AM12:30PM
Session: 1033
CC/Room: S105D
2 Hrs
Presented by: Nadine Martin, Temple U; Nadine
Connor, U of Wisconsin; Joanne Robbins, U of Wisconsin;
Anastasia Raymer, Old Dominion U
Sponsored by ASHAs Research and Scientific Affairs
Committee, this session provides professional
development to researchers and researchers-in-training
who seek extramural funding. The NIH grant application
process (submission, peer review, revision, and funding
sources) will be highlighted with reference to individual
investigator projects and collaborative translational
research projects.

in Children (SLP)
Infant Vocal Development: The Search
for Early Identification of Disorders
TH10:30AM12:30PM
Session: 1034
CC/Room: W184D
2 Hrs
Presented by: D. Kimbrough Oller, U of Memphis;
Eugene Buder, U of Memphis; Anne S. Warlaumont,
U of California - Merced; Heather Ramsdell, Idaho St
U; Suneeti Iyer, U of Georgia; Barbara Franklin, U of
Memphis; Chia-Cheng Lee, U of Memphis; Yu-Syuan
Jhang, U of Memphis; Elena Patten, U of North Carolina Greensboro; Li-Mei Chen, Natl Cheng Kung U - Taiwan; Grace
Baranek, U of North Carolina - Chapel Hill; Katie Belardi, U
of North Carolina - Chapel Hill; Linda Watson, U of North
Carolina - Chapel Hill; Rick Dale, U of California - Merced
In their first months, human infants display capabilities
for vocal communication not seen in any other animal at
any age. Infant vocal exploration, emotional expressivity,
and social learning provide rich material for assessing
normal development and rich opportunities for
detecting emergent anomalies such as autism or other
communicative disorders.
Session: 1035
CC/Room: W190B
2 Hrs
Presented by: Jessica Caron, Boston Childrens Hosp
Speech Sound Disorders in Children and Augmentative and
Alternative Communication (AAC). Clinicians are forced to
choose between targeting speech production and AAC.
Examples of a hybrid approach, merging traditional AAC
strategies with current mobile technology and combining
AAC with traditional speech training techniques, will
be discussed.
Treating Articulation & Phonology in a

Literacy Context
TH10:30AM12:30PM
Session: 1036
CC/Room: W196B
2 Hrs
Presented by: Paul Hoffman, Louisiana St U; Janet
Norris, Louisiana St U; Cindy Lane, Louisiana St U; Laura
Delrose, Louisiana St U; Crystal Randolph, Valdosta St U;
Rachel Powell, Brookhaven Pub Sch
ASHAs 2010 Schools Survey revealed 42% of SLPs case
load is articulation. Thirty percent of LD children have
articulation problems, and children with preschool
articulation delays are at-risk for reading disabilities.
This seminar will show how the SLP can simultaneously
address oral and written phonological problems within the
same lesson.
CC/Room: W185BC
2 Hrs
Presented by: Carol Westby, Bilingual Multicultural Svcs;
Barbara Culatta, Brigham Young U
Presenters in this session will describe the linguistic
differences between conversational and informational
discourse; review the development of informational
discourse skills in the preschool years; and demonstrate
how this knowledge can be employed to facilitate
development of informational discourse and text
comprehension and production in elementary school.
TH10:30AM12:30PM
Language Disorders
in Adults (SLP)
Session: 1021
CC/Room: W375A
2 Hrs
Presented by: James Booth, Northwestern U
Language and Learning in School-Age Children and
Adolescents. I will discuss our attempts to uncover the
mechanisms underlying the development of our amazing
abilities to read and calculate. Knowledge of typical
brain development is relevant for understanding why
approximately 6% of children have learning disabilities,
predicting who will show subsequent gains in skill, and
structuring of learning environments.
TH10:30AM12:30PM
Swallowing and Swallowing

Disorders (SLP)
From Mechanical Ventilation to
Speech & Swallowing: How Do We Get
There?
TH10:30AM12:30PM
Session: 1037
CC/Room: S106
2 Hrs
Presented by: Meredith Baker-Rush, MLBR Seminars,
LLC
by Swallowing and Swallowing Disorders. This session
discusses the tracheostomized and/or ventilatordependent population trends across the life span in various
settings. Discussion includes dysphagia complications and
core competency skills required to effectively manage this
complex population. Importance of a trach team will be
emphasized, along with the process of developing such
a team.

Multidisciplinary Management in
Dysphagic Patients
TH10:30AM12:30PM
Understanding the Missing Link:

Behavior, Anxiety, & Dysphagia in
Public Schools
Promoting Adherence in Voice

Therapy: Theory, Evidence, & Practical
Techniques
TH10:30AM12:30PM
Session: 1041
CC/Room: S105BC
2 Hrs
Presented by: Eva van Leer, U of Cincinnati; Alison
Behrman, Iona Coll; Edie Hapner, Emory U Sch of Medicine
Voice, Resonance, and Alaryngeal Speech. Poor patient
adherence to voice therapy is a critical problem faced by all
voice therapists. We address the interdisciplinary research
on patient adherence and its application to voice therapy,
with a focus on practical techniques. An interactive panel
will offer opportunity for participants to seek advice on
their patients.
Vestibular/Balance Assessment
and Rehabilitation (Aud)
Audiologists Role in Assessing Risk of
Falls
Session: 1040
CC/Room: W186
2 Hrs
Presented by: Julie Honaker, U of Nebraska - Lincoln;
Robin Criter, U of Nebraska - Lincoln; Jessie Patterson, U
of Nebraska - Lincoln
8: Public Health Issues Related to Hearing and Balance.
Older adults seen in the audiology clinic have a higher
prevalence of falls than the general population. What are
audiologists doing about falls? This seminar will discuss
the prevalence and functional implications of falls in
older adults, and strategies for incorporating falling risk
assessment and prevention into the audiology clinic.
Respiratory Muscle Strength Training:

Theory, Protocol, Case Presentations
TH10:30AM12:30PM
Session: 1042
CC/Room: S105A
2 Hrs
Presented by: Christine Sapienza, U of Florida; Bari
Hoffman Ruddy, U of Central Florida; Susan Baker
Brehm, Miami U
Current and emerging research supporting respiratory
muscle strength training procedures in patient groups
will be presented. Neural and muscular adaptations are
accompanied by documented functional gains in swallow,
cough, and voice. Concrete benefits, limitations, clinical
trial designs of strength training paradigms, and outcomes
from trials and cases will be presented.
Voice, Resonance, and Alaryngeal

Speech: Cleft Palate and
Craniofacial Anomalies (SLP)

Interprofessional Education for

University Students: An Update on the
Evolution of a Successful Model
TH1:30PM2:30PM
Clinical Problem-Solving for

Hypernasal Speech: Assessment,
Treatment, & Referral
TH10:30AM12:30PM
Session: 1043
CC/Room: W196C
2 Hrs
Presented by: Sara Kinter, Seattle Childrens Hosp;
Angela Dixon, Riley Hosp for Children; Kelly Nett Cordero,
Gillette Childrens Specialty Healthcare
SIG 5: Speech Science and Orofacial Disorders and Voice,
Resonance, and Alaryngeal Speech: Cleft Palate and
Craniofacial Anomalies. This panel presentation will use
case studies to provide clinically relevant information
needed for assessment and management of children with
nasal speech. Common terminology will be defined,
methods of assessment will be discussed, and practical
suggestions for treatment will be explored. Additionally,
the procedures for medical referrals will be addressed.
Expectations: Key Factors of Influence

Impacting Preceptor/Supervisor &
Graduate Student Relationships in
Clinical Education
TH1:30PM2:30PM
Session: 1044
CC/Room: W470A
1 Hrs
Presented by: Susan Moore, U of Colorado; Tammy
Fredrickson, U of Colorado; Alexandra Carrillo, U of
Colorado
Practicing professionals play an increasingly significant
role in the clinical education of AuD and SLP students
in our graduate programs. This seminar explores factors
of influence in building positive expectations and
relationships between preceptors and students using
relevant literature, current models, survey results, and
interactive activities that support positive outcomes.
Looking Within: The SLPs Toolkit

for Reflective Practice in Clinical
Education
TH1:30PM2:30PM
Session: 1045
CC/Room: S103D
1 Hrs
Presented by: Sucheta Heble, Toronto Rehab Inst - U
Health Network
Reflective practice curricula are becoming widely used in
clinical education to foster learners reflective capacity.
This presentation will illustrate effective and innovative
reflective practice methods SLPs can use as clinical
educators. Suggestions for evaluating student reflections
will be discussed using some of Toronto Rehabs student
counseling reflections.

Classroom Design & How It Can
Facilitate Active Learning in
Communication Sciences & Disorders
Courses
TH1:30PM2:30PM
Session: 1046
CC/Room: W178A
1 Hrs
Presented by: John W. Folkins, Bowling Green St U;
Jennifer Friberg, Illinois St U; Paul Cesarini, Bowling
Green St U
Courses for CSD students often include activities in which
students interact with each other and the instructor, yet
our classrooms are designed primarily for a lecture format.
We will discuss design principles for active learning and
address steps that instructors can take to advocate for
good classroom design.
Session: 1047

1 Hrs
Presented by: Jean Mead, Florida International U;
Joseph Zelenke, Baptist Hosp of Miami
This presentation will serve to present information related
to the development and evolution of an interdisciplinary
workshop for university students across several health
professions. This session is a follow-up to a 2009 ASHA
presentation. Since that time, Interprofessional Education
at Florida International University continues to grow and
benefit our students.

Understanding Speech-Language
Pathology Students Motivation for
Learning
TH1:30PM2:30PM
Session: 1048
CC/Room: W375D
1 Hrs
Presented by: Amie King, Southern Illinois U Edwardsville; Steffany Chleboun, Southern Illinois U
- Edwardsville
This research study examined speech-language pathology
(SLP) students motivation for learning. Intrinsic
motivation, extrinsic motivation, and task value were
assessed in 110 graduate and undergraduate students in
two categories of coursework. Type of student motivation
differed based on several factors. The implications for
students, professors, and programs are discussed.

The Effects of Environmental Sounds
on the Guessability of Animated
Graphic Symbols
TH1:30PM2:30PM
Session: 1049
CC/Room: W185BC
1 Hrs
Presented by: Ashley Harmon, Northeastern U; Ralf
Schlosser, Northeastern U; Brian Gygi, NIHR Nottingham
Hearing Biomed Research Unit; Howard Shane, Boston
Childrens Hosp; Ying-Yee Kong, Northeastern U; Lorraine
Book, Northeastern U; Kelly Macduff, Northeastern U; Emilia
Hearn, Northeastern U
The addition of environmental sound offers a
potentially beneficial technology to further facilitate the
understanding of actions depicted by animated graphic
symbols. In this study, environmental sounds were
determined to positively impact the guessability of Autism
Language Program (ALP) Animated Graphic Symbols by
typically developing 3-year-old children.
Aligning English Language Arts

Instruction to CCSS for Middle School
Students With Moderate to Severe
Disabilities
TH1:30PM2:30PM
Session: 1050
CC/Room: W196C
1 Hrs
Presented by: Linda Schreiber, Private Practice; Pamela
Mims, East Tennessee St U
This session presents a researched curriculum for middle
school students with significant disabilities (including
early symbol users and/or those nonverbal) that aligns
English/language arts instruction and content to Common
Core Standards; it will include demonstrations of evidencebased teaching procedures (including use of AAC) and
age-appropriate content.

ASD: Social Pragmatic Informal
Dynamic Social Thinking Assessment
TH1:30PM2:30PM
Session: 1051
CC/Room: W375E
1 Hrs
Presented by: Michelle Garcia Winner, Social Thinking
Students with ASD and social communication challenges
are difficult to assess through strictly formal measures
because the complexity of social pragmatic skills are
difficult to quantify. This workshop will present a practical
protocol for assessment using formal and informal tools
while discussing practical carryover of assessment findings
into therapy.
Session: 1039
CC/Room: W181
2 Hrs
Presented by: Kerry Davis, Newton Pub Sch; Jessica
Minahan, Newton Pub Sch
Presenters will discuss the interplay among anxiety,
behavior, and dysphagia. They will discuss obstacles faced
in a public school setting and why traditional behavioral
interventions to feeding and swallowing dont work with
anxious students. The presentation includes strategies for
special educators.
TH10:30AM12:30PM

Alaryngeal Speech (SLP)
Session: 1038
CC/Room: S103ABC
2 Hrs
Presented by: Jerilyn Logemann, Northwestern U;
Mary Bacon, Rush U Med Ctr; Mario Landera, U of Miami;
Bernice Klaben, U of Cincinnati Voice & Swallowing Ctr;
Daphne Santa, Orlando VA Med Ctr
Dysphagic patients are often complex. To facilitate return
from nonoral to oral feeding often requires speechlanguage pathologist to organize intervention of a number
of health care professionals. This seminar will present five
case studies illustrating various multidisciplinary teams in
management of dysphagia.
TH10:30AM12:30PM
Sharing an Imagination: Teaching

Social Thinking in Preschool & Early
Elementary
TH1:30PM2:30PM
Session: 1052
CC/Room: W375B
1 Hrs
Presented by: Nancy Tarshis, Childrens Evaluation &
Rehab Ctr at Einstein Coll of Med; Kari Palmer, Changing
Perspectives; Ryan Hendrix, Social Thinking Stevens Creek
This workshop presents key concepts for teaching dramatic
play and social thinking for young children. We review
milestones and underpinnings of dramatic play and apply
this knowledge to work with young children with social
cognitive learning challenges. Ways to create lessons and
utilize music within the sessions will be presented.

Teaching Social Skills to Students With
Autism
TH1:30PM2:30PM

Relational & Reflective Clinical
Practice for SLPs
Session: 1054
Fluency (SLP)
Practice-Based Evidence: Approaches
to Generating Your Own EvidenceBased Practice
Session: 1055
CC/Room: S105BC
1 Hrs
Presented by: Nan Bernstein Ratner, U of Maryland;
Shelley Brundage, George Washington U
Fluency. Frustrated by the limits of good evidence for
your practices? This session will define and demonstrate
principles of practice-based evidence and datasharing
to be used to grow evidence from the ground up. Topics
will include evidence farming, single-subject designs, and
databanking/sharing.
Attitudes & Knowledge About

Communication Disorders in Elders
Reported by Japanese & Asian-Indian
Respondents
TH1:30PM2:30PM
Session: 1056
CC/Room: W474
1 Hrs
Presented by: Joan Kosta, VNA of Hudson Valley; Lynda
Marvin, Kindred RehabCare Group
Attitudes about aging and disability vary among cultures
and often reflect spiritual beliefs and family values. How
do speech-language pathologists consider these factors
when treating diverse populations? This presentation
addresses knowledge and attitudes about communication
disorders and elderly from the perspective of two Asian
cultures, Japanese and Asian-Indians.

Audiologic Assessment: Birth Through
School Age: When Is It Time to
Consider a Cochlear Implant?
TH1:30PM2:30PM
Session: 1057
CC/Room: W187BC
1 Hrs
Presented by: Rene Gifford, Vanderbilt U
Infant and Child Hearing: Screening and Assessment
and SIG 9: Hearing and Hearing Disorders in Childhood.
Pediatric cochlear implant criteria as defined by FDAlabeled indications have been unchanged for over a
decade; however, progressive implant programs routinely
implant infants and children not meeting the typical
audiologic profile providing increasing evidence for the
expansion of pediatric implant criteria and assessment
metrics used for candidate selection.
Language Assessment of Bilingual

Spanish-English Preschoolers in the
United States
TH1:30PM2:30PM
Assessing the Auditory Performance

of Children With Cochlear Implants
TH1:30PM2:30PM
Session: 1058
CC/Room: W185D
1 Hrs
Presented by: Susan G. Allen, Clarke Sch for Hearing &
Speech - Jacksonville; K. Todd Houston, U of Akron
Cochlear implants have provided access to audition,
resulting in the acquisition of spoken language for more
children with significant hearing loss. Functional listening
assessment plays a key role in maximizing opportunities
for listening and spoken language. Participants will
identify a minimum of five auditory goals and five
techniques that promote optimal outcomes.
awn
r
d
ith
Using Open-Fit Behind-the-Ear

Hearing Aids in Children: Measuring
Benefit & Outcomes
TH1:30PM2:30PM
Session: 1059
CC/Room: W187A
1 Hrs
Presented by: Patti Johnstone, U of Tennessee; Kelly
Yeager, U of Tennessee; Nicole Johnson, U of Tennessee;
Marnie Pomeroy, U of Tennessee
SIG 6: Hearing and Hearing Disorders: Research and
Diagnostics. Eighteen children (age 515 years) had their
prescribed behind-the-ear (BTE) hearing aids retrofit
to become open-fit (OF) BTEs. Most children reported
immediate improvement in own-voice quality with OFBTEs. Younger children (age <10 years) were more likely to
show immediate sound-localization advantage.

Populations (GI)
A Contrastive Phonology for Spanish
& English Languages: Clinical
Applications
TH1:30PM2:30PM
Session: 1060

1 Hrs
Presented by: Albert Villanueva-Reyes, U of Puerto Rico
Bilingual speech-language pathologists who deal with the
Hispanic population need a reasonable understanding of
the phonology of Spanish. This course will provide a broadbased knowledge of phonology of English and Spanish
languages regarding phoneme inventory, allophonic
rules, and phonotactic rules for both languages. Dialectal
differences will also be discussed.
Session: 1061
CC/Room: W193
1 Hrs
Presented by: Rochel Lazewnik, U of Cincinnati; Nancy
Creaghead, U of Cincinnati; Jo-Anne Prendeville, U of
Cincinnati; Lisa Cahill, U of Cincinnati; Lesley Becker, U of
Cincinnati; Allison Breit-Smith, U of Cincinnati
Current research and the results from a study examining
identifiers of language impairment among bilingual
Spanish-English speaking preschool children will be
reviewed. Thirty Mexican-American 4- and 5-year-old
bilingual children completed assessments recommended
for this population. Suggestions for assessment and
intervention among bilingual Spanish-English speakers
will be presented.
Refusal of Service Provision: Is It Ever

Ethical?
TH1:30PM2:30PM
Session: 1062
CC/Room: W192C
1 Hrs
Presented by: Derick Deweber, HCR ManorCare; Ana
Claudia Harten, Eastern Michigan U; DJaris Coles-White,
Nova Southeastern U; Irene Torres, Hasp
Despite directives on non-discrimination in practice
settings, ASHA is regularly notified of issues surrounding
inadequate and inequitable access to treatment based on
sexual orientation and preference. The 2013 Multicultural
Issues Board will provide an overview of the situation and
guidance for the prevention of refusal of service across
the profession.

Intervention to Support Written
Language: Self-Regulated Strategy
Development
TH1:30PM2:30PM
Session: 1063
CC/Room: W192AB
1 Hrs
Presented by: Jennifer Larsen, Portland St U; Donna
Boudreau, Poudre Sch Dist
In this presentation, we will review research related to the
use of self-regulated strategy development (SRSD) within
written language intervention for children with LLD.
Specific strategies will be described and reviewed, along
with case studies illustrating the use of SRSD in small
group interventions for written language.
Just a Shelf of Stories

TH1:30PM2:30PM
Session: 1064
CC/Room: W375C
1 Hrs
Presented by: Monica Dorman, Sunshine Cottage Sch
for Deaf Children; Stacy Adams, Sunshine Cottage Sch for
Deaf Children; Jessie Ritter, Sunshine Cottage Sch for Deaf
Children
Books are a common, quick resource for speech
pathologists to include in therapy when working with
children. This presentation will provide information to
expand a speech pathologists library to target articulation
and language objectives. Demonstrations and examples
of therapy activities with the books addressed will be
demonstrated through videos.
Literacy Night: Interactive Lesson

Supporting Common Core State
Standards Using Childrens Literature,
Articles, & Multimedia
TH1:30PM2:30PM
Session: 1065
CC/Room: W183A
1 Hrs
Presented by: Linda Lafontaine, American International
Coll; Maryellen Moreau, MindWing Concepts
The SLP plays an integral role in supporting the Common
Core State Standards. Presenters will demonstrate a
literacy night lesson using research articles, picture books,
and multimedia video clips. The Story Grammar Marker
and ThemeMaker tools will be used to model narrative,
expository, opinion, and argument.
Performance of Low-Income SpanishSpeaking Children in English-Only

Schools on the CELF-4 Spanish
TH1:30PM2:30PM
Session: 1066
CC/Room: W181
1 Hrs
Presented by: Beatriz Barragan, Arizona St U; Maria
Adelaida Restrepo, Arizona St U; Anny Castilla, St U of
New York - Fredonia; William Olivares, Arizona St U; Shelley
Gray, Arizona St U
This study examined the validity of the CELF-4 with
low-income Spanish speakers. Using CELF-4 cut scores,
more than 50% of children were identified as LI. The
subtest measures decreased with age: 5-year-olds scored
higher than 6- and 7 year-olds. Results indicate the CELF is
inappropriate for this population.
Reducing Readers Reliance on

Inaccurate Information
TH1:30PM2:30PM
Session: 1067
CC/Room: S103ABC
1 Hrs
Presented by: David Rapp, Northwestern U
Adolescents. People rely on texts to learn about the world,
and in the best situations, what they read is accurate.
But texts often contain inaccuracies that people use even
when they should know better. This talk will highlight
instructional, motivational, and descriptive factors that can
encourage readers resistance to inaccurate information.
Tier Three Magic for Teens: Proven

Strategies for Teaching Advanced
Vocabulary to Adolescents
TH1:30PM2:30PM
Session: 1068
CC/Room: W375A
1 Hrs
Presented by: Merry Kim Meyers, Montcalm Area Career
Ctr; Shari Robertson, Indiana U of Pennsylvania
Looking for some vocabulary magic to pull out of your
hat? Youve come to the right place! Delivered jointly by
a master teacher and a speech-language pathologist/
researcher, this seminar will provide participants with
multiple, evidence-supported strategies to facilitate
mastery of tier three vocabulary across subject areas.
Transition Planning: Identifying

& Developing Soft Skills for PostSecondary Success
TH1:30PM2:30PM
CC/Room: W470B
1 Hrs
Presented by: Joleen Fernald, Easter Seals - The Family
Place
SLPs can utilize mental health constructs such as
relationship-based learning, attachment theory, reflective
functioning, transference and counter-transference, and
the use of self to broaden our ports of entry and improve
the impact of our intervention.
TH1:30PM2:30PM

Session: 1053
CC/Room: W190A
1 Hrs
Presented by: Dawn Merth-Johnson, Iowa-Grant Sch
Dist; Kim Bauman, Iowa-Grant Sch Dist
Social skills are an integral part of every situation a
person is involved in throughout their lives. This session
will target how to teach students with autism to build
positive relationships and use the 10 Unwritten Rules of
Social Relationships explained by Dr. Temple Grandin and
Sean Barron.
TH1:30PM2:30PM
Session: 1069
CC/Room: W475
1 Hrs
Presented by: Ellen Wiczer, CCSD102; Nancy Eberhardt,
Adlai E. Stevenson High Sch; Sharon Foster, Victor J Andrew
High Sch
Increasing emphasis has been placed on the need to
develop soft skills for workplace success. An examination
of these applied skills can help guide our work with
adolescents. School-based SLPs can positively influence
the transition outcome of students with SLI by developing
these skills in a supportive learning environment.

Language Disorders
in Adults (SLP)
What Freud Got Right About Speech

Errors: Evidence From Aphasia
TH1:30PM2:30PM
Executive Function Treatment:

In the Face of Chronic Traumatic
Encephalopathy: Lifesaving!
TH1:30PM2:30PM
Session: 1070
Interactions Between Social & Physical

Engagement at Aphasia Camp
Session: 1071
CC/Room: W179AB
1 Hrs
Presented by: Heather Buhr, U of Wisconsin - Eau Claire;
Jerry Hoepner, U of Wisconsin - Eau Claire; Marquell
Johnson, U of Wisconsin - Eau Claire
This investigation examined the interaction among
physical engagement, social engagement, and
environment. An interdisciplinary team, including
speech-language pathology and kinesiology, measured
the activities of individuals with aphasia at Aphasia
Camp. Physical engagement was measured through an
accelerometer device; social engagement was measured
through qualitative analyses; and environment measured
using the ICF.
The Speech Pathologists Role in SNF

Culture Change
TH1:30PM2:30PM
Session: 1072
CC/Room: W196A
1 Hrs
Presented by: Rebecca Hall, Signature Rehab; Christine
Busby, Signature Rehab
It is a substantial part of the speech pathologists role in
the long-term care facility to participate in the paradigm
shift of culture change taking place to ensure we are
delivering functional, patient-centered care to ensure
positive QIS results. This course will address the issue of
culture change.
Session: 1073
CC/Room: W194
1 Hrs
Presented by: Gary Dell, U of Illinois
Language Disorders in Adults. Most people associate
Sigmund Freud with the assertion that speech errors
reveal repressed thoughts. I will show that these fit well
with modern theories of language production. I will
illustrate using the interactive two-step theory of lexical
accessuction, which we have used to understand aspects
of aphasic speech errors.

Coaching Parents to Implement
Teaching Strategies With Their
Young Children With Language or
Developmental Disabilities
TH1:30PM2:30PM
Session: 1074
CC/Room: S104
1 Hrs
Presented by: Julia Stoner, Illinois St U; Hedda Meadan,
The foundational concepts of early intervention are
consistent with training and coaching parents to
implement naturalistic teaching strategies aimed at
increasing their childrens social pragmatic language.
Specifically, this session discusses the PiCS coaching model
through video of parents and children using naturalistic
and visual teaching strategies in their homes.
Early Achievements: Early

Intervention to Enhance Language
Learning & Interpersonal Synchrony
in Toddlers With Autism
TH1:30PM2:30PM
Session: 1075
CC/Room: W180
1 Hrs
Presented by: Rebecca Landa, Kennedy Krieger Inst
by Language in Infants, Toddlers, and Preschoolers.
Children with autism spectrum disorders (ASD) have
difficulty extracting and connecting meaning from
their experiences. Intervention strategies from the Early
Achievements approach that address these core deficits in
toddlers and preschoolers, thereby improving language
and social outcomes, will be described. Video illustrations
and tips for coaching parents will be shared.
Fetal Alcohol Spectrum Disorders:

Early Identification & Treatment
Considerations
TH1:30PM2:30PM
Session: 1076
Lions, & Tigers, & Bears, Oh My:

Navigating the Institutional Review
Board
TH1:30PM2:30PM
Session: 1079
CC/Room: W196B
1 Hrs
Presented by: Christi Masters, Purdue U
Prenatal alcohol exposure is a leading cause of disability
in children and can have a range of effects, especially in
regards to language development, executive functioning,
and social skills. This session will provide an overview
of the effects, current diagnostic information, effective
strategies for therapy, and prevention ideas.
CC/Room: W183C
1 Hrs
Presented by: Vicki Hammen, Indiana St U
Whether you are a seasoned faculty researcher or a
student embarking on their first research experience, an
institutional review board (IRB) review can be a daunting
process. This presentation will provide information for
successful navigation through the process from the
perspective of a chairperson of a social and behavioral IRB.
NeuroAudiology and
Disorders (Aud)
Speech Science (SLP)
Auditory Processing Disorder: Team

TH1:30PM2:30PM
Speech Science: Does Anybody Know

How to Teach This Stuff?
Session: 1080
Pleural Confusion: Interpreting

Radiographic Chest Imaging
TH1:30PM2:30PM
Session: 1082
CC/Room: S106
1 Hrs
Presented by: Lisa Evangelista, U of Pittsburgh/U of
Pittsburgh Med Ctr; Towino Paramby, U of Pittsburgh/U of
Pittsburgh Med Ctr
Atelectasis? Bronchiectasis? Pleural effusion? Terminology
used to describe radiographic imaging can be confusing
to clinicians. It is important to understand the clinical
findings of chest pathology and its relation to the practice
of swallowing and swallowing disorders. This presentation
will develop clinical decision-making needed to determine
aspiration-related pneumonia.
Point-Counterpoint: Prophylactic
or Reactive Tube-Feeding?
Implications for Swallowing Following
Radiotherapy for Head & Neck Cancer
CC/Room: W185A
1 Hrs
Ctr
Auditory processing disorder is a complex diagnosis
and requires team evaluation and management. This
presentation will review the following: 1)assessments,
2) APD subprofiles and auditory processes, and 3)team
management. Case studies will be presented to practice
interpretation of results and recommendations for each
subprofile of APD.
CC/Room: S102BCD
1 Hrs
Presented by: Donald Finan, U of Northern Colorado;
Stephen Tasko, Western Michigan U; Christopher
Dromey, Brigham Young U; Kerry Mandulak, Pacific U;
Amy Neel, U of New Mexico
Speech science is often a dreaded course from both
students and teachers perspectives. Instructors must
stimulate interest and excitement in often dry material
with the goal of connecting basic scientific knowledge
and applied clinical practice. This panel discussion will
present nontraditional, active learning-based pedagogical
approaches to teaching speech science.

the Discipline (GI)

Disorders (SLP)
Evidence-Based Practice: SingleSubject Design in Clinical Applications
A Sensory-Motor Approach for

Children With Feeding Disorders
Update on the Clinical Utility of

Vestibular-Evoked Myogenic
Potentials
TH1:30PM2:30PM
TH1:30PM2:30PM
Session: 1077
Session: 1078
CC/Room: W190B
1 Hrs
Presented by: Stephen Camarata, Vanderbilt U; Tonia
Davis, Vanderbilt U; George Castle, Vanderbilt U
Clinicians are confronted with translating evidence
into clinical practice. Single-subject design is a readily
adaptable research method that can be employed to
individual cases. The purpose of this presentation will be to
provide real world examples of single-subject methods in
clinical practice.
TH1:30PM2:30PM
Session: 1081
CC/Room: W471
1 Hrs
Presented by: Lori Overland, TalkTools
This presentation explores the oral phase of feeding,
the sensory-motor system as it relates to feeding, the
importance of a pre-feeding program, and a sensorymotor approach to feeding.
TH1:30PM2:30PM
Session: 1083
CC/Room: W184BC
1 Hrs
Presented by: Justin Roe, Royal Marsden NHS Foundation
Trust; Tessa Goldsmith, Massachusetts General Hosp
Radiotherapy, particularly with the addition of
chemotherapy, results in significant toxicity during HNC
treatment. Given the impact on swallowing structures and
nutritional intake, prophylactic gastrostomy feeding may
be implemented. The data show variability in tube-feeding
practices between centers. We will debate the literature
and discuss implications for practice.
TH1:30PM2:30PM

Session: 1084
Buteyko Breathing 101: The

Basics & Practical Application of
Physiologically Normal Breathing Into
Speech Therapy
TH1:30PM2:30PM
Session: 1085
CC/Room: S105D
1 Hrs
Presented by: Hadas Golan, Boston Med Ctr
The Buteyko Breathing Method provides an effective
respiratory training to improve dyspnea symptoms.
Dysfunctional breathing can complicate disorders of
speech and phonation. It affects posture, stress-related
disorders, and other unexplained medical conditions.
Understanding breathing dysfunction will allow clinicians
to effectively treat patients who may have been resistant
to treatment.

Speech Sound Disorders ALERT:
Identifying & Fixing Nasal Fricatives in
a Flash
TH1:30PM2:30PM
Session: 1086
CC/Room: S105A
1 Hrs
Presented by: Judith Trost-Cardamone, California St U Northridge; Lynn Marty Grames, St. Louis Childrens Hosp
This seminar focuses on a learned nasal airflow
misarticulation that is fully treatable through speech
therapy and occurs in speakers with physiologically
capable velopharyngeal closure mechanisms. Developed
especially for school-based SLPs, the course provides
diagnostic tools for distinguishing learned from
obligatory (physically based) nasal airflow disorders and
treatment techniques.
CC/Room: W184D
1 Hrs
Presented by: Nancy Horowitz Moilanen, Howard
Memorial Hosp - Adventist Health; William Staley, Private
Practice
Chronic traumatic encephalopathy (CTE) is a progressive
neurodegenerative disease found in individuals sustaining
repetitive concussions. Symptoms include memory,
behavioral, and personality change (aggression/
confusion/depression); chronic pain; and Parkinsonism.
This presentation chronicles treatment/outcome of a
post-NFL player presenting with symptoms consistent
with CTE. Videos of the patient reading his journal will
highlight presentation.
TH1:30PM2:30PM
CC/Room: W186
1 Hrs
Presented by: Faith Akin, VA Med Ctr; Owen Murnane,
VA Med Ctr
Vestibular-evoked myogenic potentials (VEMPs)
supplement the vestibular test battery by providing
diagnostic information about otolith organ function. The
purpose of this presentation is to provide an update on the
clinical use of the cervical VEMP and ocular VEMP as clinical
tests of otolith function.

Perspectives of Using Twitter for

Professional Interactions From
#SLPeeps & #SLP2Bs
TH3:00PM4:00PM
Building a Graduate Student

Telepractice Training Program in
Speech-Language Pathology
TH3:00PM4:00PM
Session: 1087
CC/Room: S103D
1 Hrs
Presented by: Judy Walker, U of Maine - Orono; Casey
Monnier, U of Maine - Orono
This presentation will provide participants with the
tools to develop a graduate student telepractice training
program in speech-language pathology. We will describe
the telepractice technology and methods we use in speech
therapy. Then, we will focus on our methods for graduate
student training in speech telepractice utilizing our
training manual.
TH3:00PM4:00PM
Session: 1088
CC/Room: W470A
1 Hrs
Presented by: Patrick Conaway, Ann & Robert H. Lurie
Childrens Hosp of Chicago; Denise Thomas, Ann & Robert
H. Lurie Childrens Hosp of Chicago
The presentation demonstrates how the model of the
4Cs--critical thinking, communication, collaboration, and
creativity--can be used as a framework for evaluating and
selecting student externs. This presentation will review
the application and selection process of an educational
program for an audiology department of a large urban
pediatric hospital.
Session: 1090
CC/Room: W178A
1 Hrs
Presented by: Lisa Durant-Jones, Nazareth Coll; Mary
Huston, James River Multidistrict Special Edu Cooperative;
Brian Goldstein, La Salle U; Aubrey Klingensmith,
Nazareth Coll; Tanya Coyle, Lambton-Kent Dist Sch Board
Recently SLPs (SLPeeps) and students (SLP2Bs) have
begun using the social media site Twitter to develop
professional learning networks; however, there is little
research available on this topic. This session will explore
the use of social media in terms of trends, applications,
and implications for both students and professionals.
Using Interprofessional Education

Principles in a Real-Life Patient
Situation
TH3:00PM4:00PM
Session: 1091

1 Hrs
Presented by: Carolyn Perry, Texas Tech U Health Scis
Ctr; Emily Baucom, Texas Tech U Health Scis Ctr; Melinda
Corwin, Texas Tech U Health Scis Ctr
Interdisciplinary teamwork has gained significant interest
and support recently. This case study will focus on an
individual with severe Wernickes aphasia who developed
a staph infection at a hip replacement site. We will
explore the interdisciplinary approach, outcomes, and
the methods implemented to successfully prepare for
multiple surgeries.


Enhancing Teamwork, Critical

Thinking, & Problem-Solving Through
Team-Based Learning
Lessons Learned by Undergraduate

Researchers
TH3:00PM4:00PM
TH3:00PM4:00PM
Session: 1089
CC/Room: W192C
1 Hrs
Presented by: Anna Schuman, U of Minnesota - Duluth;
Mallori Jurgenson, U of Minnesota - Duluth
Our undergraduate research experience, conducted by
Anna Schuman and Mallori Jurgenson, will be discussed,
including the initiation of the research, implications of the
research, and lessons learned along the way.
Session: 1092
CC/Room: W375C
1 Hrs
Presented by: Julie Estis, U of South Alabama; Susan
Gordon-Hickey, U of South Alabama; Coral Gubler, U of
South Alabama; Cindy Stanfield, U of South Alabama
Critical thinking and problem-solving are essential for
SLPs and AUDs, yet are challenging to address in the
classroom. Team-based learning (TBL) enhances student
learning outcomes. The rationale for adopting TBL, how
student learning improves, and practical aspects of
implementation will be presented, along with faculty
impressions and learner outcomes.
Increasing AAC Confidence &

Competence in Pre-Professionals:
Using the ACES Clinical Program to
Train Volunteers
TH3:00PM4:00PM
Session: 1093
CC/Room: W375D
1 Hrs
Presented by: Carrie Leonhart, Temple U; Kristin
Schnell, Speech Pathology Consultants
This seminar discusses how the 10-day clinical ACES
program acted as training for AAC users AND volunteers
(future and current SLPs). It describes use of both handson learning experiences and classroom-based training.
The resulting increases in volunteers self-rated confidence
and competence in AAC will be reviewed. Suggestions for
future applications will be reviewed.
Moving Forward: Efforts to Increase

the Acceptance of SOTL in CSD
TH3:00PM4:00PM
Session: 1094
CC/Room: W375E
1 Hrs
Presented by: Sarah Ginsberg, Eastern Michigan U;
Jennifer Friberg, Illinois St U
This presentation identifies methods for gaining
cultural change that have contributed to the increased
cultural acceptance of SOTL within CSD programs and
universities. Presenters will draw connections between an
organizational theory framework for cultural change and
real-life examples of efforts to increase the success of SOTL
within higher education.

Experimental Evaluation of a ParentImplemented AAC Intervention
Protocol for Children With Severe
Autism
TH3:00PM4:00PM
Session: 1095
CC/Room: W196C
1 Hrs
Presented by: Oliver Wendt, Purdue U; Ning Hsu, Purdue
U; Lauren Cain, Purdue U; Alyssa Dienhart, Purdue U;
Kara Simon, Purdue U
Parents of children with autism were trained to teach
requesting on an iPad. Intervention followed a modified
Picture Exchange Communication System. Children
learned to expand symbolic utterances and communicate
spontaneously. Effects on functional communication and
emerging speech were evaluated through a multiplebaseline design. Response generalization occurred by
requesting untrained items.
Hands-On Tools & Strategies for

Enhancing Collaborative AAC Support
Teams (RAST)
TH3:00PM4:00PM
Session: 1096
CC/Room: W183C
1 Hrs
Presented by: Judith Lunger-Bergh, Speech/Language
Therapy Svcs; Deborah McCloskey, Private Practice; Diane
Russell, Private Practice; Kati Skulski, Private Practice
Resources for AAC Strategies and Tools (RAST) is a
compilation of tools and strategies to assist AAC teams in
providing collaborative therapy in line with researched
best practices. RAST supports organizing, teaching, and
building teams that support AAC users. Resources include
technical supports, user and partner competencies, and
teaching tools.

Building Social Comnections &
Communication for Children With
Autism
TH3:00PM4:00PM
Session: 1097
CC/Room: W375B
1 Hrs
Presented by: Katherine Holman, Towson U
This session will provide data on an integrated play group
for improving social, play, and communication for children
with ASD. This model was effective in both school and
community settings promoting positive social connections
among children with ASD and peers. Participants will view
video examples and learn strategies for implementation.
Comparison of Cognitive & Linguistic

Processing in Children & Adults With
Autism: Whats Changeable?
TH3:00PM4:00PM
Session: 1098
CC/Room: W196B
1 Hrs
Presented by: Diane Williams, Duquesne U
by Specialty Board on Child Language. This session is
developed by the Specialty Board on Child Language.
A small but growing body of research, including
behavioral and imaging studies, is comparing the
cognitive and linguistic processing of children and adults
with autism. These studies give us insight into what is
changeable through the interaction of experience and
neurodevelopment, providing guidance in the design of
effective language intervention.
Establishing the Language

Foundation for Developing a Theory
of Mind (ToM)
TH3:00PM4:00PM
Session: 1099
CC/Room: W190A
1 Hrs
Presented by: Mary Sweig Wilson, Laureate Learning
Systems
A current linguistic theory and research-based curriculum
providing the necessary semantic and syntactic foundation
for developing an adult-like ToM will be presented.
Participants will receive a language progression for
assisting students with autism and other communication
disorders in ToM development. Intervention software will
be demonstrated and discussed.
Social-Communication Traits of
Typical Latino Babies & Toddlers as a
Basis for an Autism Diagnosis
TH3:00PM4:00PM
Session: 1100
CC/Room: W185BC
1 Hrs
Presented by: Nicolas Linares Orama, U of Puerto Rico
This presentation will demonstrate how Latino babies and
toddlers relate with other persons and communicate. The
parametric information to be presented will serve SLPs
who are required to arrive at an autism diagnosis for the
population of very young monolingual and bilingual very
Latinos. Videos will be presented.

ICD-10 Is Coming! Are You Ready?
TH3:00PM4:00PM
Session: 1101
CC/Room: S105A
1 Hrs
Presented by: Janet McCarty, ASHA; Neela Swanson,
ASHA
This session will provide useful information and resources
about the transition to ICD-10 for audiologists and speechlanguage pathologists. An overview of the ICD-10 system
will be discussed, and a timeline for implementation of
a successful transition by October 2014 will be shared.
Audience questions are welcome.
Telepractice and Specific Disorders,

Part 1: Stuttering & Audiology
TH3:00PM4:00PM
The Magic of Managing Medicare

Regulations
TH3:00PM4:00PM
Session: 1103
CC/Room: W196A
1 Hrs
Presented by: Carol Ashdown, E2xponential Consulting
Svcs; Michele Kramer, Therapy Partners of Ohio; Dana
Tingley, Therapy Partners of Ohio; Alissa Vertes, HealthPro
Rehab
This panel discussion will offer the most updated
information on Medicare Part A, including PPS and
RUGS IV, Part B Outcome Coding Initiative, and Manual
Medical Reviews. The importance of this seminar is to
increase the SLPs awareness of regulatory compliance and
reimbursement to ensure success in practice.

Incorporating Motivational
Interviewing Counseling in Allied
Health Care Practice
TH3:00PM4:00PM
Session: 1104
CC/Room: W470B
1 Hrs
Presented by: Katandria Love Johnson, Childrens Hosp
- Dallas/Cook Childrens-Fort Worth/U of Texas - Dallas
The utilization of motivational interviewing (MI)
and patient decision aides in allied health practice is
understudied. The purpose of this presentation is to
provide tools for allied health professionals that will
improve their patients/clients health care adherence,
compliance, and outcomes.
The 4Cs: Critical Thinking,

Communication, Collaboration, &
Creativity: A Framework for Selecting
Audiology Externs
Traumatic Brain Injury & Special Issues

in the Veteran Population
TH3:00PM4:00PM
Session: 1105
CC/Room: W194
1 Hrs
Presented by: Jean Neils-Strunjas, ArmstrongAtlantic St
U; Lindsay James Riegler, Cincinnati Veterans Affairs Med
Ctr; Shari Wade, Cincinnati Childrens Hosp Med Ctr
This seminar will discuss the specific needs of the veteran
population when faced with the complex medical problem
of mild traumatic brain injury, posttraumatic stress
disorder, and overall adjustment to civilian life. Assessment
and intervention strategies will be discussed. Telemedicine
will be presented as one approach with particular benefits.
Session: 1102
CC/Room: W193
1 Hrs
Presented by: J. Scott Yaruss, U of Pittsburgh; Gregg
Givens, East Carolina U
SIG 18: Telepractice. Telepractice is a method of service
delivery that uses technology to provide diagnosis and
treatment from a distance. Experts will discuss the efficient
and effective use of telepractice for both the treatment of
stuttering and teleaudiology.

Fluency (SLP)
New Evidence for a
Neurodevelopmental, Epigenetic
Theory of Stuttering: Implications for
Researchers & Clinicians
TH3:00PM4:00PM
Session: 1106
CC/Room: S105D
1 Hrs
Presented by: Anne Smith, Purdue U; Christine WeberFox, Purdue U
Similar to other neurodevelopmental disorders, stuttering
unfolds over the course of development with genetic
and epigenetic influences. Converging findings from
genetic, neural, physiologic, and behavioral measures in
children and adults who stutter are presented to highlight
important factors that interact in the development of
persistent stuttering.
Telepractice for Communication &

Swallowing Disorders Post-Stroke:
Outcomes From 500 Camera Hours
TH3:00PM4:00PM
Session: 1107
CC/Room: W474
1 Hrs
Presented by: Allison Baird, SpeechWorks
This presentation will report on an effective telepractice
program delivered to people with communication and
swallowing disorders post-stroke and how an iPad was
used to engage and encourage therapy participation.
Capturing the attention of the client is the key to
maintaining their interest in and compliance with
therapy requirements.
Hearing Science (Aud)

Are the Effects of Multiple Stimulus
Presentation on ASSR Amplitude the
Result of Masking/Adaptation?
TH3:00PM4:00PM
Session: 1108
CC/Room: W187A
1 Hrs
Presented by: Robert Burkard, U at Buffalo
Response amplitude decreases when you record the
auditory steady state response to multiple stimuli. With
increasing rate or presence of background noise, the
auditory brain stem response amplitude decreases. In
this presentation, I will discuss whether the underlying
mechanism(s) for these amplitude decreases are likely to
be identical or overlapping.
Recent Advances & Technological

Developments in the Design of
Cochlear Implant Devices
TH3:00PM4:00PM
Establishing a Spoken Language
Program at a State School for the
Deaf: A Collaborative Approach
Session: 1110
CC/Room: W185D
1 Hrs
Presented by: Christine Gustus, Moog Ctr for Deaf
Edu; Kameron Carden, Alabama Sch for the Deaf; Betsy
Brooks, Moog Ctr for Deaf Edu; Brooke Smith, Alabama
Sch for the Deaf
The Alabama School for the Deaf began a spoken
language program in March 2012. This presentation will
summarize the rationale for including this program at a
state school. Included in this presentation will be a report
of progress and opportunities that have been provided for
these children.
Link, Think, Sync: Serving the Student

With Cochlear Implants & Hearing
Assistance Technologies (HAT)
TH3:00PM4:00PM
Strategies for Comprehension of Oral

& Written Metacognitive Language
Structures
Session: 1109
CC/Room: W185A
1 Hrs
Presented by: Kostas Kokkinakis, U of Kansas;
Christopher Brown, U of Pittsburgh; King Chung,
Northern Illinois U; Yi Hu, U of Wisconsin - Milwaukee
Hearing Science. There have been recent developments
in the design of sound processors for cochlear implants.
This invited sessions will focus on reverberation and
noise suppression strategies for auditory prostheses,
evaluation of signal processing technologies in real-world
environments, and techniques that provide fine-structure
information to cochlear implant users in difficult settings.
TH3:00PM4:00PM

Populations (GI)
TH3:00PM4:00PM
Neurocognitive Seeds of Racial/Ethnic

Discrimination: Its All in the Mind
TH3:00PM4:00PM
Session: 1112
CC/Room: W186
1 Hrs
Presented by: Ahmed Abdelal, Bridgewater St U
This session will explain the neurocognitive bases of bias,
prejudice, and discrimination. It will show the effects of
perceived discrimination on cardiovascular and mental
health, mortality, self and group perception, academic
performance, and behavior. It will provide evidence-based,
practical ways for promoting diversity and minimizing the
consequences of discrimination.
University-Community Collaboration
on Disparities: Community
Assessment of Needs for Vietnamese
Americans in Springfield (CANVAS)
TH3:00PM4:00PM
Session: 1113

1 Hrs
Presented by: Giang Pham, U of Massachusetts Amherst; Jeanne Chaclas, U of Massachusetts - Amherst;
Amanda Dembowski, U of Massachusetts - Amherst; Thu
Pham, Mercy Med Ctr; Maly Son, Springfield Vietnamese
American Civic Assoc
Identifying the needs of minority language children goes
beyond the individual. CANVAS incorporates multiple
methods to examine individual, family, school, and
community factors for positive child language outcomes.
We discuss project findings related to Vietnamese
Americans in western Massachusetts and the importance
of university-community collaborations to address
health disparities.

Session: 1111
CC/Room: W187BC
1 Hrs
Presented by: Lauralyn Chetwynd, Boston Childrens
Hosp; Marilyn Neault, Boston Childrens Hosp
Audiologists and speech-language pathologists who work
in the schools often have little experience with students
who have cochlear implants. This course is designed to
instruct professionals on the needs of these students
in the academic setting, as well as provide information
on different cochlear implant processors and hearing
assistance technologies.
Preventing the 3rd & 4th Grade

Slump! Information Text & the
Common Core
TH3:00PM4:00PM
Session: 1114
CC/Room: W375A
1 Hrs
Presented by: Maryellen Moreau, MindWing Concepts
Prevent the 3rd and 4th grade slumps by facilitating the
transition from narrative to expository text. Expository
texts will be paired with narratives from the Common
Core State Standards, with a focus on point of view,
opinion, and argument. A sequence for intervention and
collaborative instruction will be demonstrated.
Session: 1115
CC/Room: W475
1 Hrs
Presented by: Kathleen Williams, Private Practice;
Donna Geffner, St. Johns U
Secondary students need strategies to successfully
process nonliteral and inferential spoken and written
language. This seminar will focus on how SLPs and
classroom teachers can collaborate on such approaches,
including those designed to address cultural influences
and differences. Participant activities will demonstrate the
effectiveness of several research-based techniques.
Language Disorders
in Adults (SLP)
Communication & Cognitive Deficits
Due to Right-Hemisphere Damage:
SLP Implications for Accurate
Diagnosis
TH3:00PM4:00PM
Session: 1116
CC/Room: W179AB
1 Hrs
Presented by: Kendrea Focht, Med U of South Carolina
Right-hemisphere disorder (RHD) is a cognitivecommunication disorder resulting from damage to the
brains right hemisphere. This presentation will review
right hemispheric specialization, cognitive-communication
deficits associated with right hemisphere damage,
bedside assessment tools available for the acute care
clinician, and unique characteristics of RHD for use in
differential diagnosis.
Training High-Functioning SNF

Patients to Facilitate Programming for
Patients With Dementia: Individual &
Group Activities
TH3:00PM4:00PM
Session: 1117
CC/Room: W181
1 Hrs
Presented by: Mary Beth Mason-Baughman, Clarion U
of Pennsylvania
The purpose of this presentation is to provide an overview
of a caregiver training program to improve communication
exchanges for caregivers and patients with dementia.
Advantages and limitations of training higher-functioning
SNF patients to work with patients with dementia will be
discussed. Ideas for individual and group programming
will be provided.
Transcranial Direct Current

Stimulation & Aphasia Treatment:
State of the Science
TH3:00PM4:00PM
Session: 1118
CC/Room: W183A
1 Hrs
Presented by: Leora Cherney, Rehab Inst of Chicago;
Lynn Rogers, Rehab Inst of Chicago; Xue Wang,
Northwestern U; Laura Gingrich, Rehab Inst of Chicago;
Rosalind Hurwitz, Rehab Inst of Chicago; Richard Harvey,
Rehab Inst of Chicago; Todd Parrish, Northwestern U
We discuss the state of the science with regard to tDCS
and aphasia treatment. We describe a study in which six
subjects with nonfluent aphasia received anodal, cathodal,
or sham stimulation to the left hemisphere, concurrent
with language treatment, for 6 weeks. We highlight issues
for research and clinical practice.
Utilizing Woodcock Johnson III Testing

Pre- & Post-Concussion: A Pilot of 400
Student Athletes
TH3:00PM4:00PM
Session: 1119
CC/Room: W184D
1 Hrs
Presented by: Kathryn Hardin, U of Colorado - Boulder;
Gail Ramsberger, U of Colorado - Boulder; Anne Whitney,
U of Colorado - Boulder
SLPs struggle with evidence-based methods for evaluating
students and clients post-concussion. Woodcock Johnson
III Cognitive and Achievement subtests were used as a
pre-injury cognitive baseline tool for 400 student athletes
and then retested post-concussion. The authors will
review evaluation of findings and provide one case study
exploring WJIII and mild TBI.

Beyond MORE: First Words & First
Signs for Young Hearing Children With
Language Delays
TH3:00PM4:00PM
Session: 1120
CC/Room: S104
1 Hrs
Presented by: Susan Hendler Lederer, Adelphi U
The purposes of this seminar are to review the literature
on theoretical and empirical bases for using sign language
to facilitate first words, describe the acquisition of first
words and first signs, critique/propose recommended first
signs, and discuss strategies for facilitating first signs and
first words.
r
ithd
awn
Coaching Caregivers in Early

Intervention: What? Why? How?
TH3:00PM4:00PM
Session: 1121
CC/Room: W180
1 Hrs
Presented by: Jennifer A. Brown, U of Georgia; Emily
Lakey, Florida St U; Juliann Woods, Florida St U
This session provides practical tools, demonstrations,
and examples of how to collaborate with caregivers in
providing early intervention services and supports. The
process of using coaching strategies to support parents
and teachers implementation of intervention strategies
will be presented through practical examples from a
research to practice framework.
Screening 3- to 6-Year-Old Childrens

Language Abilities: A ComputerBased Assessment
TH3:00PM4:00PM
Session: 1122
CC/Room: W183B
1 Hrs
Presented by: Jill de Villiers, Smith Coll; Aquiles
Iglesias, Temple U; Mary Wilson, Laureate Learning
Systems; Roberta Golinkoff, U of Delaware; Kathy HirshPasek, Temple U; Max Freeman, Temple U; Athulya Aravind,
Smith Coll; Jennifer Damonte, U of Delaware; Katherine
Ridge, U of Delaware; Neha Mahajan, Temple U; Megan
Johanson, U of Delaware
A computer-administered assessment that provides a
short, interactive, easy-to-administer, and culturally
neutral measure of 3- to 6-year-old childrens vocabulary
and grammar will be presented. The test, in English and
Spanish, measures the product (what children know)
and process (how children learn to map novel words) of
language learning.


and Children (SLP)
A New Evidence-Based Treatment for
Childhood Apraxia of Speech: ReST
TH3:00PM4:00PM
Session: 1123
CC/Room: S106
1 Hrs
Presented by: Patricia McCabe, U of Sydney; Elizabeth
Murray, U of Sydney; Donna Thomas, U of Sydney; Lorayne
Bejjani, U of Sydney; Kirrie Ballard, U of Sydney
ReST is a new treatment for prosodic and articulatory
accuracy for children age 4-12 years with childhood
apraxia of speech. This session explores the components
of the treatment. Attendees will learn aspects of judging
prosodic accuracy in this treatment.

the Discipline (GI)

Disorders (SLP)
Whats Wrong With My Patient?

2013 Update: Aging & Pulmonary,
Cardiovascular, & Digestive Systems
Patient Decision Aids: Integrating

Patients Perspectives Into EvidenceBased Practice
The Unexpected Culprit in Pediatric

Dysphagia: Food Allergies
TH3:00PM4:00PM
TH3:00PM4:00PM
Session: 1124
CC/Room: S105BC
1 Hrs
Presented by: Chris Dollaghan, U of Texas - Dallas
Research Issues Across the Discipline. Patient preferences
and values are an important EBP component, but little
guidance is available in the communication disorders
literature on how to involve fully informed patients in
clinical decision-making. An overview and examples of
patient decision aids will be presented.
TH3:00PM4:00PM
Session: 1125
CC/Room: S102BCD
1 Hrs
Presented by: Cari Tellis, Misericordia U; Victoria
Flormann, Misericordia U; Jeanette Perucca, Misericordia
U; Ashley Zimmerman, Misericordia U; Nicholas Barone,
James Madison U
More knowledge is needed about the component levels
of the laryngeal mechanism and how the conditions of
these components are used to produce voice. Data from
this study will make it easier to identify areas of deficiency
in voicing and design treatment plans that target the voice
at those levels.
Session: 1126
CC/Room: W471
1 Hrs
Presented by: Angela Melkonian, New York Hosp
Queens; Michelle DiMattia, New York Presbyterian Columbia; Marta Kazandjian, New York Hosp Queens;
Kathleen Adinolfi, New York Hosp Queens
Children with food allergies are challenging, particularly
because the impact of allergy on the aerodigestive tract
can affect swallowing and willingness to feed. Case studies
will illustrate the SLPs role within the multidisciplinary
team, highlight risk factors for allergy, and demonstrate
improved swallowing function when allergic processes
are remediated.
Use of Low-Level Laser in Treating

Mucositis During Cancer Treatment
TH3:00PM4:00PM
Session: 1127
CC/Room: W184BC
1 Hrs
Presented by: Michael Clarke, Cancer Treatment Ctrs of
America at Midwestern
Oral sores are a common and debilitating side effect of
cancer treatment. It is painful and can significantly delay
resumption of oral intake. Use of low-level lasers (LLL) has
been well documented in reducing pain and facilitating
healing of skin conditions. Use of this modality was
investigated for ameliorating mucositis.
Videofluoroscopy: Are We in Focus or

Is There Hocus Pocus?
TH3:00PM4:00PM
Session: 1128
CC/Room: S103ABC
1 Hrs
Presented by: Paula Leslie, U of Pittsburgh; Joseph
Murray, VA Ann Arbor; Laurie Sterling, Methodist Hosp
Videofluoroscopy is an objective--literally black and
white--data source. Clinicians can rate events they
observe, blending rating scales and professional judgment.
How does prior knowledge of a medical diagnosis inform
our assessment? We will explore why people make
the decisions they do and why this may potentially
harm patients.

Session: 1129
CC/Room: W192AB
1 Hrs
Presented by: James Coyle, U of Pittsburgh
The effects of aging on swallow physiology are understood
by many clinicians, but agings effects on cardiovascular,
pulmonary, nervous, and digestive system functions
that predispose to dysphagia are not. This course is
designed to update practitioner background knowledge
in human physiology to improve their ability to manage
dysphagic adults.
Seeing Eye to Eye With Generation Y:

Working With the Millennials
TH4:30PM5:30PM
Session: 1131

Cleft Palate Speech: Assessment
Techniques

Session: 1130
CC/Room: W190B
1 Hrs
Presented by: Kristina Wilson, Texas Childrens Hosp;
Scott Dailey, U of Iowa Hosp & Clinics
Voice, Resonance, and Alaryngeal Speech: Cleft Palate
and Craniofacial Anomalies & SIG 5: Speech Science and
Orofacial Disorders. An accurate perceptual evaluation is
critical to determine whether speech disorders in children
with cleft palate and velopharyngeal insufficiency are due
to structural limitations or articulation errors. This session
will provide training for proper assessment of children
with cleft palate and/or velopharyngeal insufficiency.
Fostering Social Communication Skills

in Nonverbal Students With Autism &/
or Other Severe Disabilities
TH4:30PM5:30PM
CC/Room: S103D
1 Hrs
Presented by: Deborah Galley, U of Central Missouri;
Kara Fox, U of Central Missouri
The Millennials, born between 1984 and 2002, are
entering universities and the workforce in record numbers.
Their attitudes and work habits are different than previous
generations, challenging traditional teaching/supervision
styles and coworker relationships. This session will look
at generational characteristics and offer suggestions on
lessening generational clash.
TH3:00PM4:00PM

Interprofessional Education With

Human Patient Simulation: Training
Optimal Care for Tracheostomy
Patients With Passy-Muir Valves
TH4:30PM5:30PM
Session: 1132

1 Hrs
Presented by: Julie Estis, U of South Alabama; Bill Pruitt,
U of South Alabama; Alison Rudd, U of South Alabama;
Theresa Wright, U of South Alabama
An interprofessional education simulation involving
speech-language pathology, respiratory therapy, and
nursing students enhanced knowledge and teamwork
associated with care of tracheostomy patients with PassyMuir Valves. Interdisciplinary care is essential because
patient communication must be balanced with adequate
respiration and physiologic stability. Detailed methodology
and student outcomes will be presented.
The Current State of SLP Training in

Clinical Pragmatics
TH4:30PM5:30PM
Session: 1133
CC/Room: S105D
1 Hrs
Presented by: Kristina Curro, U of Massachusetts
- Amherst; Mary Andrianopoulos, U of Massachusetts Amherst
Pragmatic language instruction for SLPs is often
restricted to a particular disorder (e.g., autism, TBI). We
argue for a broader focus under the auspices of clinical
pragmatics to increase SLP training and awareness of
pragmatic language difficulties across a wide range of
clinical populations.
Academic Service Learning in AAC:

The Student Perspective
TH4:30PM5:30PM
Session: 1134
CC/Room: W375D
1 Hrs
Presented by: Lizbeth Stevens, Eastern Michigan U;
Katelyn Naber, Eastern Michigan U; Kellie Krefft, Eastern
Michigan U; Kimberly Grant, Eastern Michigan U; Caitlin
Miller, Eastern Michigan U
This presentation focuses on student perspectives
of academic service learning within a graduate
augmentative/alternative communication (AAC) course.
An overview of various AAC service projects is provided,
along with students evaluation of their experiences and
learning. Suggestions are provided on how to enhance
service learning within courses.
The Effectiveness of Using Service

Learning in Early Developmental
Screening
TH4:30PM5:30PM
Session: 1135
CC/Room: W475
1 Hrs
Presented by: Chelsea Adams, Western Washington U;
Eva Baharav, Western Washington U
The effectiveness of using undergraduate service
learning to conduct early developmental screenings in
partnership with a community Child Find agency was
studied in a university-based communication disorders
program. Results based on measures of student learning
outcomes and community service quality indicate
potential benefits for using this service-learning model in
communication disorders.

AAC in the Pediatric ICU/Acute Care:
Preparing a Child for an Upcoming
Hospital Admission
TH4:30PM5:30PM
Session: 1136
CC/Room: W196C
1 Hrs
Presented by: Rachel Santiago, Boston Childrens Hosp
Preparing AAC materials and strategies preoperatively can
enhance a childs communication with providers, increase
participation in care, and reduce frustrations and sentinel
events during a planned hospital admission. School and
outpatient SLPs can help a child prepare for anticipated
communication vulnerabilities. Preoperative AAC
preparation and considerations are discussed.
Session: 1137
CC/Room: W470A
1 Hrs
Presented by: Jolene Perkins, Canyons Sch Dist;
Michelle Vance, Canyons Sch Dist
This session will cover strategies that will foster social
communication in nonverbal students with severe
disabilities. Strategies will include visual supports,
structured language activities, small group instruction,
and color-coded sentence structure. This session will
include video examples.
How Can I Target AAC & Natural

Speech in Childhood Apraxia or
Dysarthria Therapy?
TH4:30PM5:30PM
Session: 1138
CC/Room: W185BC
1 Hrs
Presented by: Elizabeth Oommen, Ohio U; John
McCarthy, Ohio U
In two online focus groups, experienced SLPs discussed
clinical topics regarding natural speech and AAC
intervention strategies in children with dysarthria and
AOS. This presentation will apply the findings, categorized
under seven themes, to hypothetical case studies to
provide further understanding of how such strategies can
be employed in practice.
Acoustic & Aerodynamic Differences

in Voicing Parameters
TH3:00PM4:00PM
Feeding Difficulties in Children With

Autism Spectrum Disorders & SoCalled Fussy Eaters
TH4:30PM5:30PM
Session: 1139
CC/Room: W375C
1 Hrs
Presented by: Jeanne Marshall, Queensland Childrens
Med Research Inst - U of Queensland; Pamela Dodrill, Royal
Childrens Hosp
The HELP Study is an RCT currently underway investigating
the efficacy of intervention for feeding difficulties. This
seminar will present baseline information, in particular
examining the relationship between feeding difficulties
and various aspects of development. Comparisons
between children with ASD and those with no medical
history will also be made.

Perspectives: Coaching Adolescents
With Aspergers Toward Social
Competency
TH4:30PM5:30PM
Session: 1140
CC/Room: W375B
1 Hrs
Presented by: Amy Thrasher, U of Colorado - Boulder;
Jennifer Wilger, Temple Grandin Sch; Sarah Gyory, U of
Colorado - Boulder
Perspectives is a social communication coaching model, a
collaborative effort between the CU Boulder and Temple
Grandin School. The team uses the Social Competency
Continuum to consider sensory processing, executive
function, and context reading challenges to determine
objectives. Students engage in social interaction with
individualized coaching, including video self-review.

TH4:30PM5:30PM
Session: 1141
CC/Room: W192C
1 Hrs
Presented by: Vic Gladstone, Vic Gladstone Consulting;
Lawrence Higdon, Texas Speech-Language-Hearing Assoc
The Affordable Care Act, creating the shift from pay-forservice to pay-for-performance, signals a monumental
change in health care service delivery and reimbursement,
including greater influence of accountable care
organizations regarding outcome expectations. Clinicians
will be expected to be consultants/advocates who will
position them to serve as savvy expert witnesses.
Telepractice and Specific Disorders,

Part 2: Cleft Palate, Articulation, and
Traumatic Brain Injury
TH4:30PM5:30PM
Session: 1142
CC/Room: W193
1 Hrs
Presented by: Karen Golding-Kushner, The GoldingKushner Speech Center, LLC; Laura Chalcraft, Hines VA
Med Ctr
18: Telepractice. Telepractice is a method of service delivery
that uses technology to provide diagnosis and treatment
from a distance. Two experts will discuss the efficient and
effective use of telepractice for cleft palate, articulation
disorders, and traumatic brain injury, respectively.
Fluency (SLP)
Perspectives on the Psychological
Processes of Adults Who Stutter
TH4:30PM5:30PM
Session: 1143
CC/Room: S105A
1 Hrs
Presented by: Walter Manning, U of Memphis
Fluency. The occurrence of personality disorders among
adults seeking treatment for stuttering was studied,
along with associations of trait anxiety, social anxiety,
depression, and personality features with seven measures
of stuttering severity. Rates of personality disorders were
similar to community samples. Depression and personality
dysfunction were not associated with stuttering severity.

We Measure What We Treasure: Early
Childhood Screening Initiatives in
Developing Countries
TH4:30PM5:30PM
Session: 1144
CC/Room: W474
1 Hrs
Presented by: Karen Kelly, Aga Khan Development
Network; Nancy Lewis, U of New Mexico
An international initiative for early childhood screening of
health and developmental milestones was implemented
in 10 countries in South and Central Asia and East Africa.
Project outcomes, lessons learned and recommendations
for developing culturally responsive measures, technical
assistance, and strategic planning for early detection of
developmental issues will be presented.
Advances in Cochlear Implants
TH4:30PM5:30PM
Session: 1145
CC/Room: W185A
1 Hrs
Presented by: Kerry Roesch, Roesch Audiology
Management
As cochlear implant technology and qualifying criteria
have expanded, so has the range of patients who can
benefit from this technology. The author will review:
electrical and acoustic stimulation (EAS), bilateral/bimodal
hearing; surgical techniques for cochlear preservation,
coding strategies, and future application and trends in
implant use.
Using the Spanish Battelle

Developmental Inventory-2: A Case
for Clinical Judgment
Delivering Adult Aural Rehabilitation

Through Telepractice
TH4:30PM5:30PM
TH4:30PM5:30PM
Session: 1146
CC/Room: W185D
1 Hrs
Presented by: K. Todd Houston, U of Akron; Grace
Bosze, U of Akron
Adults with cochlear implants often seek additional
rehabilitative services to improve their auditory
comprehension and overall communication. Unfortunately,
comprehensive aural rehabilitation services are
unavailable in most communities. However, telepractice
is emerging as a viable service delivery model. This
presentation will discuss a model of aural rehabilitation
delivered through telepractice.
Determining Functional Outcome of

Hearing Amplification: The Case for
Language Sample Analysis
TH4:30PM5:30PM
Session: 1147
CC/Room: W187BC
1 Hrs
Presented by: Patrick R. Walden, St. Johns U; Maryrose
McInerney, St. Johns U
This presentation introduces audiologists and speechlanguage pathologists who work with hearing impaired
adults to the use of language sample analysis (LSA) to
measure functional outcomes in aural rehabilitation.
Research that has used LSA as an outcome variable will
be presented as well as procedures for performing LSA in
aural rehabilitation.

Populations (GI)
CC/Room: W186
1 Hrs
Presented by: Ellen Kester, Bilinguistics; Keith Lebel,
Bilinguistics
Many early childhood programs use the Batelle
Developmental Inventory-2 (BDI-2). Examiners using
the Spanish edition are instructed to calculate scores
from English norms. Using the BDI-2 with children from
diverse backgrounds requires consideration of issues in
test translation to enhance clinical judgment and ensure
appropriate eligibility decisions.

Controlling Environmental Variables:
Maximizing Classroom Learning
Experiences
TH4:30PM5:30PM
Session: 1150
CC/Room: W183B
1 Hrs
Presented by: Jean Evans, Saint Louis U; Angela Adrian,
Saint Louis U; Marcus Adrian, Mackey Mitchell Architects
While both clinical expertise and public awareness
have improved dramatically in the past 10 years for
communication disorders in school-age populations,
most schools and classrooms are decades older. This
presentation provides strategies for working under lessthan-optimal space conditions during delivery of speech
and language services.
Helping Adolescents Navigate the

Morphological Complexities of Big
Science Words
An Approach to Promoting Cultural

Competence in Faculty & Students
TH4:30PM5:30PM
Session: 1149
Session: 1148

1 Hrs
Presented by: Patricia McCarthy, Rush U; Dianne
Meyer, Rush U; Joanne Schupbach, Rush U
In the current academic climate, educators must be
knowledgeable and sensitive to differing cultural
values and customs of students we educate and patient
populations we serve. In this presentation, we focus
on Rush Universitys ongoing experience with creating
cultural competence in student admissions, academics,
and clinical education.
TH4:30PM5:30PM
Session: 1151
CC/Room: W179AB
1 Hrs
Presented by: Kristin Nellenbach, Private Practice; Joy
Diamond, U of North Carolina - Chapel Hill; Jennifer Zoski,
U of North Carolina - Chapel Hill
This presentation introduces the challenges some
adolescents encounter when trying to independently
read, spell, and comprehend complex science words. A
process for identifying and selecting important elements
necessary for accessing and learning complex science
words is reviewed, as well as instructional strategies
designed to lead to attainment of curricular standards.
Inadvertent Impairments in Young

Children
TH4:30PM5:30PM
Session: 1152
CC/Room: W192AB
1 Hrs
Presented by: Raymond Hull, Wichita St U
A lack of understanding of the neurologic/language
processing capacity and limitations of young school-age
childrens central nervous system can inadvertently
result in what appears to be impairments of auditory
language processing when, indeed, they may not possess
them. This presentation will discuss why, and how it can
be prevented.
Integrated Literacy Learning Projects

for Children, Adolescents, & Young
Adults
TH4:30PM5:30PM
Session: 1153
CC/Room: S106
1 Hrs
Presented by: James Feeney, Coll of Saint Rose
This session will offer a range of case illustrations
of individuals with various types of communication
challenges participating in integrated literacy learning
projects. Projects will be described within their theoretical
and procedural frameworks, using examples of interactive
routines, clinical decision-making processes, and contextsensitive projects used to promote literacy learning.
Narrative & Expository Discourse in

French/English Bilingual Children
TH4:30PM5:30PM
Session: 1154
CC/Room: W190A
1 Hrs
Presented by: Elizabeth Kay-Raining Bird, Dalhousie U;
Patricia Cleave, Dalhousie U; Pierre Cormier, U de Moncton;
Bonita Squires, Dalhousie U; Sophie Lynn Chiasson,
Dalhousie U; Meghan Roach, Dalhousie U; Taylor RushbrookDickey, Dalhousie U
Narrative and expository discourse skill is related to
childrens academic success. Discourse skills of bilingual
children are understudied. This presentation describes an
assessment protocol of narrative and expository discourse
and reports on the results of a study investigating these
skills in school-age bilingual children.
Narrative Assessment: Exploring

Innovative Options for Research &
Practice
TH4:30PM5:30PM
Session: 1155
CC/Room: S103ABC
1 Hrs
Presented by: Carla Jackson, Florida St U; Young-Suk
Kim, Florida St U; Emily Diehm, Florida St U; Maya
Callender, Florida St U; Jane Messier, Florida St U
This panel will highlight innovative options and
considerations for narrative assessment, including
technology-enhanced methods. The team will share
research findings and insights to enhance effective use and
cultural linguistic responsiveness of narrative assessment
practices in the digital age.
Pairing MORE Picture Books & Apps

to Contextually Address Language
Objectives
TH4:30PM5:30PM
Session: 1156
CC/Room: W196B
1 Hrs
Presented by: Sean Sweeney, Ely Ctr/SpeechTechie.com
Picture books historically are well-utilized tools to engage
students in language comprehension/expression, and pair
well with interactive apps with similar contexts. Revisiting
a popular topic from ASHA 2012, this presentation
describes the overlap between books and apps for
various ages and the applicability of these visual tools
toward intervention.
Seeing Is Believing: Video

Perspectives of the Benefit of AnimalAssisted Therapy in Managing
Behavior
TH4:30PM5:30PM
Improving Your Bottom Line &

Expanding Your Business Options
in Todays Changing Health Care
Environment
Session: 1157
CC/Room: W375A
1 Hrs
Presented by: Aimee Quackenbos Adams, Southeastern
Louisiana U; Rebecca Davis, Southeastern Louisiana U
This session will present three cases of children currently
participating in an animal-assisted therapy program as
part of their traditional speech and language intervention.
Each of the clients present with a different disorder;
however, animal-assisted therapy has provided an
effective tool in managing their unique motivational and
behavioral challenges.

Training Paraprofessionals to Use
Language-Stimulation Strategies in
the Classroom
TH4:30PM5:30PM
Session: 1158
CC/Room: W178A
1 Hrs
Presented by: Alisa Steers, Inclusive Speech
Highly trained paraprofessionals are critical members of
the intervention team. Attendees will learn strategies to
teach paraprofessionals that will result in immediate gains
in student communicative competence.
Language Disorders
in Adults (SLP)
Discoveries From Three Decades of
Aphasia Research
TH4:30PM5:30PM
Session: 1159
Errors, Cues, & Script-Training:

Implications for Aphasia Treatment
TH4:30PM5:30PM
Session: 1160
CC/Room: W183A
1 Hrs
Presented by: Leora Cherney, Rehab Inst of Chicago;
Jaime Lee, Rehab Inst of Chicago; Rosalind Kaye, Rehab
Inst of Chicago; Rachel Hitch, Rehab Inst of Chicago; Julia
Carpenter, Rehab Inst of Chicago; Rosalind Hurwitz, Rehab
Inst of Chicago; Nattawut Ngampatipatpong, U of Colorado;
Sarel van Vuuren, U of Colorado
Errorful and error-reducing treatment approaches for
aphasia are reviewed. Rationale and methods of a
crossover study comparing errorful and error-reducing
script training in eight subjects with chronic aphasia are
described. Results related to acquisition, maintenance,
and generalization of script-learning are discussed.
Implications for clinical practice are suggested.
Hope Matters: A Perspective From

18 Years After Childhood Stroke &
Aphasia
TH4:30PM5:30PM
Session: 1161
CC/Room: W184D
1 Hrs
Presented by: Jacqueline Hinckley, Science, LIfe, &
Practice; David Dow, Aphasia Recovery Connection; Carol
Dow-Richards, Aphasia Recovery Connection
The importance of hope in rehabilitation is highlighted
by the story of a successful 18-year outcome of childhood
stroke and aphasia. The clinical literature on pediatric
stroke outcome and hope frames the perspectives of the
young man, his mom, and a clinician who has known him
for 16 years.
Making Evidence-Based Practice

a Reality in Adult Neurologic
Rehabilitation
TH4:30PM5:30PM
Session: 1162
CC/Room: W184BC
1 Hrs
Presented by: Gail Ramsberger, U of Colorado
While it would be difficult to not appreciate the value
of evidence-based practice (EBP), many find it difficult
to actually apply EBP in clinical settings. The goal of this
session is to provide a model of how to organize work and
continuing education to better facilitate implementation
of EBP.
Relationship-Centered Care for

Aphasia: Clinicians Tell Their Side of
the Story
TH4:30PM5:30PM
Session: 1163
CC/Room: W190B
1 Hrs
Presented by: Rochelle Cohen-Schneider, Aphasia Inst;
Lisa Debow, Aphasia Inst; Benjamin Hesch, Aphasia Inst;
Lorraine Podolsky, Aphasia Inst; Charline Sherman, Aphasia
Inst; Eavan Sinden, Aphasia Inst
Worrall et al (2010) identified the imperative to provide
relationship-centered care to clients affected by
aphasia. This paper explores the stories of relationshipcentered care of both novice and experienced clinicians
from the Aphasia Institute, a community-based
communication program.


in Children (SLP)
Helping Children Help Others:

Changing Minds & Opening Doors
Efficacy of the SATPAC Approach for

Remediating Persistent /s/ Errors
TH4:30PM5:30PM
Session: 1164
CC/Room: W180
1 Hrs
Presented by: Kathryn Greenslade, U of Washington;
Amy Rodda, U of Washington
Helping is a fundamental aspect of social communication.
Reduced helping may be a critical indicator of social
communication deficits, warranting targeted assessment
and treatment. This presentation will address the
importance of helping, factors that influence helping, and
clinical implications for assessing and treating children
with social communication impairments such as autism.

the Discipline (GI)
Implementation Science: Moving
Evidence Into Practice & Giving
Practice Evidence
TH4:30PM5:30PM
Session: 1165
CC/Room: S105BC
1 Hrs
Presented by: Lesley Olswang, U of Washington;
Pamela Crooke, Social Thinking; Raymond Kent, U of
Wisconsin - Madison
Research Issues Across the Discipline. Implementation
science offers a framework for tackling the challenge
of implementing evidence into practice. A basic science
researcher, applied researcher, and practitioner researcher
will discuss the role of implementation science as a
necessary part of our disciplines research mission.
The Seven Habits of Highly Effective

Peer Reviewers
TH4:30PM5:30PM
Session: 1166
CC/Room: W183C
1 Hrs
Presented by: Anne Smith, Purdue U; Larry Humes,
Indiana U - Bloomington; Carol Scheffner Hammer,
Temple U; Craig Champlin, U of Texas - Austin; Rhea Paul,
Sacred Heart U; Jody Kreiman, U of California - Los Angeles;
Clare Melanie Schuele, Vanderbilt U
Get insights about the publications process from ASHAs
journal editors and Chair of the Publications Board, who
will walk participants through the editorial process,
from authorship and submission of a research report
through peer review and eventual acceptance or rejection.
Information on including multimedia with publications
will be discussed.
TH4:30PM5:30PM
Session: 1167
CC/Room: S102BCD
1 Hrs
Presented by: Stephen Sacks, SATPAC; Peter Flipsen,
Idaho St U
A common clinical problem is remediation of persistent
sound errors (e.g., /s/ or /r/) in older children. This study
documents a novel approach (with a focus on /s/) intended
to correct these errors in a very efficient manner. The study
is ongoing, but preliminary data are very promising.

Disorders (SLP)
Understanding the Special
Considerations Required With Catholic
Patients & Institutions
TH4:30PM5:30PM
Session: 1168
CC/Room: W196A
1 Hrs
Presented by: Towino Paramby, U of Pittsburgh/U of
Pittsburgh Med Ctr; Paula Leslie, U of Pittsburgh; Nancy
Rourke, Canisius Coll
Clinical decision-making with medically fragile patients is
complex and challenging, especially in dysphagia. Working
with Catholic patients and/or in Catholic-affiliated settings
needs specific considerations. We will explain basic
teachings and traditions of the Catholic Church regarding
ordinary and extraordinary care, and how SLPs might work
within this framework.
Deconstructing Challenging
Swallowing Cases: Using the Evidence
TH4:30PM5:30PM
Session: 1169
CC/Room: W181
1 Hrs
Presented by: Kristin Larsen, Northwestern U; Sharon
Veis, Northwestern U
by Swallowing and Swallowing Disorders. Adults with
medically complex issues often present with a variety of
swallowing problems. They can be a challenge to evaluate
and treat and often require a multidisciplinary approach.
Addressing these swallowing problems using up-to-date
evidence-based management techniques can help achieve
better outcomes.
FEES in a Pediatric Swallowing

Disorders Clinic: Developmental
Considerations & Modifications for
Success
TH4:30PM5:30PM
Session: 1170
CC/Room: W470B
1 Hrs
Presented by: Jennifer Maybee, Childrens Hosp
Colorado; Angela Haas, Childrens Hosp Colorado
This introductory to intermediate level oral session is
designed to provide the participant with information
regarding our hospitals experience with integrating
FEES evaluations into our existing pediatric swallowing
disorders clinic. Development of referral criteria, strategies
for providing developmentally supportive family-centered
care, and establishment of outcomes measures will
be discussed.
Impact of Radiation Therapy on

Communication & Swallowing
TH4:30PM5:30PM
Session: 1171
CC/Room: W471
1 Hrs
Presented by: Julie Blair, Med U of South Carolina
Head and neck cancers (HNC) account for approximately
3% of all malignancies in the United States. Treatment
for HNC often includes radiation therapy, which can cause
devastating side effects on the upper aerodigestive tract.
This presentation will describe the impact of radiation on
voice, resonance, articulation, and swallowing function.


Feeding & Swallowing in Cleft-Related
Syndromes/Disorders
TH4:30PM5:30PM
Session: 1173
CC/Room: W187A
1 Hrs
Presented by: Scott Dailey, U of Iowa Hosp & Clinics;
Brandon Viet, U of Iowa Hosp & Clinics
This presentation will discuss the feeding and swallowing
disorders that are associated with syndromes associated
with craniofacial clefting. Infants with syndromes
often have greater feeding difficulties than those with
isolated clefting due to airway issues and dysphagia.
The assessment and management of the feeding and
dysphagia will be presented.
CC/Room: W194
1 Hrs
Presented by: Cynthia Thompson, Northwestern U
Language Disorders in Adults. This talk will highlight
findings derived from Thompson and colleagues research
over the past 30 years, including patterns of sentence
processing breakdown in agrammatic stroke-induced
and primary progressive aphasia (PPA). Behavioral and
neurocognitive mechanisms of recovery in stroke aphasia
(and decline in PPA) also will be emphasized.
Voice Therapy: Goal, Rationale,

Procedure
TH4:30PM5:30PM
Session: 1172
CC/Room: S104
1 Hrs
Presented by: Linda Carroll, Private Practice;
Claudio Milstein, Cleveland Clinic; Eva van Leer, U of
Cincinnati; Bari Hoffman Ruddy, U of Central Florida;
Sarah Schneider, U of California - San Francisco Voice &
Swallowing Ctr; Kate DeVore, Total Voice, Inc.
Voice therapy requires an understanding of normal and
abnormal laryngeal function, laryngeal physiology,
an appreciation of age-related differences in laryngeal
function, and the ability to effectively design a treatment
program. This course explores the goal, rationale, and
procedure for 10 common laryngeal conditions, using a
team of master clinicians.

Creating an Effective Mentoring
Relationship for Clinical Fellowship
TH6:30PM7:30PM
Session: 1174
CC/Room: W470A
1 Hrs
Presented by: Jamy Archer, U of South Carolina
Mentorship can be challenging and intimidating; however,
merging the personalities and skills of both individuals can
create a supportive and effective mentorship experience in
which both parties benefit. The goal of this presentation is
to share and contrast mentorship strategies to improve the
outcomes of mentorship for everyone involved.
TH6:30PM7:30PM
Session: 1175
CC/Room: S103D
1 Hrs
Presented by: Kathy Wheat, Oklahoma City Community
Coll
National shortages of speech-language pathologists (SLPs)
have prompted increased utilization of support personnel,
including speech-language pathology assistants
(SLPAs) across settings. Supervising SLPs report limited
knowledge, training, and skills regarding successful
supervision practices. This session provides SLPs with
successful supervision, including best practices, applying
regulatory information, and ethical decision-making.

Forging New Relationships Between
University Graduate Programs & Local
Elementary Schools
TH6:30PM7:30PM
Session: 1176
CC/Room: W192C
1 Hrs
Presented by: Amy Solomon Plante, U of New
Hampshire; Marianne Nice, Language & Literacy
Connection
This presentation will offer a model that extends the
traditional partnership between CSD programs and
elementary schools. Historically, the more common
relationship is public schools serving as an externship or
off-campus site. An RtI model can offer the prospect of
extending this relationship to the benefit of both parties.
The Alert Student: Use of Clickers to

Activate, Engage, & Ignite Learning
TH6:30PM7:30PM
The Clinical Scholars Program: An

Innovative Academic Partnership to
Promote Clinical Research
TH6:30PM7:30PM
Session: 1178

1 Hrs
Presented by: Lynne Brady Wagner, Spaulding Rehab
Hosp; Marjorie Nicholas, MGH Inst of Health Professions
Many CSD graduates develop the professional goal of
completing clinical research, but few work in environments
that offer an infrastructure for accomplishing this. The
Clinical Scholars Program, an innovative collaboration
between the MGHIHP and The Spaulding Rehabilitation
Network, has supported more than 60 clinical staff in
completing clinical research projects.

Speech-Language Pathologists
Navigating Twitter Terrain: Publishing,
Exchanging information, & Engaging
in Online Spaces
TH6:30PM7:30PM

The Role of the SLP in Managing

Difficult Behaviors in Children &
Adolescents With ASD
Mobile Device & App Selection: Whos

Driving the Decision Process?
TH6:30PM7:30PM
Session: 1177
CC/Room: S105D
1 Hrs
Presented by: Jennifer Dalton, Appalachian St U
University-level instructors are continually challenged
to creatively engage each successive generation of
students in CSD. Incorporating clickers, or audience
response systems, into instruction can positively impact
communication and feedback within the classroom
setting. With more opportunities for student discussions
and contingent teaching, students are more engaged,
motivated, and alert.
Session: 1179
CC/Room: W192AB
1 Hrs
Presented by: Bronwyn Hemsley, U of Newcastle;
Caroline Bowen, Private Practice; Patricia McCabe, U of
Sydney
The workshop will begin with a panel presentation of
three papers on research, teaching, and practice in relation
to speech-language pathologists use of Twitter in relation
to other social media. These papers will inform small
group discussions on scenarios around the use of Twitter by
speech-language pathologists.
TH6:30PM7:30PM
Session: 1180
CC/Room: W196C
1 Hrs
Presented by: Jessica Gosnell Caron, Boston Childrens
Hosp; Howard Shane, Boston Childrens Hosp; John
Costello, Boston Childrens Hosp
Mobile technologies (MT) have given a rise to a consumer
(rather than clinical) model for selecting AAC solutions. To
determine impact of MT on the assessment process, survey
data were collected following communication assessment
at Boston Childrens Hospital. This paper will report the
results from 1 year of data.
New Directions in Speech

Supplementation: A Scoping Review
TH6:30PM7:30PM
Session: 1181
CC/Room: W185BC
1 Hrs
Presented by: Elizabeth Hanson, U of South Dakota;
David Beukelman, U of Nebraska - Lincoln; Kathryn
Yorkston, U of Washington - Seattle
Evidence regarding speech supplementation for enhancing
intelligibility from a previous systematic review is updated
and expanded to include supplementation through
photograph imaging and conversational management.
Augmenting communication through mobile technology,
digital imaging, and partner-supported conversation
shows potential to further enhance understanding of
functioning in severe dysarthria.

Implementing Social Competence
Interventions for High School
Students With ASD: Feasibility in 3
Pilot Studies
TH6:30PM7:30PM
Session: 1182
CC/Room: W375B
1 Hrs
Presented by: Jessica Dykstra, U of North Carolina Chapel Hill; Aimee Bord, U of California - Davis MIND Inst
High school students with autism spectrum disorders
(ASD) struggle with social competence skills that are
critical to their post-secondary success. This presentation
provides a summary of existing research, an overview
of three pilot interventions, and implications for SLPs
addressing social competence given the unique challenges
of high school settings.
Session: 1183
CC/Room: W375D
1 Hrs
Presented by: Shelley Booker, Society for Treatment of
Autism; Sarah Roy, Society for Treatment of Autism
Many individuals with ASD and intellectual disability
display concomitant maladaptive behaviors. Four case
studies will describe the role of the SLP within a treatment
team to determine and implement functional, efficient,
and effective communication interventions that may assist
in managing and/or replace challenging behaviors in older
children with ASD.

Communication in Medical
Interactions: Perspectives of
Individuals With Communication
Disorders, Their Caregivers, &
Physicians
TH6:30PM7:30PM
Session: 1184
CC/Room: W193
1 Hrs
Presented by: Michael Burns, U of Washington;
Carolyn Baylor, U of Washington; Kathryn Yorkston, U of
Washington; Thomas McNalley, U of Washington
Perspectives of people with communication disorders,
their family caregivers, and physicians were explored in
this qualitative study of medical interactions. Results of
this study will be discussed, emphasizing the impact these
perspectives can have on SLP interventions focused on
improving access to quality health care for individuals with
communication disorders.
Making Magic Through Volunteering:

Welcome on Board the ASHA
Windjammer Cruise
TH6:30PM7:30PM
Session: 1185
CC/Room: W475
1 Hrs
Presented by: Perry Flynn, U of North Carolina Greensboro; Shari Robertson, Indiana U of Pennsylvania;
Donna Smiley, Arkansas Childrens Hosp
This interactive presentation by three of the current
members of the ASHA Board of Directors provides ideas for
members to become involved in the profession in small or
large ways at the work site, local, state, and national level.
Fluency (SLP)
Assisting Parents as They Help Their
Young Children Who Stutter
TH6:30PM7:30PM
Session: 1186
CC/Room: W184D
1 Hrs
Presented by: Susan Cochrane, Freedom to Speak;
Sheryl Gottwald, U of New Hampshire
Research has long demonstrated that involving parents
in fluency treatment has beneficial results. In this
presentation, we will show how to involve parents in their
young childrens fluency treatment. We will identify the
various roles parents play and share the questions parents
ask with the answers we provide.
Forming Effective Collaborations

Between Speech-Language
Pathologists & School Counselors
When Treating Students Who Stutter
TH6:30PM7:30PM
Session: 1187
CC/Room: W184BC
1 Hrs
Presented by: Daniel Hudock, Idaho St U; Amy Jones,
Idaho St U; Jody ODonnell, Idaho St U
Clients who stutter often experience negative social and
emotional consequences from their stuttering. Speechlanguage pathologists may not be adequately trained
on dealing with social, emotional, and bullying aspects
of stuttering. This presentation provides frameworks for
forming effective collaborations between speech-language
pathologists and school counselors when treating students
who stutter.
Coaching School Professionals via
Internet Therapy: Findings of a
Collaborative Practice
TH6:30PM7:30PM
Session: 1188
CC/Room: W186
1 Hrs
Presented by: Jeanne Flowers, St. Joseph Inst for the
Deaf; Cheryl Broekelmann, St. Joseph Inst for the Deaf;
Barb Meyers, St. Joseph Inst for the Deaf; Michelle
Graham, St. Joseph Inst for the Deaf; Amy Knackstedt, St.
Joseph Inst for the Deaf
This presentation will discuss components of the triadic
model and coaching process used by the ihear Internet
Therapy Program. Results of a questionnaire and anecdotal
evidence will be shared, as well as considerations of how
the model may be applied to various populations served
within the field.
The Joint Committee on Infant

Hearing (JCIH) Introduces a New
Document on Early Intervention
Practices
TH6:30PM7:30PM
Session: 1189
CC/Room: W187A
1 Hrs
Presented by: Mary Pat Moeller, Boystown Research
Hosp; Patti Martin, Arkansas Childrens Hosp
The Joint Committee on Infant Hearing (JCIH) recently
completed a new document focusing on early intervention
(EI) practices. This session will provide an overview of the
document and the importance of appropriate EI services
following confirmation that a child is deaf or hard of hearing.
Health Behavior Change & Hearing
Rehab
TH6:30PM7:30PM
Session: 1190
CC/Room: W187BC
1 Hrs
Presented by: Gabrielle Saunders, Natl Ctr for Rehab
Auditory Research
7: Aural Rehabilitation and Its Instrumentation. Health
behavior change models can provide an understanding of
hearing health behaviors. An overview of four models will be
presented, along with data collected with a new questionnaire
that assesses the constructs of the Health Belief Model (HBM),
showing it to be predictive of hearing health behaviors.
Supervising Speech-Language
Pathology Assistants: Skill Sets for
Success!
Hearing Loss, Hearing Aids, Aging, &

Cognition
TH6:30PM7:30PM
Session: 1191
CC/Room: W185D
1 Hrs
Presented by: Jeffrey DiGiovanni, Ohio U
Many hearing aid technologies have failed to improve
intelligibility. Improvements in cognitive performance
have been well documented. The implications of aging and
hearing loss and impacts of hearing aids will be discussed.
Particular insights as to how hearing needs to be parsed
out from other language impairments will be provided.
Speech-Reading 101
TH6:30PM7:30PM
Session: 1192
CC/Room: W185A
1 Hrs
Presented by: Brenda Seal, Gallaudet U; Erin Gaul,
Gallaudet U; Nichelle Wilson, Gallaudet U
This seminar will be presented in a course format: with
segments from a speechreading syllabus, opening
lecture on speech-reading (the whats, whos, whens,
wheres, whys, and hows of speech-reading), a pre- and
post-instructional assessment battery, sample class and
individual goals, sample activities and assignments,
sample outcomes, and final course evaluation.

Morphological Awareness: Common
Core State Standards for Students
with Language Disabilities & EnglishLanguage Learners
TH6:30PM7:30PM
Session: 1193
Reaching Adolescents Through

Telepractice
TH6:30PM7:30PM
Session: 1194
CC/Room: W375A
1 Hrs
Presented by: Angela Geurin, Clinical Communications;
Tonia Marion-Wilson, Dickinson Independent Sch Dist
Adolescents with communication disorders are often
considered difficult to motivate. However, research
indicates that this population is motivated by technology,
and when clinicians use technology in therapy, student
outcomes are positive. This presentation discusses the
outcomes of using telepractice to deliver services to
adolescents in a small district in Texas.
Supporting Adolescents With Dyslexic

Profiles
TH6:30PM7:30PM
Session: 1195
CC/Room: W181
1 Hrs
Presented by: Lauren Katz, Literacy, Language, &
Learning Inst; Karen Fallon, Towson U
For adolescents with dyslexic profiles, academic demands
can be difficult, if not impossible, to manage. Using our
4S Model of intervention (Skills, Strategies, School, and
Student Buy-In) and case study examples, we will discuss
methods for treating adolescents with significant wordreading difficulties.
Language Disorders
in Adults (SLP)
Photo-Journaling: An Aphasia
Community Group
TH6:30PM7:30PM
Session: 1196
From Behavioral Phenotypes to

Epigenetic Models of Language
Acquisition & Impairment
TH6:30PM7:30PM
Session: 1199
CC/Room: W190B
1 Hrs
Presented by: Ann Oehring, Chicago Speech & Language
Svcs; Rachel Hitch, Rehab Inst of Chicago; Ruben Cantu,
Chicago Photography Ctr; Leora Cherney, Rehab Inst of
Chicago
The development and implementation of a photojournaling group for individuals with aphasia is described.
Theoretical rationales and procedures are presented,
together with specific examples from the group meetings
and subsequent public photography exhibition. Factors
contributing to the success of the group and implications
for clinical practice are discussed.
CC/Room: S104
1 Hrs
Presented by: Pamela Hadley, U of Illinois - UrbanaChampaign ; Mabel Rice, U of Kansas ; Matthew Rispoli,
Language Science. Alternative measures of grammatical
development are compared in light of their ability to
accurately capture grammatical growth over time and to
characterize behavioral phenotypes. Growth trajectories
for children with and without language impairment will
be compared and interpreted within the growth signaling
disruption hypothesis.
Validating Patient Outcomes Using

an iPad-Based Software Platform for
Language & Cognitive Rehabilitation
Methodological Advances in Studying

Language Processing in Children
TH6:30PM7:30PM
Session: 1197
CC/Room: W190A
1 Hrs
Presented by: Swathi Kiran, Boston U; Carrie Des Roches,
Boston U; Isabel Balachandran, Boston U; Elsa Ascenso,
Boston U
This study examines the effectiveness of a therapy
program for 41 individuals with brain damage that
is delivered through an iPad using Constant Therapy
software platform. Results demonstrate the feasibility
and preliminary success of such a structured continuous
therapy in terms of determining language and cognitive
treatment outcomes.

Social Interaction & Child Language
& Learning: The Effects of Multimedia
Technology
TH6:30PM7:30PM
Session: 1198
CC/Room: W180
1 Hrs
Presented by: Brian Manzanares, U of Colorado Boulder; Pui Fong Kan, U of Colorado - Boulder
What uses of telepractice are valid? This study explored
the effects of using videoconferencing to collect language
samples from young children using the story-retelling
task (SRT). Analyses did not reveal differences between
face-to-face and videoconference conditions, providing
preliminary evidence that they offer comparable
administrations of SRTs to typically developing children.
TH6:30PM7:30PM
Session: 1200
CC/Room: W183A
1 Hrs
Presented by: Richard Schwartz, City U of New York
Language Science. The presentation will review methods
(MEG, fMRI, NIRS, and eye tracking) that can be used to
study language processing and related cognitive processes
in children. These methods have been used to examine
language processing in adults, but have seen limited use
in children. Their relative strengths and limitations will
be considered.
Prosody & Its Effects on Adult SecondLanguage Acquisition

TH6:30PM7:30PM
Session: 1201
CC/Room: S106
1 Hrs
Presented by: Derick Deweber, HCR ManorCare; Frank
Boutsen, U of Oklahoma Health Scis Ctr
In this session, the influence of native prosody on
adult second-language acquisition is addressed. Data
from studies that have evaluated speech-language
perception, mapping, and storage in adult Spanish-English
bilinguals are explored to analyze the process of prosodic
bootstrapping and its role in word recognition, word
learning, and word retention.

and Children (SLP)

Disorders (SLP)
Nuts & Bolts of Semi-Occluded Vocal

Tract Exercises in Voice Therapy: Why,
When, & How
Speech Characteristics in Individuals

With Parkinsons Disease With &
Without Deep Brain Stimulation
Eyes ARE Bigger Than the Stomach:

Visual Supports in Feeding Therapy
for Children With ASD
TH6:30PM7:30PM
TH6:30PM7:30PM
Session: 1202
CC/Room: W194
1 Hrs
Presented by: Jeffrey Wertheimer, Cedars-Sinai Med Ctr;
Carol Walton, Parkinson Alliance; Aurore Duboille, Parkinson
Alliance; Miriam Nuno, Cedars-Sinai Med Ctr; Lorraine
Ramig, U of Colorado - Boulder
Speech problems in Parkinsons disease (PD) manifest in
cognitive-linguistic, sensory, muscular, and respiratory
changes. Deep brain stimulation (DBS) has been found to
adversely impact speech. Speech characteristics related to
functional and psychosocial outcomes for these patients
require further delineation, highlighting implications for
DBS therapy and expectation management.

the Discipline (GI)
Session: 1203
CC/Room: W375C
1 Hrs
Presented by: Gregory Lof, MGH Inst of Health
Professions; Stephen Camarata, Vanderbilt U
Many unsubstantiated therapeutic techniques are
implemented in the hopes that they are effective. SLPs
need a way to evaluate which approaches are founded on
scientific evidence and which are pseudoscience. Clinical
examples of questionable therapies are used to show how
to be appropriately skeptical in critically appraising claims
of effectiveness.
How to Study the Use of EvidenceBased Practice: External Memory Aids

& Implementation Science
TH6:30PM7:30PM
Session: 1204
CC/Room: W178A
1 Hrs
Presented by: Natalie Douglas, U of South Florida;
Jacqueline Hinckley, U of South Florida
An overview of implementation science will be provided,
including strategies that have been useful in supporting
evidence-based practice uptake in typical health care
settings. One study oriented toward implementation
science involving external memory aids for residents with
dementia in skilled nursing facilities will also be discussed.
Session: 1205
CC/Room: W470B
1 Hrs
Presented by: Joann Barton, Franciscan Hosp for
Children
Visual supports play an integral role in teaching children
with autism specturm disorders; however, use of such
supports in feeding therapy is largely underutilized.
Case studies will highlight a variety of visuals that
support organizing a sessions structure, defining clear
expectations, and offering choice-making opportunities,
thereby increasing therapeutic effectiveness.
Screening, Bedside Exams, & Common

Sense: What Are We Doing & Why?
TH6:30PM7:30PM
Evidence-Based Practice: Science &

Pseudoscience
TH6:30PM7:30PM
TH6:30PM7:30PM
Session: 1206
CC/Room: W471
1 Hrs
Presented by: James Coyle, U of Pittsburgh; Debra
Suiter, VA Med Ctr - Memphis; Laurie Sterling, Methodist
Hosp
Instrumental assessment of all individuals at risk for
oropharyngeal dysphagia is neither practical nor feasible.
This session will review information that can be gleaned
from swallow screening and clinical swallowing evaluation
(CSE). Interpretation of the results of both and appropriate
management in the absence of instrumental assessment
will be discussed.

Laryngectomy Rehabilitation: Basic
Training
TH6:30PM7:30PM
Session: 1207
CC/Room: S105BC
1 Hrs
Presented by: Meaghan Kane-Benjamin, Atos Med;
Barry Wenig, U of Illinois - Chicago Med Ctr; Caroline
Deskin, U of Illinois - Chicago Med Ctr
This session is for the SLP with limited background in
head and neck cancer who needs to develop basic clinical
management skills. The discussion focuses on medical/
surgical treatments; anatomic changes; alterations of
respiration, speech, and deglutition; and communication
options. Emphasis is placed on understanding the
functional consequences of larynx removal.
Session: 1208
CC/Room: W196B
1 Hrs
Presented by: Marci Rosenberg, U of Michigan
This presentation is designed to give participants a
general understanding of both the theoretical basis and
physiology of semi-occluded vocal tract exercises when
used for voice therapy. Variations of these exercises
will be introduced and completed by participants.
Audiovisual demonstrations will also be used to augment
the presentation.
The Voice Lab: Is It Just Numbers?

TH6:30PM7:30PM
Session: 1209
CC/Room: S105A
1 Hrs
Presented by: Linda Carroll, Private Practice
Laryngeal function studies allow inspection of vocal
tract control and coordination, enhancing dysphonia
interpretation and management. This course provides a
review of speech science principles, as well as accurate
collection and interpretation of acoustic and aerodynamic
measures. Attendees will become reacquainted with
formulas and explore protocols for various pathologies.

CC/Room: S103ABC
1 Hrs
Presented by: Cheryl Smith Gabig, Lehman Coll - City U
of New York; Elena Zaretsky, U of Massachusetts - Boston
Morphological awareness is a metalinguistic ability critical
for academic achievement. Morphological awareness
standards within the Common Core State Standards
for English Language Arts are discussed according to
morphology type and aspect. At-risk students will be
discussed, and specific activities to teach morphological
awareness across the grades will be presented.
Toddlers With Cleft Palate:

Understanding & Intervening to
Address Differences in Speech &
TH6:30PM7:30PM
Session: 1210
CC/Room: W179AB
1 Hrs
Presented by: Jennifer Frey, George Washington U;
Nancy Scherer, Arizona St U; Ann Kaiser, Vanderbilt U
Data will be presented indicating toddlers with repaired
cleft lip and palate (CLP) are at risk for both speech and
language development. Results from a small randomized
trial of an intervention blending enhanced milieu teaching
with phonological emphasis (EMT+PE) to teach language
and speech skills during play are presented.
Friday Daily Highlights

Premier Sessions
Premier Sessions are featured oral seminars developed or selected
by Convention Co-Chairs Colleen ORourke and Donise Pearson
that focus on cross-disciplinary topics and issues of broad interest
to the professions. Everyone is invited and encouraged to attend
these seminars offered on Friday.
1334: Medical Genetics & Its Application to Speech,

Hearing, & Craniofacial Disorders
8:00 a.m. 10:00 a.m.
Hyatt, Jackson Park AB
Friday, November 15
8:00 a.m.6:00 p.m.
8:30 a.m.11:30 a.m.
Morning Short Courses
9:00 a.m.5:00 p.m.
Exhibit Hall Open
12:00 noon1:00 p.m.
1:30 p.m.4:30 p.m.
6:30 p.m.8:30 p.m.
Awards Ceremony
8:30 p.m.10:30 p.m. Open Houses and Receptions
1424: An Interdisciplinary Approach to Management of the

Dizzy Patient
Awards Ceremony
1:00 p.m. 3:00 p.m.

CC, S102BCD
6:30 p.m.8:30 p.m.

Read more about the inspiring ASHA Awards Ceremony, the 2013
Honors and Fellows awardees, and the recipient of the popular
Annie Glenn Award, Erik Weihenmayer, on page 37.
My Friday Schedule
Session
Number
Start
Time
End
Time
Room
Number
Session Title

Assistive Technologies as Vocational

Aids for Autism & Other Intellectual
Disabilities: Evidence, Tools, &
Strategies
Difficult Conversations in the Clinical

Learning Environment
FR8:00AM10:00AM
FR8:00AM10:00AM
Session: 1300
CC/Room: W470A
2 Hrs
Presented by: Nancy Alarcon, U of Washington
The presentation will focus on our ability to plan for
effective communication by identifying and utilizing
a range of evidence-based strategies to approach
challenging and difficult topics in the course of learning
across clinical settings.

Teaching Dysphagia Skills to Graduate
Students: Experiences With a
Competency-Based Program
FR8:00AM10:00AM
Session: 1301

2 Hrs
Presented by: Donna Graville, Oregon Health & Sci U;
Andrew Palmer, Oregon Health & Sci U; Steven Gorsek,
Doernbecher Childrens Hosp
In order to develop a foundational level of dysphagiarelated skills for graduate students, a series of
competency-based dysphagia labs were developed and
taught based on ASHA guidelines. Feedback was extremely
positive and students demonstrated increased dysphagiarelated skills and self-efficacy, supporting this models
feasibility. Suggestions for implementation will be shared.

AAC & Aphasia: Interface Design &
Social Validation
FR8:00AM10:00AM
Session: 1302
CC/Room: W190B
2 Hrs
Presented by: Rajinder Koul, Texas Tech U Health Scis Ctr;
Aimee Dietz, U of Cincinnati; Melinda Corwin, Texas Tech
U Health Scis Ctr; Sarah Wallace, Duquesne U
This seminar will highlight three major themes related
to AAC and aphasia. Themes include cognitive processing
of graphic symbols and allocation of cognitive resources
in relation to SGD use; interface design; and social
validation. Within each theme, current evidence, clinical
implementations, and areas of future research will
be identified.
Session: 1303
CC/Room: W181
2 Hrs
Presented by: Tony Gentry, Virginia Commonwealth U
Augmentative and Alternative Communication (AAC),
Autism Spectrum Disorders, and Language and Learning
in School-Age Children and Adolescents. A growing body
of evidence supports the use of handheld computers and
tablets as cognitive-behavioral aids in the workplace. I will
present findings from a pair of these studies and discuss
practical assessment and intervention strategies using
these tools in transitional and vocational settings.
Communication Partner Training in

Aphasia: Goals, Methods, & Evidence
FR8:00AM10:00AM
Session: 1304
CC/Room: W194
2 Hrs
Presented by: Nina Simmons-Mackie, Southeastern
Louisiana U
Augmentative and Alternative Communication (AAC) and
Language Disorders in Adults. This seminar will review
the evidence for partner training in aphasia, describe
various training methods, and identify relevant supports,
partner behaviors and strategies for training. The seminar
also will draw from knowledge transfer and exchange
research to inform a systems approach to changing the
communicative environment for people with aphasia.
Robust Vocabulary Instruction for

Students Who Use AAC: Practical
Strategies
FR8:00AM10:00AM
Session: 1305
CC/Room: W193
2 Hrs
Presented by: Carole Zangari, Nova Southeastern U;
Gloria Soto, San Francisco St U
Building vocabularies of students with AAC needs is an
ongoing concern for SLPs and educators. This presentation
offers a framework for semantic instruction in AAC and
discusses research-supported strategies. Participants
will be given access to online materials for vocabulary
instruction for students using AAC across elementary and
secondary grade levels.

ASD Treatment: Cognitive-Behavioral
Therapy & Mental Health Problems
Associated With Social Learning
Challenges
FR8:00AM10:00AM
Session: 1306
CC/Room: W375E
2 Hrs
Presented by: Michelle Garcia Winner, Social Thinking
We will explore core synergistic social learning challenges
of persons with HFA/AS and like disabilities while also
addressing the high incidence of comorbid mental health
issues. The principals of cognitive-behavioral therapy (CBT)
and practical strategies will be reviewed for application in
social skills/social thinking groups.
SocialsibS Intervention: Sibling

Mediation & Video-Modeling to
Improve Social Communication for
Children With ASD
FR8:00AM10:00AM
Session: 1307
CC/Room: W180
2 Hrs
Presented by: Amy Donaldson, Portland St U; Hannah
Sanford, Portland St U; LeAnne Hidde, Portland St U; Heather
Demosthenes, Portland St U; Tammi Bailey, Portland St U
The SocialsibS intervention combines two effective
social communication interventions for children with
ASD: peer mediation and video-modeling. However,
SocialsibS trains siblings, instead of peers, to promote
generalization of social communication and interaction
skills to the community. This presentation will describe
how to implement the SocialsibS intervention within
various settings.
Friday Oral Seminars
The ASHA Awards Ceremony celebrates the highest achievements

and excellence in the professions. Presentations will be made
to recipients of the Honors of the Association, ASHAs most
prestigious award that recognizes lifetime achievement, and to
ASHA Fellows, whose contributions are the cornerstones of the
professions. Additional awards will be given honoring members
who have also contributed to the professions and Association.
Friday Oral Seminars 8:00AM10:00AM

CCC: Care Teams, CARE Tools, Care
Plans
FR8:00AM10:00AM
Session: 1308
CC/Room: S105A
2 Hrs
Presented by: Joanne Wisely, Genesis Rehab Svcs; Paul
Cass, Genesis Rehab Svcs
Are you an essential communicator? Is your care team
collaborating efficiently? Is the attending physician
engaged? Are you using functional assessments to the
patients advantage? Do you know what Medicare CARE
Tools are? This session provides strategies to improve
outcomes, facilitate compliance, ensure professional
integration, and engage physician participation.

Elevator Speeches: Get the Word Out!
...Advocating for Your Profession,
Yourself, Your Clients
FR8:00AM10:00AM
Session: 1309
CC/Room: W178A
2 Hrs
Presented by: Shelley Victor, Nova Southeastern U;
Catherine Gottfred, Leap Learning Systems; Christine
Frieberg, Wausau Sch Dist - Rib Mt Elementary Sch; Kellie
Ellis, Eastern Kentucky U
Sound bites influence decision makers. Sales people,
politicians, and development officers use the elevator
speech to engage, inspire, convince, and inform. In this
hands-on seminar, you will learn how to hone your own
ability to create and use elevator speeches to achieve your
professional goals.
Listen/Learn/Lead: At the Intersection

of Quality Services & the Common
Core State Standards
FR8:00AM10:00AM
Session: 1310

Listening to the Perspectives
of People With Communication
Disorders Through Narratives
FR8:00AM10:00AM
Session: 1311
CC/Room: W470B
2 Hrs
Presented by: Jacqueline Hinckley, Science, LIfe, &
Practice; Michael Fraas, Western Washington U; Deborah
Hersh, Edith Cowan U; Margaret Leahy, Trinity Coll; Fiona
Ryan, Trinity Coll; Mary ODwyer, Trinity Coll
Narratives about illness or illness-related experiences
improve health outcomes and well-being. In this
seminar, we explore how personal narratives can be
used to improve the health and wellness of people living
with aphasia after stroke, cognitive-communicative
impairments after brain injury, and stuttering.
The Science & Practice of Big & Loud:

An Interdisciplinary Approach to
Treating Parkinsons Disease
FR8:00AM10:00AM
Session: 1312
CC/Room: W192C
2 Hrs
Presented by: Cynthia Fox, Natl Ctr for Voice & Speech;
Lorraine Ramig, U of Colorado; Beth Marcoux, LSVT
Global; Jennifer Tuccitto, Courage Ctr; Bernadette Kosir,
Residential Home Health; Laura Guse, Sanford Health;
Heather Cianci, Dan Aaron Parkinsons Rehab Inst; David H.
McFarland, U of Montreal
The interdisciplinary rehabilitation management of
Parkinsons disease (PD) requires addressing impairments
of communication, motor function, and activities of daily
living. This seminar will present an example of a unified
approach across speech, physical, and occupational
therapy (LSVT LOUD and LSVT BIG) to address cross-system
motor dysfunctions in people with PD.
Fluency (SLP)
Community-Centered Stuttering
Intervention: Widening the Treatment
Circle
FR8:00AM10:00AM
Session: 1313
CC/Room: W184D
2 Hrs
Presented by: Craig Coleman, Marshall U
This session will describe a community-centered
approach to stuttering intervention. Specific strategies
geared toward increasing community awareness related
to stuttering will be discussed. In addition, treatment
concepts such as client-clinician relationship, teletherapy,
anti-bullying programs, and support groups will be
discussed in the context of stuttering intervention.
Stuttering & Disability: A Panel

Discussion
FR8:00AM10:00AM
Session: 1314
CC/Room: W185BC
2 Hrs
Presented by: John Tetnowski, U of Louisiana Lafayette; Charles Weiner, Private Practice; J. Scott
Yaruss, U of Pittsburgh; Rodney Gabel, Ohio U; Michael
Azios, U of Louisiana - Lafayette
Researchers, clinicians, and PWS continue to debate the
impact of stuttering on peoples lives. This panel discussion
will present various models of disability and how they
relate to stuttering. Additionally, the ADA will be reviewed
as it relates to stuttering and other disabilities. Case
studies will highlight major arguments.

Boss-Your-Brain Strategies for SchoolAge Students With Hearing Loss

FR8:00AM10:00AM
Speech-Language Pathology: Visiting

the Profession Around the Globe
FR8:00AM10:00AM
Session: 1315
CC/Room: W471
2 Hrs
Presented by: Brenda Staley, Ohio St U; Lily
Schuermann, ASHA; Lemmietta McNeilly, ASHA;
Fernanda Dreux, U of So Paulo; Brooke Hallowell,
Ohio U; Dolores Battle, Buffalo St Coll; Karen Wylie, U of
Sydney
In consideration of the increasingly global work of SLPs,
this panel touches on the profession in various quarters,
including workforce issues in Africa, the discipline in
Brazil, ASHAs collaboration with the Pan American
Health Organization, the Congress of International
Association of Logopedics and Phoniatrics, and the CAPCSD
Global Summit.
Bilingual Spoken Language
Development for Children With
Hearing Loss Whose Home Language
Is Not English: Assessment/
Intervention Considerations
FR8:00AM10:00AM
Session: 1316
CC/Room: W185A
2 Hrs
Presented by: William Douglas, Vanderbilt U
Intervention/Habilitation for Infants and Children With
Hearing Loss and SIG 9: Hearing and Hearing Disorders
in Childhood. The purpose of this presentation is to help
interventionists understand considerations that need
to be made when assessing and providing intervention
for children with all degrees of hearing impairment
when the home language is not English. Intervention
environments and their outcomes will be presented with
videotaped examples.
Session: 1317
CC/Room: W185D
2 Hrs
Presented by: Amy McConkey Robbins, Communication
Consulting
Many children with hearing loss score within the average
range on standardized tests, yet their spoken language
is disorganized, their ability to retrieve information and
perform abstract linguistic tasks inadequate. Mastery of
boss-your-brain strategies can improve aspects of spoken/
written language that are necessary for auditory, reading,
and academic success.
Telepractice: A Model of Listening &

Spoken Language Intervention for
Children With Hearing Loss & Their
Families
FR8:00AM10:00AM
Session: 1318
CC/Room: W187BC
2 Hrs
Presented by: Grace Bosze, U of Akron; Hali Zorb, U of
Akron; Hope Merker, U of Akron; Crystal Sirl, U of Akron;
Corinne Galvan, U of Akron; Laura Pierce, U of Akron
The delivery of early intervention and habilitative services
to children with hearing loss and their families through
telepractice is increasingly being seen as a viable service
delivery model. A model of telepractice developed to serve
children with hearing loss who are learning to listen and
use spoken language will be presented.
Tinnitus: Assessments, Treatment
Options, Efficacy, & Outcomes
FR8:00AM10:00AM
Session: 1319
CC/Room: W186
2 Hrs
Presented by: Jeffrey DiGiovanni, Ohio U
Intervention/Rehabilitation for Adults With Hearing
Loss. Tinnitus has garnered increased attention in recent
years. Numerous assessments, treatment protocols, and
devices have been developed in this effort. Assessments
will be reviewed in the context of their indications and
interpretation and treatments will be reviewed in terms of
protocol and potential devices leading to an understand
efficacy and outcomes.

Populations (GI)
Direct Observation as an Assessment

Technique in Children, Adolescents,
& Adults: Principles, Practices, &
Applications
Beyond Spanish: Competencies

for Speech-Language Pathologists
Working With Children From Diverse
Cultures
FR8:00AM10:00AM
FR8:00AM10:00AM
Session: 1320
CC/Room: S105D
2 Hrs
Presented by: Sharynne McLeod, Charles Sturt U;
Catherine Crowley, Teachers Coll - Columbia U; A. Lynn
Williams, East Tennessee St U; Carol Westby, Bilingual
Multicultural Svcs; Carol K. S. To, U of Hong Kong; Karla
N. Washington, U of Cincinnati; Andrea MacLeod, U de
Montral; Brenda Louw, East Tennessee St U
Issues in Culturally and Linguistically Diverse Populations.
This session will support SLPs competencies for working
with children with speech-language disorders across
different cultural contexts. General principles and
resources will be supplemented with examples from New
York, Ghana, Bolivia, Brazil, Navajo Nation, China (Hong
Kong), Jamaica, and Canada (Qubec).

Aligning Speech-Language
Assessment & Treatment With the
Common Core State Standards
FR8:00AM10:00AM
Session: 1321
CC/Room: W375D
2 Hrs
Presented by: Susan Floyd, Floyd & Floyd Assoc
Dr. Floyd explains the rationale for and the process of
aligning speech-language assessment and treatment
with the national Common Core State Standards, which
enables SLPs to develop communication screens, pre-post
assessment, collaboration forms, IEP goals, and treatment
plans, resulting in successful outcomes for a schoolbased program.
CCSS: Adding Another S...the SLP

FR8:00AM10:00AM
Session: 1323
CC/Room: W183C
2 Hrs
Presented by: Jack Damico, U of Louisiana - Lafayette;
Karen Lynch, Southeastern Louisiana U
This presentation focuses on observation as effective
assessment for children, adolescents, and adults. Linking
observational techniques from social science with
principles for comparison, observational strategies are
discussed and demonstrated with individuals in classrooms
and in social settings. Discussion progresses from principles
to direct applications to authentic demonstrations.
iPad, Common Core State Standards,

& the SLP
FR8:00AM10:00AM
Session: 1324
CC/Room: W183B
2 Hrs
Presented by: Kyle Epps, myTherapyCompany
This presentation will cover the basics of the Common Core
State Standards and the role of the SLP, the many uses of
the iPad related to the field of speech-language pathology,
and, through demonstration, how to tie app use to the
Common Core State Standards for English-Language Arts.
Supporting the Achievement of LLD

Students Across Grades & Content
Areas
FR8:00AM10:00AM
Session: 1325
CC/Room: S106
2 Hrs
Presented by: Judith Montgomery , Chapman U; Judy
Rudebusch , Irving Independent Sch Dist
Educational relevance is at the intersection of quality
services and the Common Core State Standards. This
interactive session allows SLPs to engage in dialogue
and apply best practice principles for use of the CCSS in
three facets of service delivery: eligibility determination,
standards-based goals, and delivery of services.
CC/Room: W474
2 Hrs
Presented by: Kathleen Whitmire, SDG Enterprise;
Barbara Ehren, U of Central Florida; Geraldine Wallach,
California St U - Long Beach; Bonnie Singer, Architects for
Learning; Karole Howland, Boston U
This session will use a case study format to present a
comprehensive framework for integrating theoretical
models, evidence-based practice, and systems-based
approaches to support students with language learning
disabilities in developmentally relevant ways across grade
levels and content areas, taking into consideration todays
school cultures.
Session: 1322
CC/Room: W475
2 Hrs
Presented by: Janet Norris, Louisiana St U; Ashley
Bourque Meaux, Louisiana St U; Phyllis Butler, Louisiana
Dept of Edu; Kyomi Gregory, Louisiana St U; Rebecca
Parker, Louisiana St U; Ashley Williams, Louisiana St U
SLPs are increasingly held accountable for academic
performance, including meeting goals of the CCSS. This
seminar will discuss value-added assessment that fairly
addresses contributions of the SLP, methods of assessment
for CCSS goals in kindergarten, and interventions targeting
the language foundations of the CCSS.
Language Disorders
in Adults (SLP)
Treatment of Aphasia in the Acute

Care Hospital: Getting Off on the Right
Foot
Mild Cognitive Impairment: Clinical

Essentials for Building Cognitive
Reserve
FR8:00AM10:00AM
FR8:00AM10:00AM
Session: 1326
CC/Room: W375A
2 Hrs
Presented by: Kathryn Bayles, U of Central Arkansas;
Kimberly McCullough, U of Central Arkansas
Increasingly, SLPs are involved in the identification and
treatment of MCI. Recent evidence supports the provision
of cognitive stimulation to build cognitive reserve in
affected individuals to delay or prevent evolution to
dementia. The session focuses on defining MCI, cognitive
reserve, and use of science-based principles to create
effective cognitive intervention.
Session: 1329
CC/Room: W183A
2 Hrs
Presented by: Robert Marshall, U of Kentucky; Sarah
Campbell, U of Kentucky
Stroke survivors with aphasia see SLPs at different points
on the rehabilitation continuum. This seminar focuses on
management of individuals with aphasia in acute care,
and, specifically, the role of the SLP in fostering hope,
optimism, and effort to start each patient off on the
right foot.

Late Talkers: What Do We Know Now?
FR8:00AM10:00AM
Session: 1327
CC/Room: W190A
2 Hrs
Presented by: Michelle Bourgeois, Ohio St U; Tammy
Hopper, U of Alberta
Language Disorders in Adults. We will review the current
state of the evidence for several cognitive-communication
interventions for individuals with dementia, including
errorless learning, spaced-retrieval training, graphic
and written cues, and reminiscence therapy. Clinical
implications and future research directions will
be discussed.
Strategy-Based Gist Reasoning

Training in Normal & Clinical
Populations
FR8:00AM10:00AM
Session: 1328
CC/Room: W179AB
2 Hrs
Presented by: Raksha Mudar, U of Illinois - UrbanaChampaign; Jacquelyn Gamino, U of Texas - Dallas Ctr
for BrainHealth; Lori Cook, U of Texas - Dallas Ctr for
BrainHealth; Molly Keebler, U of Texas - Dallas Ctr for
BrainHealth; Sandra Chapman, U of Texas - Dallas Ctr for
BrainHealth
This seminar will discuss the benefits of a cognitive
training program called Strategic Memory Advanced
Reasoning Training (SMART) that targets gist-reasoning
abilities in a variety of populations, including typically
developing adolescents and normally aging seniors,
and individuals with traumatic brain injury and mild
cognitive impairment.
FR8:00AM10:00AM
FR8:00AM10:00AM
Session: 1332
CC/Room: W375C
2 Hrs
Presented by: Joseph Duffy, Mayo Clinic; Julie
Wambaugh, U of Utah; Julius Fridriksson, U of South
Carolina; Katarina Haley, U of North Carolina - Chapel Hill
Motor Speech in Adults and Children. This session provides
an update on current trends in assessment and treatment
of apraxia of speech (AOS). Discussion of progressive AOS
emphasizes clinical features, neuroimaging correlates,
and neuropathology. Recent findings regarding
neural correlates of AOS in nonfluent aphasia in stroke
are discussed.
Session: 1330
CC/Room: W192AB
2 Hrs
Presented by: Leslie Rescorla, Bryn Mawr Coll; Christine
Dollaghan, U of Texas - Dallas; Philip Dale, U of New
Mexico; Lizbeth Finestack, U of Minnesota; Laurence
Leonard, Purdue U
This seminar is a summary of research over the past 25
years on identification and classification, characteristics
and causes, longitudinal course and outcomes, and
intervention for late talkers. Presentations will be made by
the editors and several authors from the recently published
book Late Talkers: Language Development, Outcomes,
and Interventions.
Teaching Communication in Natural

Environments: Supporting Parents &
Peers as Partners
FR8:00AM10:00AM
Current Issues in Apraxia of Speech &

Progressive Apraxia of Speech
The Art & Science of DBS: A

Collaborative Approach Between
Neurology & Speech-Language
Pathology
FR8:00AM10:00AM
Session: 1333
CC/Room: W184BC
2 Hrs
Presented by: Linda Bryans, Oregon Health & Sci U;
Shannon Donovan, Oregon Health & Sci U
Effects of DBS in Parkinsons disease (PD) are varied and
complex. A summary of the literature on DBS and its
effects on speech and voice will be presented. Guidelines
regarding how the DBS programmer and SLP can
collaborate to maximize speech function will be reviewed
and illustrated by case studies.
Session: 1331
CC/Room: W375B
2 Hrs
Presented by: Ann Kaiser, Vanderbilt U; Tina StantonChapman, U of Virginia
Language in Infants, Toddlers, and Preschoolers and SIG
1: Language Learning and Education. This presentation
describes evidence-based approaches to teaching
communication skills in natural environments. We discuss
the importance of child participation and opportunities for
communication for learning language. We discuss studies
illustrating the effects of parent-implemented and peermediated social communication interventions on childrens
language use and development.
Medical Genetics & Its Application

to Speech, Hearing, & Craniofacial
Disorders
FR8:00AM10:00AM
Session: 1334

2 Hrs
Presented by: Nathaniel Robin, U of Alabama Birmingham
Speech Science and SIG 5: Speech Science and Orofacial
Disorders. Many of the most common disorders of
speech and hearing, and related congenital craniofacial
anomalies, require a multidisciplinary approach to provide
the best opportunity for favorable outcome. This talk will
review the medical genetics evaluation, the current and
future state of genetic testing, and the ethical implications
of genetic testing.

in Children (SLP)
Infants, Necrotizing Enterocolitis, &

Thickened Feeds: Exploring the Risk &
Potential Connection
Application of Principles of Motor

Learning to the Treatment of Speech
Sound Disorders
FR8:00AM10:00AM
FR8:00AM10:00AM
Session: 1335
CC/Room: W196B
2 Hrs
Presented by: Edythe Strand, Mayo Clinic; Susan
Rvachew, McGill U; Steven Skelton, California St U - Fresno
Speech Sound Disorders in Children. The panelists will
discuss clinical applications of the principles of motor
learning for treatment with children who have various
forms of speech sound disorders. Video demonstrations
and empirical data will be used to highlight aspects of
motor learning in treatment.

Disorders (SLP)
Dysphagia Outcomes in Head & Neck
Cancer Following Transoral Robotic
Surgery & Radiation/Chemoradiation:
Treatment Implications
FR8:00AM10:00AM
Session: 1336
CC/Room: W196A
2 Hrs
Presented by: Carol Bier-Laning, Loyola U Med Ctr;
Cesar Ruiz, La Salle U; Barbara Messing, GBMC Milton J.
Dance Cancer Ctr
will provide information regarding the effects of
transoral robotic surgery (TORS) with and without
postoperative adjuvant therapy in patients with head
and neck cancer. Swallowing outcomes will be discussed,
specifically comparing effects of TORS, radiation, and/or
chemoradiation in comprehensive treatment of patients
with head and neck cancer.
How to Use Motor Learning Principles

to Understand Swallowing Function
FR8:00AM10:00AM
Session: 1337
CC/Room: S103ABC
2 Hrs
Presented by: Phoebe Macrae, Johns Hopkins U; Isha
Taylor-Kamara, Johns Hopkins U; Ianessa Humbert,
Johns Hopkins U
Using motor-learning principles, research can investigate
the physiologic causes of swallowing impairment more
deeply. We have tested three major components of
motor learning during swallowing: error-based learning,
use-dependent learning, and skill learning. We propose to
provide ways for clinicians to employ these concepts into
clinical practice.
Session: 1338
CC/Room: W196C
2 Hrs
Presented by: Mark Corkins, LeBonheur Childrens
Hosp/ U of Tennessee Health Sci Ctr; Memorie Gosa, U of
Alabama/LeBonheur Childrens Hosp
Swallowing and Swallowing Disorders. FDA statements
regarding potential hazards of thickener use in infants
have many SLPs evaluating the efficacy of this practice.
This session will explore this topic by reviewing
gastrointestinal anatomy and physiology, describing the
effect of thickeners in the gut, and discussing the evidence
to support thickened liquids for pediatric populations.

Clinical Voice Grand Rounds
FR8:00AM10:00AM
Session: 1339
CC/Room: S104
2 Hrs
Presented by: Linda Carroll, Private Practice; Douglas
Hicks, Cleveland Clinic; Bari Ruddy, U of Central Florida;
Wendy LeBorgne, Blaine Block Inst for Voice Analysis &
Rehab; Sarah Schneider, U of California - San Francisco
Voice & Swallowing Ctr; H. Steven Sims, U of Illinois
Stroboscopic, perceptual, and laryngeal function studies
are key elements in clinical assessment and management
of voice disorders. Each presenter is nationally or
internationally recognized for voice disorders. This panel
discusses use of traditional and emerging voice therapy
techniques to address the specific hypotheses for simple
and complex case presentations.
Reimbursement for Voice & Upper

Airway Management: Grand Rounds
FR8:00AM10:00AM
Session: 1341
CC/Room: S105BC
2 Hrs
Presented by: Barbara Jacobson, Vanderbilt U; Edie
Hapner, Emory Voice Ctr; Dee Adams Nikjeh, Ear, Nose,
& Throat Assoc; Sandra Schwartz, Duquesne U; Mary
Sandage, Auburn U; Mark Kander, ASHA
Speech-language pathologists working with voice/upper
airway disorders can find the coding and reimbursement
process challenging. This presentation will discuss
claims-based outcomes reporting, new CPT codes, ICD-10
codes, regional Medicare approaches to reimbursement,
and case scenarios in coding and billing. There will be an
opportunity for specific questions.
Voice Therapy Telepractice: A Match

Made in a Virtual World
FR8:00AM10:00AM
Session: 1342
CC/Room: S102BCD
2 Hrs
Presented by: Lisa Kelchner, U of Cincinnati; Eva van
Leer, U of Cincinnati; Michael Towey, Voice & Swallowing
Ctr of Maine
SIG 3: Voice and Voice Disorders and SIG 18: Telepractice.
Delivery of voice therapy by telepractice or with mobile
supplementation is emerging as an efficient method
of service delivery. Multiple voice disorders have been
successfully treated via telecommunications technology.
This 2-hour seminar presents a detailed overview of the
fundamental clinical, practical, and research issues related
to voice therapy telepractice.
State of the Science Update:

Cognitive-Communication
Interventions for People With
Dementia

and Children (SLP)
Management of the Difficult TEP: Ive

Tried Everything...Now What?
FR8:00AM10:00AM
Session: 1340
CC/Room: S103D
2 Hrs
Presented by: Jodi Knott, MD Anderson Cancer Ctr; Brad
Smith, MD Anderson Cancer Ctr; Jan Lewin, MD Anderson
Cancer Ctr; Katherine Hutcheson, MD Anderson Cancer Ctr
Tracheoesophageal (TE) voice restoration is not always
easy. Patients medical and surgical complexities are
best managed by an interdisciplinary approach. Todays
patients often receive complex surgical reconstruction
and multi-modality treatments, resulting in more
frequent complications related to TE voice restoration. The
speakers will discuss innovative management of difficult
laryngectomized patients.

Were greatPALS: Collaborative
Service Learning for SLPs in Aural
Rehabilitation
FR10:30AM11:30AM
Session: 1343
CC/Room: W470B
1 Hrs
Presented by: Lisa Roteliuk, Minot St U; Holly
Pedersen, Minot St U
The combination of a low-incidence disability (deafness)
and rural settings presents unique challenges in service
delivery. The greatPALS (Great Plains Auditory Learning
Services) project at Minot State University provides
students in communication disorders with service learning
opportunities to acquire knowledge and skills in aural re/
habilitation in the campus clinic.
FR10:30AM11:30AM
Session: 1685
CC/Room: S104
1 Hrs
Presented by: Karen Tessler, Rush U Med Ctr; Rebecca
Zerivitz, Rush U Med Ctr; Janelle Reske, Rush U Med Ctr;
Joanne Sepulveda, Rush U Med Ctr
Inpatient clinical supervisors mentor students at varying
skill levels, while providing care to fragile patients. They
balance the educational needs of the students and the
productivity needs of the medical setting. While previously
we discussed acute care, this talk will focus on the
inpatient rehabilitation population.

Building Bridges to Effective
Interprofessional Collabration
FR10:30AM11:30AM
Session: 1344

1 Hrs
Presented by: Lisa Durant-Jones, Nazareth Coll
Development of interprofessional education curricula is
gaining attention in higher education. This is prevalent
in colleges that house health-related and educational
programs. This session will describe the process of creating
an interprofessional course, incorporating best practice.
Student-learning outcomes, interprofessional activities
promoting collaboration, and assessment data will
be discussed.
Incorporating Standardized
Interpretation of Instrumental
Swallow Studies in Graduate
Coursework: Educating the Future
Clinician
FR10:30AM11:30AM
Session: 1345

1 Hrs
Presented by: Lisa Kelchner, U of Cincinnati/Cincinnati
Childrens Hosp Med Ctr; Claire Miller, Cincinnati Childrens
Hosp Med Ctr
This course will present how use of formal standardized
approaches for interpretation of digital fluoroscopic
swallow studies can be integrated into graduate (adult and
pediatric) dysphagia coursework. Adaptations, grading,
benefits, considerations, and student and externship
supervisor feedback will be discussed. Samples of class
activities and assignments will be presented.

High-Impact Collaborative Learning
in Speech-Language Pathology &
Theaterand All That Jazz
FR10:30AM11:30AM
Session: 1346
CC/Room: W375A
1 Hrs
Presented by: Mary Pat McCarthy, Clarion U of
Pennsylvania; Janis Jarecki-Liu, Clarion U of Pennsylvania;
John Rose, Clarion U of Pennsylvania
Ladies and gentlemen, listen to our story of collaborative
learning, empathy, community partnerships...all those
things we all hold dear. High-impact techniques were
utilized with SLP and theater students to promote
awareness for the communicatively impaired. Come on,
babe, why dont we teach the town? And all that jazz.

FR10:30AM11:30AM
A New Look at the Auditory Periphery

FR10:30AM11:30AM
Session: 1347
CC/Room: W185D
1 Hrs
Presented by: Sumitrajit Dhar, Northwestern U; Laura
Dreisbach, San Diego St U
Adult Hearing: Screening and Assessment. We have
recently characterized the auditory periphery in a large
human population using modern calibration and signal
delivery techniques. Measures of middle ear reflectance,
hearing thresholds, and otoacoustic emissions shed new
light on the onset and progress of aging. Influences of race
and ethnicity are also investigated
Session: 1348
CC/Room: W184D
1 Hrs
Presented by: Ashlyn Smith, U of Wisconsin - Madison;
Katherine Hustad, U of Wisconsin - Madison
This study examined AAC experience for young children
with cerebral palsy and parent perceptions of childrens
communication. Results indicated that children at
greatest risk were not receiving AAC services and that
parents of children who were not yet talking had the
greatest difficulty understanding childrens attempts
at communication.
Expanding AAC Instruction for

Preschool Children With Autism:
Training Peer Partners
FR10:30AM11:30AM
Session: 1349
CC/Room: S103D
1 Hrs
Presented by: Kathy Thiemann-Bourque, Juniper
Gardens Childrens Project
This presentation focuses on outcomes of two peermediated AAC interventions to increase communication
between preschool children with autism and their peers.
Peer training materials, treatment checklists, and videos
will be presented to show how both communication
partners can learn to use the same AAC system (e.g., PECS,
SGD).
Supporting Beginning Storytellers

Who Use AAC
FR10:30AM11:30AM
Adult Hearing: Screening

and Assessment (Aud)
Three Phases of AAC Need in the

Hospital ICU/Acute Care & Role of SLP
FR10:30AM11:30AM
AAC & Early Intervention: Examining

Child Risk Factors & Parent
Perceptions
Session: 1350
CC/Room: W187A
1 Hrs
Presented by: Janet McLellan, Folsom Cordova Sch Dist
Many students who use AAC, particularly those with
additional cognitive and social difficulties, struggle to tell
stories. This presentation explores how to support students
at the beginning stages of narration. Strategies to develop
communication boards, tailor stories to individual needs,
scaffold interactions, and collaborate with communication
partners will be discussed.
Session: 1351
CC/Room: W186
1 Hrs
Presented by: John Costello, Boston Childrens Hosp;
Rachel Santiago, Boston Childrens Hosp
AAC supports in the ICU/acute care vary by patient
presentation. Our 20+ years of bedside service delivery
reveals trends in patient needs for AAC across the
continuum of care. Three phases of AAC assessment
and intervention and the role of SLP in the assessment/
feature-matching process are detailed.

Building Bridges From Social Learning
Technology Tools to Personal
Interaction: How to Maximize
Generalization
FR10:30AM11:30AM
Session: 1352
Parent-Child Interactions & Children

With Autism: A Novel Perspective
FR10:30AM11:30AM

Regulatory Changes: Preparation &
Strategies to Meet the Documentation
Challenges of Reimbursement
FR10:30AM11:30AM
Choosing When & Why ABA &/or

Social Thinking for ASD Treatment
Fluency (SLP)
FR10:30AM11:30AM
Session: 1353
CC/Room: W375E
1 Hrs
Presented by: Michelle Garcia Winner, Social Thinking;
Joanne Gerenser, Brooklyn Coll - City U of New York
This workshop will provide an overview of two distinct
treatment methodologies for addressing language
and social deficits in individuals with ASD: ABA and
social thinking/CBT. Strategies to integrate aspects of
both approaches will be discussed to enhance program
development for individuals across the autism spectrum.
Session: 1354
CC/Room: W196B
1 Hrs
Presented by: Siva priya Santhanam, Bowling Green St
U; Lynne Hewitt, Bowling Green St U
Communication development occurs in the context
of parent-child interactions; because interactions in
children with autism are impaired, concern arises about
the impact they may cause on parents. Critical factors
that influence parent-child interactions will be discussed
from a novel perspective, with recommendations for best
practices provided.
CC/Room: W375B
1 Hrs
Presented by: Laurie Jacobs, Community Speech
Language Svcs
Explore the effectiveness and success rate of
generalization, achievable through integrating technology
into social learning, specifically to enhance carryover of
skills. A brief review of current research and innovative
ways to customize video and other technologies to break
down the abstract components of social interactions
into concrete and engaging learning tools will
be demonstrated.
Session: 1355
CC/Room: W193
1 Hrs
Presented by: Joanne Wisely, Genesis Rehab Svcs; Lisa
Milliken, Synergy Care
Denied payments emerge as medical reviews and
reimbursement audits require detailed documentation to
prove medical necessity for Medicare and other payers.
Todays reality requires codes to define services, schedules
for clinical documentation, and severity modifiers to
define function. Most recent coverage policies, legislation,
and regulations are reviewed and interpreted.
Risk Factors Associated With

Chronicity of Developmental
Stuttering: Integrating & Summarizing
the Evidence
FR10:30AM11:30AM

Developing the Speech-Language
Therapy Profession in Sri Lanka:
International Collaborations
FR10:30AM11:30AM
Session: 1357
CC/Room: W471
1 Hrs
Presented by: Nilanthi de Silva, U of Kelaniya; Barbara
Shadden, U of Arkansas; Fran Hagstrom, U of Arkansas
- Fayetteville; A. R. Wickremasinghe, U of Kelaniya; H. J.
de Silva, U of Kelaniya; Shyamani Hettiarachchi, U of
Kelaniya; Thilanka Wijesinghe, Focus Ability, Speech
& Language Therapy Ctr; Saumya Rathnayake, U of
Kelaniya; Ianthe Perera, U of Kelaniya
Global Issues and Practices Across the Discipline. Sri
Lanka has taken a remarkable path to develop the speech
and language therapy profession and independently
prepare speech-language clinicians to serve the countrys
needs. This session provides an overview of this process,
with special focus on the facilitating international
collaborations with the University of Arkansas.

Approaches in Regenerative Therapies
for Hearing Loss
FR10:30AM11:30AM
Session: 1358
CC/Room: W185A
1 Hrs
Presented by: Cynthia Chow, U of Wisconsin - Madison;
Samuel Gubbels, U of Wisconsin - Madison
Treatment of hearing loss through regenerating cochlear
hair cells is the focus of intense research in auditory
science. The objective of this presentation is to describe
approaches being taken in the pursuit of regenerative
therapies for hearing loss and to interpret this in an
understandable manner useful to practicing clinicians.
SLP Graduate Student Training,

Part II: The Inpatient Rehabilitation
Environment
Session: 1356
CC/Room: W192C
1 Hrs
Presented by: Chagit Clark, Vanderbilt U; Katerina
Ntourou, Vanderbilt U; Ellen Kelly, Vanderbilt U
Evidence for key risk factors associated with stuttering
chronicity is integrated and summarized for the purpose
of advancing SLPs abilities to make well-informed clinical
decisions/recommendations. Highlighted risk factors
include: age at and time since stuttering onset, gender,
family history, phonological and language abilities,
stuttering frequency/severity, and concomitant behaviors.

Populations (GI)
Results of an Emergent Literacy

Program With English-Language
Learners
FR10:30AM11:30AM
Disproportionality of African
American Children in Special
Education Within the San Francisco
Bay Area
FR10:30AM11:30AM
Session: 1359
CC/Room: W180
1 Hrs
Presented by: Mollie Mindel, Speech Pathology Group
There is an urgency for greater understanding of the
process of identifying, assessing, and serving the
speech-language needs of African American children in
public schools, including in the San Francisco Bay Area.
Focus is the dichotomy between over-representation of
African American children within special education for
high-incidence disabilities, and their under-representation
for autism.
Session: 1360
CC/Room: W183B
1 Hrs
Presented by: Eva Baharav, Western Washington U
Monolingual Spanish-speaking parents of a nonverbal
preschool child with autism participated in a Hanen
More Than Words English-speaking parent training
workshop. Successful parental implementation of program
strategies in home-delivered telepractice sessions resulted
in substantial language and communication gains for
the child, followed by his integration into a general
education classroom.
CC/Room: S105BC
1 Hrs
Presented by: Valerie Boyer, Southern Illinois U Carbondale
This quasi-experimental study investigated application of
the Read It Again (RIA) emergent literacy curriculum with
English-language learners (ELLs) in Head Start. Results will
be presented of a pilot indicating growth in phonological
awareness, alphabet knowledge, and vocabulary.
Comparisons with monolingual peers will be included.
Revisiting the Ethnography of

Communication Disorders
FR10:30AM11:30AM
FR10:30AM11:30AM
Session: 1361
CC/Room: S105A
1 Hrs
Presented by: Lucia Mendez, U of North Carolina - Chapel
Hill
This seminar discusses how SLPs can employ recent
research findings to inform instructional approaches
that support English vocabulary development in Latino
preschoolers from low-income backgrounds. To illustrate
the process of combining evidence-based instructional
strategies into effective vocabulary interventions, a
cultural-linguistically responsive vocabulary approach
using shared readings will be presented.
Session: 1363
CC/Room: W178A
1 Hrs
Presented by: Dana Kovarsky, U of Rhode Island; Irene
Walsh, Trinity Coll; Judith Duchan, St U of New York; Nina
Simmons-Mackie, Southeastern Louisiana U
More than two decades ago, a call was raised for the
ethnography of communication disorders (ECD) as a
named field of inquiry to study the relations among
language, culture, and communicative disorders in a
variety of discursive activities. This seminar examines the
contributions of ECD and evolving topical trends.

FR10:30AM11:30AM
Session: 1364
CC/Room: W375C
1 Hrs
Presented by: Tara Roehl, Speechy Keen Speech Therapy
This dynamic technology-themed presentation is
filled with practical take-away strategies: easy-toaccess, engaging clinical resources that can be used
collaboratively. The presenter will demonstrate popular
gaming apps, with clinical adaptations, that improve
active student participation during sessions while
improving language development, problem-solving,
interactive play, pragmatics, executive functioning, and
behavior modification.
Session: 1365
CC/Room: W183A
1 Hrs
Presented by: Sean Redmond, U of Utah; Geralyn
Timler, Miami U
Assessments in school-age children encompass a
range of verbal skills. ADHD symptoms can complicate
assessments if it is unclear whether behaviors are due
to ADHD or language impairments. Linguistic strengths
and weaknesses associated with ADHD, ADHD+LI, and LI
will be presented, including implications for assessment
and intervention.
The Curious Case of Digits: New

Findings on the Reading-RAN-Math
Connection
FR10:30AM11:30AM
Session: 1366
CC/Room: S103ABC
1 Hrs
Presented by: Rebecca Wiseheart, St. Johns U
Three investigations experimentally manipulated lexical
variables of digit RAN stimuli and found differences in
the relative contributions of underlying phonological and
numeric representations of Arabic digits on RAN speed.
A new hypothesis implicating non-specific semantic
representation as the basis of co-occurring deficits in
dyslexia and dyscalculia is proposed.
Toward a Principled Approach to Child

Language Remediation
FR10:30AM11:30AM
From iPad to iPlay: Utilizing Popular

Apps to Engage Your PreschoolMiddle School Clients
FR10:30AM11:30AM
Incorporating Culturally &

Linguistically Responsive Vocabulary
Instructional Strategies for Latino
Preschoolers
Session: 1362
Language Profiles Associated With

Pediatric ADHD With & Without CoOccurring LI
Session: 1367
CC/Room: W184BC
1 Hrs
Presented by: Thomas Roeper, U of Massachusetts;
Ondene van Dulm, U of Canterbury
This seminar aims to inform SLPs working with schoolage children about practical and innovative ways of
applying linguistic theory and findings on child language
development and impairment during remediation.
The two focal areas are complex aspects of language
(quantification and ellipsis) and syntactic dependencies
(passives and wh- questions).
Language Disorders
in Adults (SLP)
What Clinicians Want to Know About

Communication Partner Training
FR10:30AM11:30AM
Multimodal Communication for PWA:

Tools, Strategies, & Training
FR10:30AM11:30AM
Session: 1368
CC/Room: W183C
1 Hrs
Presented by: Bethany Diener, DynaVox Technologies;
Erin Didde, DynaVox Technologies; Elizabeth Bahr,
DynaVox Mayer Johnson
Multimodal communication is widely accepted as a
means of increasing participation for PWA. This session
will discuss a variety of tools/strategies; how they can be
mediated by PWA and/or their communication partners;
and suggestions for sequential goals, therapy methods,
and generalization.
Promoting Critical Thinking &

Problem-Solving With Neurological
Cases
FR10:30AM11:30AM
Session: 1369
Session: 1371
CC/Room: W190B
1 Hrs
Presented by: Natalie Douglas, U of South Florida;
Rachel Goff, U of South Florida; Erline Nakano, U of South
Florida; Jacqueline Hinckley, U of South Florida
Communication partner training (CPT) improves activity
level and participation for individuals with aphasia and
those with cognitive-communicative impairments due to
dementia and traumatic brain injury. Based on responses
from an informal survey of SLPs attending a state
convention, this session will address key questions that
clinicians pose about effective CPT.

Early Language Trajectories:
Strengths-Based Interventions for
Low-SES & ELL Children
Session: 1372
CC/Room: W179AB
1 Hrs
Presented by: Subhash Bhatnagar, Marquette U;
Bridget Valla, Marquette U
This presentation is designed to promote critical thinking
in SLP professionals and involve the integration of
cognitive-communicative management augmented by
neurological-neuroradiological concepts. The seminar will
incorporate clinical case studies that depict real-life clinical
examples, with special attention paid to developing
evidence-based treatment plans for neurologically
impaired patients.
FR10:30AM11:30AM
The Believing Brain: Prefrontal Cortex

& Brain Injury Recovery
The Effectiveness of LENA Technology

for Changing Parent Behavior
& Accelerating Child Language
Development
FR10:30AM11:30AM
Session: 1370
CC/Room: W190A
1 Hrs
Presented by: Jordan Grafman, Rehab Inst of Chicago
Language Disorders in Adults. The ability of humans
to establish moral, legal, religious, and political beliefs
coincides with the evolution of the human prefrontal
cortex. fMRI and patient studies support the critical
importance of the prefrontal cortex for these forms of
socialization. I will discuss their importance for improving
outcome after brain damage.
CC/Room: S105D
1 Hrs
Presented by: Connie Nichols, Wheeling Sch Dist 21;
Nancy Silverman, Natl-Louis U
ELL and low-SES children come to school with language
disadvantages. It is crucial that SLPs understand and
document these childrens early language-growth
trajectories. Doing so helps to provide a strengths-based
approach to their instruction, and a framework for
designing individualized interventions that foster future
school success.
FR10:30AM11:30AM
Session: 1373
CC/Room: W192AB
1 Hrs
Presented by: Jill Gilkerson, LENA Research Foundation;
Jeffrey A. Richards, LENA Research Foundation; Dongxin Xu,
LENA Research Foundation
We describe a 12-month longitudinal experimental study
investigating the effectiveness of LENA technology coupled
with a new online intervention designed to help caregivers
enhance the home language environment. Results indicate
that participant parents showed significant elevations
in turn-taking, and treatment children demonstrated
accelerated language development compared to controls.
The Power of Alignment in Early

Intervention: Effective Teamwork &
Why We Need It
FR10:30AM11:30AM
Session: 1374
CC/Room: S102BCD
1 Hrs
Presented by: Karen Poland, Little Red Sch House; Dave
Calhoun, Little Red Sch House; Katherine Watson, Little
Red Sch House
We believe in the significance of early childhood
experiences. Effective teaming builds capacity to
support childhood development and serve children and
families. Successful teaming influences our ability to
effect meaningful change and achieve greater outcomes.
Evidence, strategies, and examples of successes using a
relationship-based approach to teaming will be presented.

the Discipline (GI)
EBP & SLP: speechBITE Helps
Clinicians Access & Appraise the
Evidence
FR10:30AM11:30AM
Session: 1375
CC/Room: W196A
1 Hrs
Presented by: Leanne Togher, U of Sydney; Elizabeth
Murray, U of Sydney; Emma Power, U of Sydney; Katherine
Smith, U of Sydney; Patricia McCabe, U of Sydney; Natalie
Munro, U of Sydney; Melissa Brunner, U of Sydney
speechBITE (www.speechbite.com) is the first open-access
online EBP database that solely indexes treatment for
communication and swallowing disorders. speechBITE
provides methodological quality ratings for group
comparison treatment studies to assist clinicians in
appraising treatment research. This seminar describes
speechBITE, the appraisal systems used and their
reliability, and provides clinical applications.
Early Autism Parent Training

for a Spanish-Speaking Family:
Ramifications for ASD Intervention in
CLD Populations
FR10:30AM11:30AM
Incorporating Research Into a Busy

Clinical Practice
FR10:30AM11:30AM
Session: 1376
CC/Room: W194
1 Hrs
Presented by: Emerald Doll, U of Wisconsin - Madison;
Stevie Marvin, U of Wisconsin - Madison Voice & Swallow
Clinic; Katherine McConville, U of Wisconsin - Madison
Voice & Swallow Clinic; Susan Thibeault, U of Wisconsin
- Madison
This session is intended for the clinical SLP who expresses
interest in conducting clinical research but feels limited in
terms of the resources, time, or experience necessary to
accomplish this.

Disorders (SLP)
Swallowing Cinema: Interesting

Dysphagia Cases From BoardRecognized Specialists
A Breath of Fresh Air: Recent Updates

in Congenital Laryngomalacia
FR10:30AM11:30AM
FR10:30AM11:30AM
Session: 1377
CC/Room: W470A
1 Hrs
Presented by: Jennifer Raminick, Childrens Hosp of
Orange Co; Hema Desai, Childrens Hosp of Orange Co
Laryngomalacia is the most common congenital anomaly
of the larynx. Stridor and feeding difficulties are the
main symptoms in moderate and severe laryngomalacia.
This presentation will review major updates in current
etiological research, sensorimotor function, and our role
as SLPs. Treatment modalities, feeding strategies, and case
studies will be discussed.
Breastfeeding Assistance for SLPs

FR10:30AM11:30AM
Session: 1378
Dysphagia Intervention in
Persons Infected With Human
Immunodeficiency Virus (HIV)
FR10:30AM11:30AM
Session: 1379
CC/Room: W475
1 Hrs
Presented by: Christopher Bolinger, U Med Ctr;
Jennifer Hanners, U Med Ctr; Abigail Amundson, U Med
Ctr; Ricky Vaughn, Project CHAMPS; Richard Winn, Texas
Tech U Health Scis Ctr; Vipul Desai, Texas Tech U Health
Scis Ctr
An innovative discussion with a client-centered
multidisciplinary team regarding the role of speech
pathology in the care of persons infected with HIV. Medical
protocols, dysphagia screening/evaluation options,
treatment/recommendation options, multidisciplinary
team collaboration, and documentation will be discussed.
Example videos and research pilot data will be provided.
The Building Blocks of Pediatric

Feeding
Session: 1381
CC/Room: W474
1 Hrs
Presented by: Donna Edwards, Childrens Med Ctr of
Dayton
Pediatric feeding skill development is often disrupted by
physiological parameters that ultimately result in negative
impact on meal times. Research supports use of feeding
techniques to modify behavioral feeding and our role in
supporting the family dynamic when stressful mealtimes
inhibit bonding, academic success, peer interactions,
growth, and development.
The Video Head Impulse Test
FR10:30AM11:30AM

Cleft Palate Speech: Therapy

Techniques
Assessment & Training of Multicultural

Competence Through the Supervisory
Relationship
Session: 1382
CC/Room: W187BC
1 Hrs
Presented by: Owen Murnane, VA Med Ctr/East
Tennessee St U
Vestibular/Balance Assessment and Rehabilitation. The
video head impulse test (vHIT) is a new clinical test of
dynamic semicircular canal function. This presentation will
describe the anatomical and physiological bases of the
vHIT, the test procedure, response metrics, normative data,
and the results obtained from patients with vestibular loss.
FR10:30AM11:30AM
Session: 1383
CC/Room: W196C
1 Hrs
Presented by: Mary OGara, Shriners Hosp for Children;
Amy Morgan, Shriners Hosp for Children
Voice, Resonance, and Alaryngeal Speech: Cleft Palate
and Craniofacial Anomalies & SIG 5: Speech Science and
Orofacial Disorders. This presentation discusses the core
principles underlying treatment planning and problemsolving for children with speech errors related to a cleft
palate diagnosis. By focusing on case presentations of
children with articulation and/or resonance disorders,
attendees will understand how to apply these principles to
their own therapy caseloads.

AAC Assessment: Merging Personal &
Clinical Evidence to Support Quality
Outcomes
FR1:00PM3:00PM
Session: 1387
CC/Room: W185A
2 Hrs
Presented by: Cathleen Carney-Thomas, Sensational
Kids
Cultural issues are discussed and explored with
measurement and assessment tools that can be used by
both supervisors and supervisees in reflective practice. This
sessions with include specific techniques for increasing
knowledge of cultural models and infuse culturally
competent behaviors by incorporation of these discussions
with students, staff, and clients into treatment models.
CC/Room: S103D
2 Hrs
Presented by: Elizabeth (Libby) Rush, Libby Rush Ltd.;
Celeste Helling, North Carolina AAC Ctr
12: Augmentative and Alternative Communication. This
session provides an overview of major components of an
AAC evaluation, information that must be collected for
each area, and four protocols for obtaining data needed for
a comprehensive assessment. Internet-based participant
access to resources, including protocols and other resources
for making evidence-based decisions, will be provided.
Implementing the ICF in Multiple

Domains: Toward a Model Including
Clinical-Education, Advocacy, &
Translational Research
Teaching Social Communication to

Minimally Verbal Children With ASD:
Combining Enhanced Milieu Teaching,
JASPER, & AAC
FR1:00PM3:00PM
FR1:00PM3:00PM
Session: 1384
Session: 1385

2 Hrs
Presented by: Giulia Bencini, City U of New York - Hunter
Coll; Elizabeth Galletta, City U of New York - Hunter Coll;
Paul Cascella, City U of New York - Hunter Coll
Adoption of a biopsychosocial model of health as
instantiated in the International Classification of
Functioning, Disability and Health (ICF) requires shifts in
speech-language pathologists training. We describe the
Hunter College Aphasia Program as an effort to implement
the ICF in a training institution, while offering clinical
services to the community.

Cutting Edge Graduate Education:
Interprofessional Education &
Simulated Patients
FR1:00PM3:00PM
Session: 1386
CC/Room: W192C
2 Hrs
Presented by: Melanie Matthies, Boston U; Elizabeth
Speakman, Thomas Jefferson U; Anne Marie Tharpe,
Vanderbilt U; Bob Wellmon, Widener U; Stacy Williams,
SpeechPathology.com; Richard Zraick, U of Arkansas Little Rock
Academic and Clinical Education: General Academic
Education, Academic and Clinical Education: Scholarship of
Teaching and Learning (SoTL) in CSD, and SIG 10: Issues in
Higher Education. Panelists will discuss interprofessional
education and standardized patients as curricular
innovations and will present efficacy data for each.
FR1:00PM3:00PM
Session: 1388
CC/Room: S104
2 Hrs
Presented by: Lauren Hampton, Vanderbilt U; Courtney
Wright, Vanderbilt U; Kelly Goods, U of California - Los
Angeles; Ann Kaiser, Vanderbilt U; Charlotte Mucchetti, U
of California - Los Angeles
Embedding augmentative and alternative communication
into enhanced milieu teaching is effective for increasing
not only total social communication, but also verbal
social communication. These procedures and evidence for
blending augmentative and alternative communication
into naturalistic language interventions that support
joint engagement, play, and social communication will
be discussed.
Visual Supports & Book Reading:

Who? What? How? & When?
FR1:00PM3:00PM
Session: 1389
CC/Room: W184D
2 Hrs
Presented by: Pati King-DeBaun, Creative
Communicating
The use of symbols supports within the context of
reading and writing is a popular technique used for
supporting struggling communicators; however, it is often
misunderstood and overused. Research-based strategies
and techniques will be discussed for how, when, and why
you would use or not use visual supports.

A Successful College Supports
Program for Students on the Autism
Spectrum Enrolled in University
FR1:00PM3:00PM
Session: 1390
CC/Room: W190B
2 Hrs
Presented by: Pamela Lemerand, Autism Collaborative
Ctr, Eastern Michigan U; Sally Burton-Hoyle, Eastern
Michigan U
by Autism Spectrum Disorders. The College Supports
Program Model at Eastern Michigan University
encompasses working with families prior to admission
through completion of the college experience. Program
staff support all aspects of the university environment,
including academics, residential life, and social
opportunities. Each students support plan is individualized
and person-centered.
Autism Genetics Update

FR1:00PM3:00PM
Session: 1391
CC/Room: W375A
2 Hrs
Presented by: Ed Cook, U of Illinois - Chicago
Autism Spectrum Disorders. Current status of autism
genetic research and clinical implications will be reviewed.
The session will emphasize the relevance of de novo
mutations both of structure (deletions and duplications of
DNA) and variants of single DNA bases that change protein
structure, particularly those that cause loss of function of
the protein.
CC/Room: S106
1 Hrs
Presented by: Jamie Mahurin Smith, Illinois St U
Breastfeeding initiation rates have been rising, with
the result that many babies who experience feeding
complications have parents who planned on breastfeeding.
At the same time, many SLPs providing feeding
assessment/intervention have limited experience with
breastfeeding infants. This session will offer evidencebased strategies for working with breastfeeding dyads.

Session: 1380
CC/Room: W181
1 Hrs
Presented by: Jo Puntil-Sheltman, Dixie Regional Med
Ctr; Barbara Messing, Greater Baltimore Med Ctr; Laurie
Sterling, Methodist Hosp
Three case studies of patients with dysphagia will be
presented by SLP specialists in swallowing. Each case
represents challenging medical pictures. Each case will
include information on differential diagnosis, challenging
medical issues, interesting findings on fluoroscopy/MBS/
FEES, treatment planning, and outcome of the case.
Audience interaction will be encouraged.
FR10:30AM11:30AM
Friday Oral Seminars 1:00PM3:00PM
Developmental Observation of
Language - Links to Intervention
(DOLLI) for Children wtih Autism
FR1:00PM3:00PM
Session: 1392
CC/Room: W185BC
2 Hrs
Presented by: Sima Gerber, Queens Coll; Linda
Cervenka, Soaring Eagle Academy; Michele Ricamato,
Soaring Eagle Academy
Developmental Assessment of LanguageLinks to
Intervention (DALLI), used to assess and determine goals
in five foundational capacities of language (regulation,
engagement, intentionality, ideas, and comprehension)
will be presented. Videos of assessment and intervention
with children on the autistic spectrum at different ages
will be shown.

Health Care Reform: Is Your Audiology
Practice Ready?
FR1:00PM3:00PM
Session: 1393
CC/Room: W470A
2 Hrs
Presented by: Neil DiSarno, ASHA; Robert Burkard, St
U of New York - Buffalo; Harvey Abrams, Starkey Hearing
Technologies; Robert Fifer, U of Miami
by SIG 6: Hearing and Hearing Disorders: Research
and Diagnostics, SIG 7: Aural Rehabilitation and Its
Instrumentation, SIG 8: Public Health Issues Related to
Hearing and Balance, and SIG 9: Hearing and Hearing
Disorders in Childhood. The Patient Protection and
Affordable Care Act (PPACA) will lead to comprehensive
health care reform. We will provide information to
audiologists that will be helpful in planning for the
changes in their practices that will be needed to
implement these reforms.
FR1:00PM3:00PM
Speech & Language Assessment

of Children With Hearing Loss:
Challenges in Qualifying for Services
Early Career Speech-Language

Pathology Professionals & Lessons
Learned From International
Experiences as Graduate Students
FR1:00PM3:00PM
FR1:00PM3:00PM
Session: 1396
CC/Room: W471
2 Hrs
Presented by: Joyce Huh, Independent Contractor; Kelly
Rowe, Bilingual Multicultural Svcs, Inc.; Angela Downing,
Reynolds (OR) Sch Dist; Catherine Ross, Select Rehab
17: Global Issues in Communication Sciences and Related
Disorders. This session brings together four early career
professionals who had worldwide clinical experiences as
graduate students. They worked in Ecuador, Bolivia, Africa
and Cambodia. They will describe lessons learned from
those early experiences and ways they have incorporated
those lessons into their professional work both in the US
and abroad.
Fluency (SLP)
Stuttering & Suicide: Our Experiences
& Responsibilities
Session: 1395
CC/Room: W183C
2 Hrs
Presented by: Judith Kuster, Minnesota St U - Mankato ;
Lisa Scott, Florida St U; Scott Palasik, U of Akron; Rodney
Gabel, U of Toledo; Joseph Donaher, Childrens Hosp of
Philadelphia; E. Charles Healey, U of Nebraska - Lincoln
by Fluency and SIG 4: Fluency and Fluency Disorders.
The panel will present information about depression,
anxiety, and isolation seen in many persons who
stutter, the possibility of suicide ideation, and risk of
suicide completion. Examples (case studies) of clients
contemplating and completing suicide will be provided.
The professions role in suicide prevention and postvention
will be discussed.
Discover the Magic of Super

Schemata: Powerful Potential for
Child, Parent, Professional
FR1:00PM3:00PM
Session: 1397
CC/Room: W187A
2 Hrs
Presented by: Amy Peters Lalios, Ctr for Communication,
Hearing, & Deafness; Pam Stemper, Know & Grow Inst
Features collaboration of a parent and a certified
auditory-verbal therapist in discussing spoken language
development for children with hearing loss. Knowing that
competent professional guidance and dedicated parental
involvement profoundly affects the depth and breadth of
childrens learning, focus is on schemata development and
an effective triad among parent, child, and professional.

Populations (GI)
Development of a Bilingual Test for
Spanish-English Children: A Long &
Winding Road
Session: 1399
CC/Room: S105A
2 Hrs
Presented by: Elizabeth Pena, U of Texas - Austin;
Aquiles Iglesias, Temple U; Vera Gutierrez-Clellen, San
Diego St U; Brian Goldstein, La Salle U; Lisa Bedore, U of
Texas - Austin
In this session, we present an overview of an NIH-funded
project to develop a bilingual test for Spanish-English
bilingual children. We discuss challenges and needs in
assessment and cultural and linguistic considerations
for item and task development in four component areas:
semantics, phonology, pragmatics, and syntax. (Supported
by NIH Contract N01-DC-8-2100)
Dialect Awareness Workshop:

Enhancing Language Flexibility in
African American English-Speaking
Children & Their Teachers & Clinicians
FR1:00PM3:00PM

Session: 1398
CC/Room: W186
2 Hrs
Presented by: Thomas Page, U of North Carolina; Lauren
Unflat Berry, Boys Town Natl Research Hosp
Intervention/Habilitation for Infants and Children with
Hearing Loss and SIG 9: Hearing and Hearing Disorders
in Childhood. During this session, the presenters will
share traditional and novel methods for assessing the
communication abilities of children with hearing loss
(birth through school-age) that have proven useful in
outcomes research and clinical practice. They will also
explore the use of assessment results in qualifying children
for speech-language services.
FR1:00PM3:00PM
Session: 1394
CC/Room: W470B
2 Hrs
Presented by: Ashley Northam, Chemeteka Community
Coll; Charisse Gainey, Fayetteville Technical Community Coll
by SIG 11: Administration and Supervision. The use of
speech-language pathology assistants (SLPAs) has gained
significant professional interest. This session will review
ASHA Scope of SLPA practice, educational requirements,
and licensure laws. Additionally, best practice and tips for
working with SLPAs will be addressed.
FR1:00PM3:00PM

Session: 1400
CC/Room: W180
2 Hrs
Presented by: Tracy Conner, U of Massachusetts Amherst; Barbara Zurer Pearson, U of Massachusetts
- Amherst; Janice Jackson, DeKalb Co Sch Dist
This session focuses on dialect awareness in teaching
linguistically diverse students. Through hands-on
activities, participants explore their own and others
attitudes toward non-mainstream dialects and the impact
of attitudes on teaching and therapy. Workshop activities
will demonstrate measurement of attitudes, analysis
of rule-based language patterns, and development of
linguistic flexibility.
Considerations for Targeting Writing

as Part of School-Based Language
Intervention
FR1:00PM3:00PM
Session: 1401
CC/Room: S106
2 Hrs
Presented by: Kathryn Kohnert, U of Minnesota
Adolescents. Evidence of cross-language associations
within bilingual learners may be at the surface level,
reflecting interactions between typological features of
two distinct languages, or at the cognitive-linguistic
interface, reflecting central conceptual and processing
mechanisms. This seminar focuses on clinical implications
of research investigating associations between languages
in developing bilinguals.
Collaboration + Multiple Targets

= Magic! Accelerate Gains by
Simultaneously Addressing Speech &
Literacy With RtI Teams
FR1:00PM3:00PM
Session: 1402
CC/Room: W196B
2 Hrs
Presented by: Marianne Nice, Language & Learning
Connections
Your goal: Helping students achieve measurable gains in
speech production and written language. Your problem:
Not having room for literacy on your already full plate.
Your solution: Learn practical, proven strategies for
simultaneous training in speech production, phonemic
awareness, and reading/spelling to incorporate into your
practice on Monday!
Collaboration in Schools: Let the

Magic Begin!
FR1:00PM3:00PM
Session: 1403
CC/Room: W375D
2 Hrs
Presented by: Perry Flynn, U of North Carolina Greensboro; Lissa Power-deFur, Longwood U
To ensure the success of students, speech-language
pathologists need to be collaborative partners in the
schools. The session will include practical tips using
participant activities and case histories, giving participants
a variety of strategies they can use to enhance their
collaboration and facilitate educationally relevant
intervention in classroom settings.
FR1:00PM3:00PM
Session: 1407
CC/Room: W475
2 Hrs
Presented by: Anthony Koutsoftas, Seton Hall U
This seminar will provide the SLP who works with schoolage children requisite and applicable information for the
integration of writing into language remediation plans.
The seminar will provide an overview of current theories
of writing and application of language transcription
procedures for the analysis of writing samples.
CC/Room: W375C
2 Hrs
Presented by: Elisabeth H. Wiig, Knowledge Research
Inst; Wayne Secord, Ohio St U
This program will take a constructive look at standardized
language assessment over the last 33 years. It will
review past and current models, and describe how they
have shaped our present ways of thinking. Finally, it will
consider how neuropsychological approaches and contextbased procedures are shaping tomorrows models.
Designing 21st Century Therapy

Programs That Integrate EvidenceBased Practices, Apps, & Multimedia
Sources
Using Visual Association Skills

to Learn Word Meaning &
Deconstructing Verbs to Infer
Character Emotions
FR1:00PM3:00PM
Clinical Relevance of Cross-Language

Correspondences in Bilingual Children
Language Assessment: The Way We

Were! A 33-Year Retrospective
FR1:00PM3:00PM
Session: 1404
Session: 1405
CC/Room: W375E
2 Hrs
Presented by: Willow Sauermilch, U of Houston; Project
TYKE
Emerging digital platforms are transforming how SLPs
provide treatment, support student learning, and
foster meaningful interactions with technology. The
evidence-based principles of shared reading combined
with early research supporting joint media engagement
and transmedia experiences offer clinicians methods to
enhance the educational benefits of digital media. An
online research guide is provided.
Gestures Role in Creating & Learning

Language
FR1:00PM3:00PM
Session: 1406
CC/Room: W192AB
2 Hrs
Presented by: Susan Goldin-Meadow, U of Chicago
Adolescents & Intervention/Habilitation for Infants and
Children with Hearing Loss & SIG 1: Language Learning
and Education. Gesture is presented as versatile in form
and function. Under certain circumstances, gesture can
substitute for speech, and when it does, it embodies
the resilient properties of language. Under other
circumstances, gesture can form a fully integrated system
with speech and can predict when and how a child
will learn.
FR1:00PM3:00PM
Session: 1408
CC/Room: W375B
2 Hrs
Presented by: Elizabeth Lawrence, Communication
APPtitude; Deena Seifert, Communication APPtitude
Many students with language impairments are at a
disadvantage for acquiring a deep and broad vocabulary
base. Two seasoned SLPs will share two distinct
techniques they have developed, InferCabulary(R) and
WordQuations(R), to help students improve vocabulary
knowledge. Materials will be shared so attendees can
implement these new ideas.
Utilizing Common Core State

Standards to Develop PerformanceBased Assessment & ProgressMonitoring Tools
FR1:00PM3:00PM
Assistants: New Landscapes to
Discover
Session: 1409
CC/Room: W194
2 Hrs
Presented by: Sharlee Mosburg-Michael, San Diego
Unified Sch Dist
This session will help you to understand the Common
Core State Standards (CCSS) and identify language skills
required to meet those standards. Youll learn how to
develop performance-based assessment tasks and
protocols, write language goals based on CCSS, and
develop progress-monitoring tools to measure those goals.

Language Disorders
in Adults (SLP)
Neuroplasticity & Aphasia

Rehabilitation: An Update & New
Perspectives
Assessing Life Participation Goals

for People With Aphasia From an
Interdisciplinary Perspective (SLP &
OT)
FR1:00PM3:00PM
Session: 1410
CC/Room: W179AB
2 Hrs
Presented by: Marjorie Nicholas, MGH Inst of Health
Professions; Lisa Connor, Washington U; Lindsay Jennelle,
Premier Therapy Svcs
Measuring life participation goals for people with
aphasia is challenging because the aphasia makes
it difficult to use standard assessments. We review
aphasia-friendly assessments used in studies to measure
participation in PWA. We focus on the advantages for
PWA resulting from developing treatment plans from an
interdisciplinary perspective.
Session: 1411
CC/Room: W178A
2 Hrs
Presented by: Gabrielle Zimmer, Kessler Inst for Rehab;
Alexandra Milder, Kessler Inst for Rehab
Comprehensive speech-language therapy in rehabilitation
settings is provided to medically complex individuals
with a variety of diagnoses. This presentation outlines
four unique and complex case studies, which highlight
the presence of comorbid deficits. Identifying
and understanding concomitant deficits is crucial
in providing optimal treatment and maximizing
functional independence.
Mild Cognitive Impairment & Healthy

Aging: Characteristics, Evaluation, &
Treatment Approaches
FR1:00PM3:00PM
Session: 1412
CC/Room: W183B
2 Hrs
Presented by: Yvonne Rogalski, Ithaca Coll; Valarie
Fleming, Texas St U; Michelle Bourgeois, Ohio St U; Sarah
Key-DeLyria, Portland St U; Muriel Quintana, Ithaca Coll
Mild cognitive impairment (MCI) is often considered a
transitional diagnosis between normal cognitive aging
and dementia. This seminar will provide SLPs with
information regarding characteristics of healthy cognitive
aging and MCI, the evaluation/diagnosis of MCI, therapy
techniques for MCI, and activity engagement for healthy
cognitive aging.
FR1:00PM3:00PM
Session: 1413
CC/Room: W183A
2 Hrs
Presented by: Amy Rodriguez, U of Queensland; Linda
Worrall, U of Queensland; Miranda Rose, La Trobe U;
Anastasia Raymer, Old Dominion U; Abby Foster, U of
Queensland; Erin Godecke, Edith Cowan U
Neuroplasticity is the focus of a great deal of aphasia
rehabilitation research. In this seminar, we will provide
an update and new perspectives on the principles of
neuroplasticity through a series of presentations and
a facilitated discussion. This approach will promote
knowledge transfer and perspective-sharing among
researchers and clinicians.

Developing Social & Emotional
Competence & Theory of Mind in
Infants, Preschoolers, & School-Age
Children
FR1:00PM3:00PM
Session: 1414
CC/Room: W181
2 Hrs
Presented by: Rachael Dalto, Bilingual Multicultural
Svcs; Janelle Lamontagne, Bilingual Multicultural Svcs
This presentation explains the importance of developing
social-emotional and theory of mind skills, describes how
social-emotional understanding develops from infancy
through the preschool years, and presents strategies
to promote social-emotional development by sharing
emotions with infants/toddlers/young children through
playful interactions and story-reading.
Whats the Word in Word-Learning

Research? Latest Research Hot Off the
Presses!
FR1:00PM3:00PM
Session: 1415
CC/Room: W190A
2 Hrs
Presented by: Shelley Gray, Arizona St U; Mary Alt, U of
Arizona; Tiffany Hogan, U of Nebraska - Lincoln; Pui Fong
Kan, U of Colorado - Boulder; Karla McGregor, U of Iowa;
Andrea Pittman, Arizona St U; Derek Stiles, Rush U; Holly
Storkel, U of Kansas
Language in Infants, Toddlers, and Preschoolers. In this
session, researchers highlight word learning by bilingual
children, children with hearing impairment, and children
with apraxia. Well learn how researchers differentiate
word-learning processes, how they apply learning theory
to vocabulary instruction, how animal naming provides
a window into categorical development, and how input
quality affects learning.
NeuroAudiology and (Central)

Auditory Processing Disorders (Aud)

in Children (SLP)
Measuring & Reporting the Quality of

Services for Patients With Dysphagia
FR1:00PM3:00PM
Learning Induces Different Forms of

Auditory Cortical Plasticity Related to
Predictable Outcomes for Cognitive
Function
FR1:00PM3:00PM
Session: 1416
CC/Room: W187BC
2 Hrs
Presented by: Kasia Bieszczad, U of California - Irvine
by NeuroAudiology and (Central) Auditory Processing
Disorders and SIG 6: Hearing and Hearing Disorders:
Research and Diagnostics. In addition to its neural code for
the features of sound, the auditory cortex is also a critical
participant in auditory cognition. This talk will show how
auditory cortical plasticity links learning and memory to
cognition and action, with possible applications in children
with autism and adults with cognitive decline.

the Discipline (GI)
FR1:00PM3:00PM
Session: 1417
CC/Room: W193
2 Hrs
Presented by: Sharon Yeatts, Med U of South Carolina;
Christy Ludlow, James Madison U; Susan Langmore,
Boston U; JoAnne Robbins, U of Wisconsin - Madison;
Raymond Kent, U of Wisconsin - Madison
Research Issues Across the Discipline. Phase III clinical
trials are needed but are costly and lengthy. This seminar
will introduce adaptive designs that provide continual
reassessment while testing specific treatment parameters
to design the most effective intensity, duration, and type
of therapy in various patient subtypes.

Disorders (SLP)
FR1:00PM3:00PM

William R. Zemlin Memorial Lecture:
Structure, Movement, Sound, &
Perception
Session: 1418

2 Hrs
Presented by: Brad Story, U of Arizona
This session is developed by, and presenters invited by SIG 5:
Speech Science and Orofacial Disorders and Speech Science.
This presentation will focus on how the movement of the
vocal tract and larygneal structures are transformed into
sound, and how those sounds are perceived by listeners.
A computational model of speech production will be
demonstrated, to facilitate discussion. The Zemlin Lecture
has been generously supported by Allyn & Bacon, publisher.
Session: 1420
CC/Room: W474
2 Hrs
Presented by: Lori Burkhead Morgan, U of Georgia
13: Swallowing and Swallowing Disorders (Dysphagia).
Clinicians frequently attempt to incorporate exercise into
treatment sessions for dysphagia, but have received little
or no training on how to do so. This presentation will
address what qualifies an activity as exercise and how to
turn therapy into a workout instead of a series of hit-ormiss activities.
An Intensive Multidisciplinary
Therapy Model for Complex Pediatric
Feeding Disorders & Gastrostomy
Tube Weaning
FR1:00PM3:00PM
FR1:00PM3:00PM
Session: 1419
CC/Room: S103ABC
2 Hrs
Presented by: David Ertmer, Purdue U; Adriane Baylis,
Nationwide Childrens Hosp; Megan Hodge, U of Alberta
Speech Sound Disorders in Children. Presenters will
provide current information about speech production and
interventions to increase intelligibility for children with
1) severe-profound bilateral hearing loss who receive
multichannel cochlear implants at a young age, 2) cleft
palate, and 3) cerebral palsy.
Working Out Dysphagia With

Exercise-Based Treatments
Designing Clinical Trials: Using

Adaptive Designs to Develop
Treatment Parameters
FR1:00PM3:00PM
Intervention for Children With

Complex Speech (Sound) Disorders
Session: 1421
CC/Room: W196A
2 Hrs
Presented by: Sarah Lowry, Childrens Hosp of Orange
Co; Erin Keller, Childrens Hosp of Orange Co; Leigh Volker,
Childrens Hosp of Orange Co; Shonda Brown, Childrens
Hosp of Orange Co
Complex pediatric feeding disorders are typically
multifactorial, with physiologic, behavioral, and social
components. A multidisciplinary approach to treatment is
effective because it addresses each factor simultaneously
in an integrated manner. Evaluation for readiness for
tube weaning, parent learning, nutritional strategies, and
efficacy of an intensive multidisciplinary program will
be discussed.
Session: 1422
CC/Room: W196C
2 Hrs
Presented by: Erin Redle, Cincinnati Childrens Hosp;
Nancy Swigert, Baptist Health - Lexington
Swallowing and Swallowing Disorders and Business,
Management, and Professional Issues. Value-based
purchasing is driving changes in how health care is
delivered. Speech-language pathologists will be required
to demonstrate that our services add value. The seminar
presents recent changes in health care related to quality
standards and discusses how quality might be measured
and improved in children/adults with dysphagia.
Oral Morbidities in RT-Treated Head

& Neck Cancer Patients: Impact &
3-Month Swallowing Outcome
FR1:00PM3:00PM
Session: 1423
CC/Room: W184BC
2 Hrs
Presented by: Michael Crary, U of Florida - Swallowing
Research Lab; Giselle Carnaby, U of Florida - Swallowing
Research Lab; Aarthi Madhavan, U of Florida - Swallowing
Research Lab; Livia Sura, U of Florida - Swallowing
Research Lab; Lisa LaGorio, U of Florida; Isaac Sia, U of
Florida
This seminar presents results of a prospective study
quantifying patterns of oral morbidity (swallow, pain,
dryness, and taste deviations) in patients treated with
radiotherapy for head and neck cancer. The impact of these
on the development, maintenance, and rehabilitation of
dysphagia in this population will be discussed.
An Interdisciplinary Approach to
Management of the Dizzy Patient
FR1:00PM3:00PM
Session: 1424
CC/Room: S102BCD
2 Hrs
Presented by: Faith Akin, Mountain Home VA Med Ctr;
Courtney Hall, Mountain Home VA Med Ctr
8: Public Health Issues Related to Hearing and Balance.
This session will focus on a multidisciplinary approach to
the management of the dizzy patient. Specifically, best
practices and clinical usefulness will be described for
vestibular laboratory testing, ocular motor assessment,
and gait and balance assessment. The theoretical bases
and current approaches for vestibular rehabilitation will
be discussed.
Migraine-Associated Vertigo (MAV)

FR1:00PM3:00PM
Session: 1425
CC/Room: W185D
2 Hrs
Presented by: Timothy Hain, Northwestern U
Vestibular/Balance Assessment and Rehabilitation.
Migraine, rather than inner ear disease, is the most
common cause of vertigo, because migraine affects at least
10% of the entire population, and vertigo is common in
migraine. MAV is diagnosed through history and exclusion
of alternatives. Inner ear testing is generally normal. MAV
has highly effective medical treatments.

Enhancing Education in
Postlaryngectomy Rehabilitation
Through Professional & Peer-Support
Group Linkages
FR1:00PM3:00PM
Session: 1426
CC/Room: S105D
2 Hrs
Presented by: Philip C. Doyle, Western U; Jodi
Knott, MD Anderson Cancer Ctr; Jeffrey P. Searl, U of
Kansas; Elizabeth Finchem, International Assoc of
Laryngectomees; Terrie Hall, International Assoc of
Laryngectomees; Wade Hampton, International Assoc of
Laryngectomees
This seminar outlines the educational value of linkages
between the International Association of Laryngectomees
(IAL) and SLPs. Presenters include both SLPs and
laryngectomees. Cooperation between SLPs and the
IAL as a peer-support organization is presented relative
to enhancing both professional and student education
related to postlaryngectomy communication.
Complex Cases in Rehabilitation:

Where Do We Start?
FR1:00PM3:00PM
Pediatric Voice Disorders:

Multidisciplinary Evaluation &
Treatment
FR1:00PM3:00PM
Session: 1427
CC/Room: S105BC
2 Hrs
Presented by: Maia Braden, U of Wisconsin; Shannon
Theis, U of Wisconsin; Sarah Blakeslee, U of Wisconsin Madison; J. Scott McMurray, U of Wisconsin
Voice disorders and hoarseness in children necessitate a
thorough evaluation, including perceptual assessment,
acoustic/aerodynamic measurement, and laryngeal
visualization. A variety of behavioral voice therapy
approaches that focus on improving vocal technique can
be successfully implemented with children. Working with
young singers presents additional challenges that will also
be discussed.

Time Travel in Speech-Language
Pathology Clinical Education: From
the Flintstones to the Jetsons
FR3:30PM4:30PM
Session: 1428
CC/Room: W184D
1 Hrs
Presented by: Ann Michael, U of Tennessee Health Sci Ctr;
Paula Leslie, U of Pittsburgh
Health care evolution requires expert clinical problem
solvers. Cognitive research on developing experts can
support the next phase of SLP education. We present a
historical review of clinical education and include a model
of clinical education that prepares future practitioners
for the complexities of working in the 21st century
and beyond.

FR3:30PM4:30PM
Session: 1429

1 Hrs
Presented by: Carolyn Baylor, U of Washington;
Michael Burns, U of Washington; Kathryn Yorkston, U of
Washington; Thomas McNalley, U of Washington
The purpose of this presentation is to report on an
interprofessional training program at the University
of Washington to train medical students how to
communicate with patients with communication disorders
and to train speech-language pathology students how to
implement similar training in their future work sites.
Tricks of the Trade: Setting the Stage

for Successful Implementation
of Interprofessional Education in
Academia
FR3:30PM4:30PM
Session: 1430
CC/Room: W183C
1 Hrs
Presented by: Maren Townsend, Loyola Clinical Ctrs
- Loyola U Maryland; Janet Schreck, Loyola Clinical Ctrs Loyola U Maryland
Interprofessional education (IPE) has become the new
clarion call in higher education. University training
programs need to prepare health care professionals
and educators for interdisciplinary collaboration in the
workforce. One model of IPE using an interdisciplinary
seminar will be described; results, challenges, and next
steps will be shared.

Making the Case on Behalf
of Individuals With Complex
Communication Needs: Advocacy
Issues in AAC
FR3:30PM4:30PM
Session: 1431
CC/Room: W185BC
1 Hrs
Presented by: Julie Gamradt, Waisman Ctr, U of
Wisconsin - Madison; Blair Panhorst, Waisman Ctr, U of
Wisconsin - Madison; Abygail Marx, Waisman Ctr, U of
Wisconsin - Madison; Andrew Bordeaux, Waisman Ctr, U of
Wisconsin - Madison
This session highlights the role of a specialty AAC clinic
in advocating for clients and working through issues
with prior authorization (PA) funding for AAC services
and speech generating devices (SGD). Discussion will
cover steps needed to overturn PA denials within
appeal processes and overcoming barriers to service
provision overall.
A Treatment Protocol for Developing

a Brain-Computer Interface for Switch
Access
FR3:30PM4:30PM
Session: 1432
CC/Room: S103D
1 Hrs
Presented by: Tanya Rose Curtis, Aug Com Solutions
We will present case studies in customized brain interface
switch access, even without a reliable motor response. I is
effective when eye gaze fails; and provide an alternative
method of clicking for eye gaze candidates.
Conversation-Based Language
Intervention With Children Who Use
AAC
FR3:30PM4:30PM
Session: 1433
CC/Room: W192C
1 Hrs
Presented by: Gloria Soto, San Francisco St U
The purpose of this seminar is to describe an ongoing
study designed to teach the use of core vocabulary and
grammatical markers to children with physical disabilities
who use AAC. We will use videos and transcripts to
illustrate intervention procedures and describe project
findings. Implications for practice will be discussed.
Edwin and Esther Prentke AAC

Distinguished Lecture: The Role of
the Speech-Language Pathologist in
Relationship Building with People
Who Use Augmentative & Alternative
Communication
FR3:30PM4:30PM
Session: 1434
CC/Room: S105BC
1 Hrs
Presented by: Chris Klein, BeCOME & Clay Vessel, Inc.
SIG 12: Augmentative and Alternative Communication.
Building strong personal relationships is key to helping
PWUAAC improve their quality of life and potential
independence. This session discusses the role speechlanguage pathologists play in helping PWUAAC develop
their communication skills and build personal relationships
through use of AAC awareness and education activities,
support groups, and mentoring programs.

A Long-Distance Parent-Implemented
Intervention for Children With Autism:
A Pilot Study
FR3:30PM4:30PM
Session: 1435
CC/Room: W196B
1 Hrs
Presented by: Hedda Meadan, U of Illinois - UrbanaChampaign; James Halle, U of Illinois; Melinda
Snodgrass, U of Illinois; Lori Meyer, U of Illinois; Sara
Lowczyk, U of Illinois - Urbana-Champaign
This study was designed to evaluate a long-distance
model for training and coaching parents of young children
with autism spectrum disorders (ASD) to use naturalistic
teaching strategies in order to promote their childrens
social-communication skills. Results will be shared, along
with implications for research and practice.
Potential Communicative Acts in

Children With Autism Spectrum
Disorders
FR3:30PM4:30PM
Session: 1436
CC/Room: S106
1 Hrs
Presented by: Barbara Braddock, Saint Louis U; Colleen
Pickett, Saint Louis U; Jamie Ezzelgot, Saint Louis U; Shivani
Sheth, Saint Louis U; Emily Korte-Stroff, SSM Cardinal
Glennon Childrens Med Ctr; Filip Loncke, U of Virginia; Lynn
Bock, SSM Cardinal Glennon Childrens Med Ctr
The aim of this research was to describe potential
communicative acts in a sample of young children with
autism spectrum disorders who produced few to no
intelligible words. Findings underscore the link between
language and gesture and may serve as a guide to
early intervention.
The Myth of Intact Language

Comprehension in Higher-Functioning
ASD
FR3:30PM4:30PM
Session: 1437
CC/Room: W375C
1 Hrs
Presented by: Glenis Benson, Private Practice
Comprehension challenges exist in most people with ASDs.
Often, they are literal and struggle with speaker intent and
idioms, but few who support them understand the extent
of these deficits. Their precocious speaking styles and large
vocabularies can deceive. This paper will discuss the need
to reveal these less well-understood deficits.
The Role of the SLP on the Behavior

Team
FR3:30PM4:30PM
Patient Panel as Yearlong Workload

Model in School Settings
Using Visual Supports to Facilitate

Verbal Language in Preschoolers With
ASD
Session: 1439
CC/Room: W375B
1 Hrs
Presented by: Shelley Booker, Society for Treatment
of Autism; Sarah Roy, Society for Treatment of Autism;
Shauna Flynn, Society for Treatment of Autism
Effective interventions to develop early language in
children with ASD tend to rely on verbal models; thus,
concerns exist regarding the potential for reinforcing
echolalia and prompt reliance. The successful use of visual
supports to facilitate spontaneous two-word phrase use in
a 3-year-old boy with ASD will be presented.
Fluency (SLP)
Phonological Complexity & Stuttering:
Clinical Tutorial
FR3:30PM4:30PM
Session: 1443
CC/Room: W196C
1 Hrs
Presented by: Laura Epstein, San Francisco St U
Primary care physicians grapple to effectively serve large
numbers of patients, and school-based speech-language
pathologists face similar issues. Physicians have developed
evidence-based patient panel management strategies.
These will be presented to enhance organization of
workload over the course of a school year to increase
effectiveness of school-based SLPs.
CC/Room: W470B
1 Hrs
Presented by: Lesley Wolk, Long Island U - Post; Lisa
LaSalle, U of Redlands
Much interest has centered around phonological
components of stuttered words. Recently, specific
attention has been given to phonological complexity of the
stuttered word, and how this may be related to disfluency
predictability. This tutorial will summarize studies on
this topic and present suggestions for SLPs to consider PC
in intervention.
RAC Attack! Surviving a Records or

Reimbursement Audit for Audiologists

FR3:30PM4:30PM
Session: 1440
Session: 1438
CC/Room: W375A
1 Hrs
Presented by: Lori Frost, Pyramid Educational
Consultants; Jo-Anne Matteo, Pyramid Educational
Consultants; Catherine Horton, Pyramid Educational
Consultants; Jill Waegenaere, Pyramid Educational
Consultants
Speech pathologists and behavior analysts both intervene
with learners with ASD. A crucial point of service overlap
is in addressing the needs of learners with challenging
behaviors. We describe the SLPs role on the team
conducting a functional behavior assessment and teaching
functional communication skills as replacement behaviors.
FR3:30PM4:30PM

FR3:30PM4:30PM
Session: 1441

1 Hrs
Presented by: Robert Fifer, Mailman Ctr for Child
Development - U of Miami; Stuart Trembath, Hearing
Assoc; Leisha Eiten, Boys Town Natl Research Hosp; Faith
Akin, Mountain Home VA Med Ctr; Robert Burkard, U at
Buffalo; Lisa Satterfield, ASHA
As Medicaid and Medicare programs tighten their
documentation and reimbursement requirements, audits
are on the increase. New HIPAA requirements, notification
of financial liability, documentation, and coding rules
will be presented. This session will offer practical advice
that will prepare the audiologist for the audit process and
prevent serious negative consequences.
Working With Indigenous Populations:

Culturally Safe Partnerships to
Measure Hearing, Speech, Language,
& Developmental Outcomes
FR3:30PM4:30PM
Session: 1444
CC/Room: W475
1 Hrs
Presented by: Alison Purcell, U of Sydney
The communication development of urban Aboriginal
children is not well understood, nor is how to assess
their speech and language skills. This presentation will
introduce the SEARCH study and present hearing, speech,
language, and developmental outcomes for 580 urban
Aboriginal children evaluated using culturally sensitive
and appropriate tools and analysis.
Patient-Provider Communication
for Patients With Communication
Disorders: Interprofessional Training
of Speech-Language Pathology &
Medical Students

An Innovative, Team-Based Model
of Interprofessional Education : The
IPDEU at Massachusetts General
Hospital
FR3:30PM4:30PM
Session: 1442
CC/Room: W194
1 Hrs
Presented by: Meredith Bosley ODea, MGH Inst
of Health Professions; Audrey Cohen, Massachusetts
General Hosp; Erin Daly, Massachusetts General Hosp;
Caitlin Fitzgerald, MGH Inst of Health Professions; Trish
Zeytoonjian, Massachusetts General Hosp
The Interprofessional Dedicated Education Unit is a clinical
partnership endeavor between the MGH Institute of
Health Professions and Massachusetts General Hospital.
This experiences mission is to prepare graduate studentclinicians from Communication Sciences and Disorders,
Physical Therapy, and Nursing to become effective
interprofessional team members in a patient-centric
care model.

Measuring Fatigue in School-Age
FR3:30PM4:30PM
Session: 1445
CC/Room: W187BC
1 Hrs
Presented by: Benjamin Hornsby, Vanderbilt U; Krystal
Werfel, Vanderbilt U; Fred Bess, Vanderbilt U; Stephen
Camarata, Vanderbilt U
Fatigue is a common, but important, patient complaint in
a variety of chronic health conditions. Despite numerous
patient reports of fatigue, there is a paucity of research
on fatigue in hearing loss. An overview of fatigue
measurement and preliminary data on fatigue in pediatric
hearing loss will be presented.

Populations (GI)
Directional Hearing Aids for SchoolAge Children: Clinical Suggestions

From the Classroom & the Laboratory
Embracing Diversity: Culturally &

Linguistically Responsive Instruction
& Intervention in Multilingual Settings
FR3:30PM4:30PM
Session: 1446
CC/Room: W185D
1 Hrs
Presented by: Erin Picou, Vanderbilt U; Todd Ricketts,
Vanderbilt U
Directional microphones can improve speech recognition
in classrooms, but only if the signal of interest is from
the front. Data will be presented indicating potential
and measured benefits and limitations of directional
technology for school-age children. Evidence-based,
clinical tips on fitting and verifying directional
microphones will also be discussed.
FR3:30PM4:30PM
Session: 1447
CC/Room: W187A
1 Hrs
Presented by: Teresa Caraway, Learning Innovation
Assoc
Five practical steps of an EI session will be described and
demonstrated through videotape. Participants will learn
how each step supports the adult learner and equips
families to be their childs primary teacher. When sessions
are purposefully structured, families are empowered,
partnerships forged, and child outcomes maximized.
It Takes Two: Audiologists & SpeechLanguage Pathologists Working

Collaboratively
FR3:30PM4:30PM
FR3:30PM4:30PM
Session: 1449
CC/Room: W190B
1 Hrs
Presented by: Theresa Young, Sound Communication;
Cristina Sanchez-Lopez, Illinois Resource Ctr
A bilingual educator and speech-language pathologist
model collaborative practice in their work with bilingual
students by reviewing accumulating research on engaging
home languages and cultures to support language
learning for typically developing bilingual children and
those with language impairment and providing examples
of culturally and linguistically responsive intervention
featuring multilingual resources.
Second-Language Phonology for the

Monolingual SLP
FR3:30PM4:30PM
Session: 1450
CC/Room: W180
1 Hrs
Presented by: Amber Desiree Franklin, Miami U
Increasingly, linguistically diverse children are referred
to SLPs who are monolingual English speakers. This
presentation identifies helpful resources for clinicians
to learn about the phonetic inventories of different
languages. Attendees will conduct a contrastive analysis
between English and Japanese to demonstrate the
potential influence of L1 on English pronunciation.

Session: 1448
CC/Room: W186
1 Hrs
Presented by: Rene Gifford, Vanderbilt U; Erin Schafer,
U of North Texas; Thomas Page, U of North Carolina Chapel Hill; Lauren Unflat Berry, Boys Town Natl Research
Hosp
Intervention/Habilitation for Infants and Children with
Hearing Loss and SIG 9: Hearing and Hearing Disorders in
Childhood. A panel of audiologists and speech-language
pathologists will address the topic of how assessment can
inform decision-making related to topics such as hearing
aids vs CI, device use by the child, and qualifying for
school services.
Errors in Derived Word Production

Task by Children With Dyslexia
FR3:30PM4:30PM
Session: 1451
CC/Room: W183A
1 Hrs
Presented by: Linda Jarmulowicz, U of Memphis
This study describes errors made in the production of
derived words with phonologically non-neutral suffixes
(e.g., -ity) by 11-year-old children with dyslexia compared
with 3rd and 5th grade typical readers. Error proportions
by children with dyslexia were generally similar to 3rd
graders, except for particular difficulty with basesuffix syllabification.
Session: 1452
CC/Room: W192AB
1 Hrs
Presented by: Sarah Rozehnal Ward, Cognitive
Connections
Learn how to repurpose the language-based treatment
materials that you have to teach students independent
executive function(EF) skills. Use resources, games, apps
and reproducible worksheets to implement EF goals and
objectives for situational awareness, forethought, mental
imagery, self-directed talk, conceptual organization,
transitions, self-regulation, time awareness, and
cognitive flexibility.
Language Disorders
in Adults (SLP)
Developing an Aphasia Group Within
a Masters SLP Clinical Program: Keys
to Success
FR3:30PM4:30PM
Session: 1453
CC/Room: W179AB
1 Hrs
Presented by: Gemma Moya Gale, Teachers Coll Columbia U; Bernadine Gagnon, Teachers Coll - Columbia
U; Kathleen Youse, Teachers Coll - Columbia U
This seminar aims to discuss the steps needed to create
a successful aphasia group in a university clinic. We will
describe organization of the groups, university-wide
collaboration, raising awareness, and community outreach
programs through a successful SLP training model.
Familiar Auditory Sensory Training

(FAST) as a Treatment for Disorders of
Consciousness
FR3:30PM4:30PM
Session: 1454
CC/Room: W178A
1 Hrs
Presented by: Theresa Pape, Hins VA Hosp; Ann Guernon,
Marianjoy Rehab Hosp; Brett Harton, Hines VA Hosp; Amy
Herrold, Hines VA Hosp
Proven treatment modalities for persons with seriously
impaired consciousness following brain injury are limited.
This presentation highlights results of a randomized,
clinical trial using familiar auditory sensory training
(FAST) to enhance recovery following severe brain injury.
Information will include results related to neurobehavioral
function and fMRI results.
Lexical Retrieval Treatment for

Primary Progressive Aphasia
FR3:30PM4:30PM
Session: 1455
CC/Room: W190A
1 Hrs
Presented by: Pelagie Beeson, U of Arizona; Kindle
Rising, U of Arizona
This session is developed by, and presenters
invited by Language Disorders in Adults. Despite
considerable progress in understanding the underlying
neurobiology of primary progressive aphasia (PPA),
relatively little attention has been directed toward
behavioral interventions that may lessen the pervasive
communication problems. In this presentation, we provide
an overview of recognized PPA variants and demonstrate
the potential value of lexical retrieval treatment.
Making Choices in Aphasia

Intervention When Intensive Therapy
Is Not Possible
FR3:30PM4:30PM
Session: 1456
CC/Room: W184BC
1 Hrs
Presented by: Roberta Elman, Aphasia Ctr of California
The majority of SLPs provide aphasia intervention in health
care settings where intensive treatment is not possible.
This seminar will discuss a variety of evidence-based
aphasia treatments that are effective and applicable
in acute hospital, SNF, home health, and rehabilitative
settings, especially when duration and frequency of
treatment are limited.

An Intensive Summer Program for
Supporting Literacy Development of
Preschool Students Transitioning to
Kindergarten
FR3:30PM4:30PM
Session: 1457
CC/Room: S103ABC
1 Hrs
Presented by: Joneen Lowman, U of Kentucky
The presentation will describe the collaborative efforts of
a school district and university to implement an intensive,
summer prevention program aimed at improving the
literacy skills of at-risk preschoolers transitioning to
kindergarten. Steps for identifying students, program
activities and logistics, and student outcome data will
be presented.

New Developments in the Study of
Children With Specific Language
Impairment
FR3:30PM4:30PM
Session: 1458
CC/Room: S105D
1 Hrs
Presented by: Laurence Leonard, Purdue U
Language Science. The last 15 years have seen a dramatic
increase in studies devoted to children with specific
language impairment. In this presentation, many new
developments in this line of research will be discussed.
Topics will include findings relating to neurobiology,
overlap with other disorders, input effects, cross-linguistic
evidence, and language treatment.

and Children (SLP)
Session: 1459
CC/Room: W183B
1 Hrs
Presented by: Paul Blanchet, Baylor U
The purpose of this session is to demonstrate differential
diagnosis of the dysarthrias using the ELMS model. In this
model, the clinician or student uses available information
pertaining to the etiology, site of lesion, motor signs, and
speech deficits to aid in an accurate diagnosis of the subtype of dysarthria.
Using Symbolic Gestures to Facilitate

Speech Motor Planning & Literacy
Development
FR3:30PM4:30PM
How to Launch & Build a Successful

Research Career
FR3:30PM4:30PM
Session: 1461
CC/Room: W193
1 Hrs
Presented by: Christy Ludlow, James Madison U;
Raymond Kent, U of Wisconsin
This session is sponsored by the ASHA Research and
Scientific Affairs Committee (RSAC). This seminar addresses
the dos and donts in developing successful scientific
careers in CSD. Recommendations are provided across
different settings from application to doctoral programs
to becoming leaders mentoring the next generation
of scientists.
The Future of Outcomes Measurement

Through ASHAs National Outcomes
Measurement System (NOMS)
Differential Diagnosis of the

Dysarthrias Using the ELMS Model
FR3:30PM4:30PM

the Discipline (GI)
Session: 1460
CC/Room: S104
1 Hrs
Presented by: Lynn Carahaly, Foundations
Developmental House; Jeremy Legaspi, Foundations
Developmental House
Gesturing helps speakers to organize spatial information
for verbalization, playing a role in conceptualizing the
verbal message. This presentation will show how gestures
and symbolic hand cues allow the therapist or parent to
offer a minimal cue encouraging the child to retrieve and
motor plan the sounds.
FR3:30PM4:30PM
Session: 1462
CC/Room: W196A
1 Hrs
Presented by: Margaret Rogers, ASHA; Rob Mullen,
ASHA
Outcomes measurement is playing a central role in
health care reform. ASHAs National Center for EvidenceBased Practice has supported ASHAs National Outcomes
Measurement System (NOMS) for more than 12 years.
The value of NOMS and the need to expand the scope and
measures will be discussed.
Five Essential Steps of an EI Session

for Children With Hearing Loss & Their
Families
FR3:30PM4:30PM
Just Treatment Tools to Develop

Executive Function Skills
Thinking About a PhD? Information

Session for Prospective Doctoral
Students
FR3:30PM4:30PM
Session: 1463
CC/Room: W470A
1 Hrs
Presented by: Jordan Green, U of Nebraska - Lincoln;
Suzanne Adlof, U of South Carolina; Tiffany Hogan, MGH
Inst of Health Professions; Ignatius Nip, San Diego St U;
Erin Wilson, U of Wisconsin - Madison
This session provides information for persons interested in
PhD study: overview of factors to consider in the selection
of a PhD program; goals and nature of research doctoral
study; choosing programs and mentors; the importance of
a peer group; prospective student competencies; diversity
issues; and research training. Includes a question-andanswer period.

in Children (SLP)
Maturation of Preterm Sucking

Patterns & Implications for
Respiratory-Swallow Coordination
The Magic of IEP Goal-Writing for

Children With SSD
FR3:30PM4:30PM
FR3:30PM4:30PM
Session: 1464
CC/Room: S102BCD
1 Hrs
Presented by: Kelly Schussler, Ohio St U; Erin Redle,
Cincinnati Childrens Hosp Med Ctr; Sherine Tambyraja,
Ohio St U; Laura Justice, Ohio St U
This session is a practical seminar geared towards IEP goalwriting for children with speech sound disorders. Based
on research, the authors will discuss quality indicators and
theoretical aspects of goals. Case studies will be used to
illustrate goal-writing techniques. Audience participation
is encouraged.

Disorders (SLP)
FR3:30PM4:30PM
Session: 1465
CC/Room: W474
1 Hrs
Presented by: Caryn Easterling, U of Wisconsin Milwaukee; Joseph Murray, VA Ann Arbor Health System
will review the WHO definition of screening and relate
this information to current practice and observation
of esophageal function/structure as a portion of
videofluoroscopic evaluation of swallowing. Considering
physiology of the esophageal phase of swallowing, a
review of patient case-based outcome, recommendations,
and referral will be discussed.
IDDSI: Toward a Common Language in

Dysphagia Diet Terminology
FR3:30PM4:30PM
Session: 1466
CC/Room: W181
1 Hrs
Presented by: Julie Cichero, International Dysphagia
Diet Standardisation Initiative; Peter Lam, International
Dysphagia Diet Standardisation Initiative; Catriona Steele,
Toronto Rehab Inst - U Health Network
Texture modification has become a cornerstone of
dysphagia management. However, we still lack clear
definitions of different levels of thickened liquid and
classes of texture. The International Dysphagia Diet
Standardisation Initiative aims to develop global
standardized terminology and definitions for texturemodified foods and thickened liquids for individuals
with dysphagia.

Guide for the Non-Singer SpeechLanguage Pathologist in Management
of the Dysphonic Singer
FR3:30PM4:30PM
Session: 1468
CC/Room: S105A
1 Hrs
Presented by: Linda Carroll, Private Practice; Judith
Wingate, U of Florida; Wendy LeBorgne, The Blaine Block
Inst for Voice Analysis & Rehab
Voice, Resonance, and Alaryngeal Speech. Evaluation
and management of the singer creates a dichotomy of
the ability to treat the laryngeal pathology vs. comfort
managing the performance demands, vocabulary, and
expectations of the patient. We address management of
the singer patient, as well as describe musical vocabulary
and acoustic features of the singers world.

Feeding a Child With a Cleft Palate:
The First 12 Months
FR3:30PM4:30PM
Session: 1469
CC/Room: W185A
1 Hrs
Presented by: Kerry Mandulak, Pacific U; Suzanne
McKenzie, Multnomah Early Childhood Program
This presentation will highlight feeding guidelines for
children with cleft palate during the first 12 months of life.
Tools will be offered for the mechanics of feeding in the
context of typical development, possible complications,
post-surgical care, and knowing when to refer for a more
extensive evaluation.
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________

Preparing Professionals for Changing

Models of School-Based Practice:
Effects of an Innovative Practicum on
Learning
A Systematic Approach to the

Education & Clinical Training of
Assistants
FR5:00PM6:00PM
FR5:00PM6:00PM
Session: 1470
CC/Room: W184D
1 Hrs
Presented by: Kay Robbins-James, U of Houston;
Martha Dunkelberger, U of Houston
This session will describe a post-bachelors program to
educate and train SLP assistants in Texas. Challenges and
solutions, growing pains, and plans for the future will
be presented.

___________________
Anatomy of a Capstone Course:

Using Qualitative Research to Build
Professional Literacy
___________________
FR5:00PM6:00PM
___________________
___________________
___________________
___________________
___________________
Session: 1471

1 Hrs
Presented by: Beverly Miller, Marshall U; Kristen
ONeill, Marshall U
This seminar shares the structure of a senior capstone
course that implements a qualitative research project
utilizing life histories. Discussion will include the use
of research as pedagogy in course design and the
development of professional information literacy through
work on the research project.
___________________
Choosing a Doctoral Program:

Making Transitions for Clinician to
Academician
___________________
FR5:00PM6:00PM
___________________
___________________
___________________
___________________
___________________
___________________
Session: 1472

1 Hrs
Presented by: Kathryn Yorkston, U of Washington;
Mary Kennedy, U of Minnesota - Minneapolis; Carolyn
Baylor, U of Washington; Michael Burns, U of Washington;
Katy OBrien, U of Minnesota
A shortage of clinically experienced faculty translates
into opportunity for clinicians wishing to pursue doctoral
education. This seminar introduces different models of
doctoral education and provides discussion with current
doctoral students making the transition from clinician to
academician. The audience will have the opportunity to
ask questions of mentors and doctoral students.
Session: 1473
CC/Room: W192C
1 Hrs
Presented by: Kathleen Clark, Marquette U; Maura
Jones Moyle, Marquette U
This session will present an innovative semester-long
practicum in which undergraduate speech-language
pathology students and elementary teacher preparation
students collaboratively taught small groups of lowincome, urban children in a university-based literacy and
learning center. A description of the practicum, videos of
instruction, and effects on learning will be shared.
Preparing Students to Advocate for

the Professions
FR5:00PM6:00PM
Session: 1474
CC/Room: W183C
1 Hrs
Presented by: Shelley Victor, Nova Southeastern U;
Tori Gustafson, Texas Tech U Health Scis Ctr
This session developed by Governmental Relations Public
Policy Board will describe the inclusion of advocacy
into the communication disorders curriculum. In this
presentation, we will discuss the KASA requirements for
both audiology and speech-language pathology. Different
resources for teaching advocacy will be presented. Student
perceptions about advocacy will be addressed.

Establishing Effective Communication
for Medically Complex Patients:
Clinical Challenges & Strategies for
Success
FR5:00PM6:00PM
Session: 1476
CC/Room: S105BC
1 Hrs
Presented by: Sarah Stranberg, U of Pittsburgh Med Ctr
Communication with medically complex patients can be a
significant challenge. This session will review nonverbal,
augmentative communication options, and speech
techniques to be considered for these patients. There
will be discussion of environmental factors, preexisting
skills, and current conditions that must be addressed for
achieving an effective communication plan of care.
Journey to the Core: Developing a

Core Vocabulary for the Common Core
FR5:00PM6:00PM
Session: 1477

CC/Room: S103D
1 Hrs
Presented by: Penelope Hatch, U of North Carolina Chapel Hill; Allison Dennis, U of North Carolina - Chapel
Hill; Marlene Cummings, Oakland Sch; Karen Erickson, U
of North Carolina - Chapel Hill
Students who use AAC face numerous challenges accessing
the academic curriculum. The new Common Core State
Standards (CCSS) provide us with a unique opportunity to
develop core vocabulary, including language necessary for
academics. This presentation will include considerations
used in developing and expanding a core vocabulary for
the new CCSS.
Self-Assessment & Learning in

Foundational Coursework in
Phonics Acquisition for Nonverbal

Students With Moderate Disabilities
Using Systematic Instruction & iPad
FR5:00PM6:00PM
Session: 1475
CC/Room: W196C
1 Hrs
Presented by: Kelsey Dumanch, U of Wisconsin - Eau
Claire; Racheal Cowan, U of Wisconsin - Eau Claire; Abby
Hemmerich, U of Wisconsin - Eau Claire; Jerry Hoepner, U
of Wisconsin - Eau Claire
This study examined self-assessment of learning and
study skills training among students in two foundational
CSD courses. Quantitative and qualitative outcomes from
the two courses will be discussed. Preliminary analyses
suggest improvements in self-assessment, self-regulated
learning, and related domains.
FR5:00PM6:00PM
Esophageal Screen: The How, What, &

Therefore
Session: 1467
CC/Room: W471
1 Hrs
Presented by: Katlyn McGrattan, Med U of South
Carolina; Bonnie Martin-Harris, Med U of South Carolina
Neurologic immaturity of preterm infants impairs the
time-linked synergy among physiologic processes of
sucking, swallowing, and respiration. Manifestations
of impairment can be observed within the preterm
infants nutritive sucking physiology. This session
discusses the maturation of preterm sucking physiology
and current thought of how this relates to respiratoryswallow function.
Notes ____________
Session: 1478
CC/Room: W187A
1 Hrs
Presented by: Lynn Ahlgrim-Delzell, U of North Carolina
- Charlotte; Joni Nygard, Attainment Co
This presentation will discuss research findings of phonics
acquisition for students with moderate disabilities. It will
preview response templates created using the GoTalk
Now app and demonstrate how systematic instruction
and technology were infused in phonics instruction for
students who cannot respond verbally. Implications for
practice will be highlighted.
___________________

Clinical Measure of Problem-Solving
in Children With & Without Autism
Spectrum Disorders
FR5:00PM6:00PM
Session: 1479
CC/Room: W375B
1 Hrs
Presented by: Janice Smith, Western Kentucky U; Robert
Marshall, U of Kentucky; Judith Page, U of Kentucky
The Rapid Assessment of Problem Solving (RAPS) was used
to evaluate 17 children (ages 7:0-15:3) with autism and 17
matched typically developing children. Initial results yield
preliminary evidential support for valid use of the RAPS
with children. Problem-solving scores from each sample
will be analyzed and discussed.
Creating a Conversational Framework

for Children With Autism Spectrum
Disorders
FR5:00PM6:00PM
Session: 1480
Do You See What I See: Early

Identification of ASDs
FR5:00PM6:00PM
Session: 1481
CC/Room: W375C
1 Hrs
Presented by: Glenis Benson, Private Practice
Early identification of ASDs is critical so that early
intervention can take place. Recent research into ASDs is
allowing for earlier and earlier diagnoses. Furthermore,
a diagnosis by 2 years can be both stable and accurate.
Identifying characteristics and screening instruments will
be discussed.
Online Tools & Strategies for

Supporting the Teams of Children
With ASD or AAC Needs
FR5:00PM6:00PM
Session: 1482
CC/Room: W196A
1 Hrs
Robin Parker, Nova Southeastern U
SLPs serving children with ASD and/or AAC needs
require efficient options for helping teams develop their
knowledge base. Participants will learn to use digital
curation and screencasting to extend their reach and
develop online materials that can be used repeatedly.
Free/low-cost tools and examples will be reviewed.
Perception of Emotion in Speech

Prosody by Blind & Autistic
Individuals
FR5:00PM6:00PM
Session: 1483
CC/Room: W194
1 Hrs
Presented by: Margaret Kjelgaard, MGH Inst of Health
Professions/Massachusetts Inst of Technology; Jessica
Chiew, MGH Inst of Health Professions; Tapan Gandhi,
Massachusetts Inst of Technology/Defence Inst of Physiology
& Allied Scis - New Delhi; Nidhi Singhal, Action for Autism;
Pawan Sinha, Massachusetts Inst of Technology
Blindness is associated with socio-linguistic traits similar
to those in autism. Does the similarity indicate a causal
connection between the two conditions? We address this
issue examining one trait: emotional prosody recognition.
Unlike autistic participants, blind individuals showed a
superior ability to recognize emotional prosody, even with
conflicting semantic information.
Reading, Writing, & Rage: The 3 Rs of

Asperger Syndrome
FR5:00PM6:00PM
Session: 1484
CC/Room: W375A
1 Hrs
Presented by: Timothy Kowalski, Professional
Communication Svcs, Inc.
Reading comprehension and written expression are
challenging areas for students diagnosed with Asperger
syndrome. They often frustrate the student, teacher,
therapist and parent in the academic environment. For
many of these students, they express their frustration
through rage. This session will detail strategies to enhance
reading comprehension and written output.
Thinking Thoughts & Feeling Feelings:

Social Thinking in Preschool & Early
Elementary
FR5:00PM6:00PM
Session: 1485
CC/Room: W192AB
1 Hrs
Presented by: Nancy Tarshis, Childrens Evaluation &
Rehab Ctr - Einstein Coll of Med; Ryan Hendrix, Social
Thinking Stevens Creek; Kari Palmer, Changing Perspectives
This workshop presents vocabulary and concepts for
utilizing social thinking with preschool and early learners.
We review milestones and underpinnings of social
cognition and apply this knowledge to work with young
children with social cognitive learning challenges. Ways
to create lessons and utilize music within the sessions will
be presented.
Fluency (SLP)
The Use of Telecommunication to
Promote Carryover in Stuttering
Therapy
FR5:00PM6:00PM
Session: 1488

CC/Room: W470B
1 Hrs
Presented by: John Tetnowski, U of Louisiana Lafayette; Michael Azios, U of Louisiana - Lafayette;
Charles Osborne, U of Wisconsin - Stevens Point; Jennifer
Tetnowski, U of Louisiana - Lafayette
Carryover of gains made during formal stuttering therapy
are difficult to maintain. This workshop will present several
techniques, particularly electronic/telecommunication
resources, used to promote carryover in teens who stutter.
Qualitative analysis of client comments reveal trends
related to independence, immediate feedback, and a
strong preference to use electronic resources.
Rules for Medicare in 2014: Audiology

Payment, PQRS, & ICD-10

FR5:00PM6:00PM
Session: 1486
CC/Room: W186
1 Hrs
Presented by: Stuart Trembath, Hearing Assoc; Robert
Fifer, Mailman Ctr for Child Development - U of Miami;
Robert Burkard, U at Buffalo; Faith Akin, East Tennessee
St U; Leisha Eiten, Boys Town Natl Research Hosp; Lisa
Satterfield, ASHA
Medicare annually releases new rules regarding
reimbursement rates, policies, and the Physician Quality
Reporting System (PQRS). This session outlines the newly
released Medicare rules for audiologists, discusses the
PQRS requirements that will prevent reimbursement
reductions, and provides an overview of the transition
from ICD-9 to ICD-10 diagnosis codes.

Pilates for Parkinsons Disease: A
Perspective
FR5:00PM6:00PM
Session: 1487
CC/Room: W475
1 Hrs
Presented by: John Dean, Life Care Ctrs of America
Pilates is an exercise-based approach to strengthening
and flexibility. The emphasis on core strengthening, axial
rotation, and breath work makes Pilates well-suited to the
treatment of Parkinsons disease. This lecture discusses
the benefits of a Pilates approach to treating voice and
swallowing symptoms of Parkinsons disease.
Contextual Conditions for Expanding

Periodic Early Childhood Hearing
Screening
FR5:00PM6:00PM
Session: 1489
CC/Room: W185D
1 Hrs
Presented by: Terry Foust, Natl Ctr for Hearing
Assessment & Management; Jeff Hoffman, Natl Ctr for
Hearing Assessment & Management; William Eiserman,
Natl Ctr for Hearing Assessment & Management
While the efficacy of periodic OAE hearing screening for
children 0-3 years of age in education and health care
settings has been demonstrated, the relative value of
offering hearing screening to larger numbers of young
children as well as the barriers to universal preschool
hearing screening, particularly health care settings, are
discussed and identified.
EHDI Done Right: Lessons Learned

for Audiologists
FR5:00PM6:00PM
Session: 1490
CC/Room: W185A
1 Hrs
Presented by: Patti Martin, Arkansas Childrens Hosp;
Diane Sabo, Childrens Hosp of Pittsburgh
Audiologists...weve always been about tips and probes,
for early diagnosis and aggressive technology and
being independent practitioners...and then came EHDI!
This presentation highlights collective experiences from
frontline audiologists to backstage strategists, showcasing
skills by todays practitioners for tomorrows families. There
are lessons to be learned from EHDI done right.

Populations (GI)

Children Adopted Internationally:

Predicting Language Performance at
Age 6
Digital Literacy & Adolescents:

Critical Considerations for Strategic
Intervention
FR5:00PM6:00PM
Session: 1491
CC/Room: W190B
1 Hrs
Presented by: Deborah Hwa-Froelich, Saint Louis U;
Kelsey Rosenquist, Saint Louis U; Hisako Matsuo, Saint
Louis U
Internationally adopted children demonstrate rapid
language acquisition of an adopted language. However,
their language performance tends to be weaker in
comparison to nonadopted peers. Data from a longitudinal
study show that weaker language performance persists
and duration of pre-adoptive care and parent concerns
may predict this performance.
Developmental Speech Norms for

Speakers of English & Spanish:
Considerations in the Assessment
Standardization Process
FR5:00PM6:00PM
Session: 1492
CC/Room: S105A
1 Hrs
Presented by: Ellen Kester, Bilinguistics; Scott Prath,
Bilinguistics
The development of a standardized tool for the assessment
of speech for English and Spanish speakers involves
s a complex process. In this presentation, we explore
questions related to common patterns of cross-linguistic
influence, language exposure, language use, and the
process of grouping children by proficiency level.
The performance of Gullah/Geechee& AAE-Speaking Children on the

DELV-ST
FR5:00PM6:00PM
Session: 1493
CC/Room: W180
1 Hrs
Presented by: Jessica Richardson-Berry, Louisiana St U;
Janna Oetting, Louisiana St U
After describing Gullah/Geechee (GG), a South Carolina
Low-Country language, based on linguistic scholar reports
and native speakers perspectives, we will compare the
performance of children who speak GG to those who
speak African American English (AAE) on the Diagnostic
Evaluation of Language Variation Screening Test.
FR5:00PM6:00PM
Session: 1494
CC/Room: W183A
1 Hrs
Presented by: Melissa Malani, U of Central Florida/
Private Practice
Participants will examine the national movement toward
digital texts, the various types of digital texts, discuss the
different approaches to reading digital texts, and how to
use this information and emerging data to purposefully
enhance intervention. Additionally, various types of
assistive technology (AT) effective with digital texts will
be presented.
Building Our Practice Evidence:

Setting Up Databases to Track Client
Outcomes in Neurogenic Clinics
FR5:00PM6:00PM
Session: 1495
CC/Room: W179AB
1 Hrs
Presented by: Jennifer Meyer, U of Oregon; McKay
Sohlberg, U of Oregon; Young Susan Cho, U of Oregon
Using client-specific outcomes to guide clinical decisions
builds our needed evidence base and informs future
research. We describe how we establish, populate, and
analyze general and intervention-specific databases
for our university cognitive rehabilitation clinic. The
parameters and processes can be generalized for various
neurogenic specialty clinics.
CC/Room: W196B
1 Hrs
Presented by: Patrick Rydell, Rocky Mountain Autism
Ctr; Sarah Treharne, Rocky Mountain Autism Ctr; Leslie
Berryman Blome, Rocky Mountain Autism Ctr
This seminar will provide a framework for speechlanguage pathologists to assist children with autism
spectrum disorders (ASD) in their development of
conversational ability. Eight learning style components
essential for establishing and maintaining genuine
dialogue with partners will be demonstrated. Additionally,
the relationship between learning style and conversation
will be highlighted.
Disorders of Consciousness Scale:

Update on Psychometrics & Impact of
Rater Judgment on Neurobehavioral
Measurement
FR5:00PM6:00PM
Session: 1496
CC/Room: W178A
1 Hrs
Presented by: Theresa Pape, Hines VA Hosp; Trudy
Mallinson, U of Southern California; Ann Guernon,
Marianjoy Rehab Hosp
Updated psychometric properties for the Disorders of
Consciousness Scale (DOCS), a neurobehavioral evaluation
for disordered states of consciousness, will be presented.
Introduction of a Key Form to monitor change and target
treatment goals and the impact of clinician judgment
on measures of neurobehavioral functioning will
be discussed.

Supporting Communication for
Adults With Aphasia: Improving the
Experience of Living With Aphasia
FR5:00PM6:00PM
Session: 1497
CC/Room: W375D
1 Hrs
Presented by: Nina Simmons-Mackie, Southeastern
Louisiana U; Linda Worrall, U of Queensland; Julia King, U
of Wisconsin - Stevens Point; Roberta Elman, Aphasia Ctr
of California; Jacqueline Hinckley, U of South Florida
A panel of experts will discuss case studies of people with
aphasia to illustrate a communication support approach to
living with aphasia. Communication support refers to any
strategy, technique, or training that improves participation
in life events and activities that a person with aphasia
deems important.

and Children (SLP)
Phonological Development of
Children With CAS: Birth to 24 Months
Session: 1498
CC/Room: W184BC
1 Hrs
Presented by: Megan Overby, Duquesne U; Sue Caspari,
Private Practice
This presentation reviews current literature on the early
phonetic and phonological characteristics of childhood
apraxia of speech and provides updated clinical data from
four single-case studies about how the disorder may
present in infancy and toddlerhood. Suggestions for early
treatment of the disorder will be discussed.
NeuroAudiology and
Disorders (Aud)
Spoken-Language Processing Model:
A More Expansive Way at Looking at
Central Auditory Processing
FR5:00PM6:00PM

the Discipline (GI)
Considering Joining the Next
Generation of Researchers? Talk With
Us
FR5:00PM6:00PM
Session: 1500
CC/Room: W193
1 Hrs
Presented by: Holly Storkel, U of Kansas; Soo-Eun
Chang, Michigan St U; Tiffany Johnson, U of Kansas Med
Ctr; Susannah Levi, New York U
This session is sponsored by the ASHA Research and
Scientific Affairs Committee (RSAC). Have you ever
wondered what researchers do or whether you have
the skills to be a researcher? This session will profile
three successful researchers, highlighting the different
paths, research questions, and settings available in a
research career.

The Songbird Model: A Window Into
Understanding Neural & Peripheral
Mechanisms Supporting Voice &
Speech
FR5:00PM6:00PM
Session: 1501
CC/Room: W185BC
1 Hrs
Presented by: Julie Miller, U of California - Los Angeles
Speech Science. The zebra finch songbird is similar to
humans in vocal learning and production. An overview
of the neural and peripheral circuitry for song behavior
will be presented. Highlights will include neurogenetic
and neurophysiological studies of the basal ganglia,
with exciting implications for understanding normal and
abnormal learned human vocal behavior.

Disorders (SLP)
Session: 1499
CC/Room: W187BC
1 Hrs
Presented by: Larry Medwetsky, Gallaudet U
Research reveals the significant intertwining of auditory
processing of spoken language with both cognitive and
language mechanisms. This presentation will review
recent research as well as provide the presenters
conceptualization of how these mechanisms are
systematically engaged when processing speech, and the
implications for assessment and management.
awn
r
d
ith
A Social Approach to Feeding for

Toddlers
FR5:00PM6:00PM
Session: 1502
CC/Room: W471
1 Hrs
Presented by: Jacqueline Klein, Coll of Saint Rose;
Elizabeth Baird, Coll of Saint Rose
Feeding difficulties in toddlers can be effectively addressed
within a social group setting. A therapeutic model
consisting of peer interactions, combined with clinical
intervention, can decrease or eliminate feeding issues in
children with a behavioral component.
Evaluation & Treatment of

Oropharyngeal Dysphagia in Acute
Post-Operative Lung Transplant
Patients
FR5:00PM6:00PM
Session: 1503
CC/Room: W183B
1 Hrs
Presented by: Brooke Baumann, U of Pittsburgh Medical
Ctr- Dept of Cardiothoracic Surgery; Sara Byers, U of
Pittsburgh Med Ctr; Jay Bhama, U of Pittsburgh Medical Ctr;
Alec Vaezi, U of Massachusetts Med Ctr; Tamara WassermanWincko, U of Pittsburgh Med Ctr
The purpose of this oral presentation is to report and
review findings of oropharyngeal dysphagia in 220 singleor double-lung transplant recipients, propose a systematic
swallowing evaluation protocol, review the predictive
value of the bedside, and interventions used for resuming
po intake safely.
Making the Swallow Stronger:

Preliminary Clinical Trial Observations
From Isometric Progressive Resistance
Oropharyngeal (I-PR0) Therapy
FR5:00PM6:00PM
Session: 1504
CC/Room: W190A
1 Hrs
Presented by: James Coyle, U of Pittsburgh; Jacqueline
Hind, U of Wisconsin - Madison; Marta Kazandjian,
New York Hosp Queens/Silvercrest Ctr for Nursing & Rehab;
Steven Kosek, Minneapolis Veterans Hosp; Nicole RogusPulia, William S. Middleton Memorial Hosp/U of Wisconsin;
Sharon Veis, Northwestern U
This talk will focus on objective, functional swallowing
outcomes from dysphagic patients with various etiologies
following an 8-week regimen of Isometric Progressive
Resistance Oropharyngeal (I-PRO) therapy using the
Madison Oral Strengthening Therapeutic (MOST) device.
Discussion will focus on videofluoroscopic and diagnostic
indices to optimize patient selection for I-PRO therapy.
Pedagogy of Swallowing Disorders:

Are We Teaching Dysphagia
Backwards?
FR5:00PM6:00PM
Session: 1505
CC/Room: W474
1 Hrs
Presented by: Paula Leslie, U of Pittsburgh; Justin Roe,
The Royal Marsden NHS Foundation Trust; Laura Molin, U
of Pittsburgh
Speech-language pathologists are heavily educated on
the physiological burdens resulting from dysphagia.
Sometimes we fail to acknowledge the importance of the
psychosocial burdens. We will explore current teaching and
clinical evidence with a focus in head and neck cancer, and
propose a radical shift in the pedagogy of dysphagia.
Swallowing Rounds: Case-Based

Learning & Interdisciplinary
Collaboration
FR5:00PM6:00PM
Session: 1506
CC/Room: W181
1 Hrs
Presented by: Julie Blair, Med U of South Carolina; Kate
Humphries, Med U of South Carolina; Katlyn McGrattan,
Med U of South Carolina; Kendrea Focht, Med U of South
Carolina; R. Jordan Stewart, Med U of South Carolina
This presentation will focus on the development
of weekly swallowing grand rounds, methods to
incorporate continuing education opportunities, building
a multidisciplinary team, and optimizing patient care
through collaborative efforts. Adult and pediatric cases
that illustrate the interdependence of disciplines in the
assessment and rehabilitation of dysphagic patients will
be presented.

Chronic Cough Pathophysiology &
Assessment: A Primer for the SpeechLanguage Pathologist
FR5:00PM6:00PM
Session: 1507
CC/Room: S103ABC
1 Hrs
Presented by: Carol Tolejano, U of Wisconsin - Madison
Speech-language pathologists are seeing increasing
numbers of patients with primary complaint of chronic
cough. This presentation will provide a broad overview of
the currently understood mechanisms of chronic cough, an
introduction to the array of medical-based management
approaches currently available, and suggestions for
speech-language pathology assessment.
Early Intervention in Persons

With Minimally Conscious State &
Tracheostomy
FR5:00PM6:00PM
Session: 1508
CC/Room: S106
1 Hrs
Presented by: Leigh Anne Baker, Promise Hosp of Baton
Rouge; Mary Kelly Abry, Promise Hosp of Baton Rouge
Restoring upper airway on patients with tracheostomy
tubes has resulted in positive outcomes. Clinical
background and case examples will be presented on
using a speaking valve to improve level of consciousness
in persons with minimally conscious state who have a
tracheostomy tube and require mechanical ventilation in
the LTAC setting.
Toward a Unified Theory of Voice

Production & Perception
FR5:00PM6:00PM
Session: 1509
CC/Room: S104
1 Hrs
Presented by: Bruce R. Gerratt, U of California - Los
Angeles; Jody Kreiman, U of California - Los Angeles;
Zhaoyan Zhang, U of California - Los Angeles
We describe development of an integrated model of voice
that links production and perception in one framework.
Development of such a model is a priority for voice studies,
to explain what physical condition(s) might underlie a
given voice quality, or what voice quality might result from
some physical configuration.
Wizards of Ahhhhs: How to Get

Functional Aphonics Voices Home
Again
FR5:00PM6:00PM
Session: 1510
CC/Room: S102BCD
1 Hrs
Presented by: Shelley Von Berg, California St U - Chico
This tutorial highlights the importance of audiobiofeedback in teaching aphonic voice clients how to
refind their voices. It introduces symptomatic approaches
that, in 30 minutes, yielded confident vocal quality in
a young woman who had been aphonic for 4 months.
Participants practice each approach.
Notes ____________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________

___________________
Cleft Lip/Palate Teams: Team

Standards & Clinical Service Delivery
Models
___________________
FR5:00PM6:00PM
Session: 1511
CC/Room: S105D
1 Hrs
Presented by: Jayne Wachtel, Carle Physician Group;
David Kuehn, U of Illinois - Urbana-Champaign; Lynn
Marty Grames, St. Louis Childrens Hosp; Mary OGara,
Shriners Hosp for Children - Chicago
This seminar is intended for practicing speech-languagehearing professionals with patients who may need or use
a cleft palate/craniofacial team. Established standards for
multidisciplinary teams are described. Three such teams
meeting the standards are detailed. Referral processes,
community/professional outreach, and collaboration with
teams are detailed.
___________________
FR5:00PM6:00PM
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Saturday Daily Highlights

Closing Party

6:30 p.m.8:30 p.m.

Hard Rock Cafe (Offsite, Ticketed)
The ASHA Convention will conclude with a rockin Closing Party
with the Blooze Brothers at the Hard Rock Cafe. The 11-piece
tribute band will perform classic blues and rock songs and have
you dancing and singing along. The cost of your $10 ticket covers
your entrance fee and first drink; a cash bar will be available for the
evening. You may inquire about ticket availability at Registration if
you did not purchase one in advance.
8:00 a.m.6:00 p.m.

8:30 a.m.11:30 a.m.
9:00 a.m.2:00 p.m.
12:00 noon1:00 p.m.
1:30 p.m.4:30 p.m.
6:30 p.m.8:30 p.m.
Saturday Oral Seminars 8:00AM10:00AM
Morning Short Courses
Exhibit Hall Open
Closing Party
The Supervisor-Student-Client Triad:

Fostering Intellectual Intimacy &
Therapeutic Alliance in Clinical Education
SA8:00AM10:00AM
Session: 1600
CC/Room: W186
2 Hrs
Presented by: Pamela Terrell, U of Wisconsin - Stevens
Point; Gary Rentschler, Duquesne U; Charles Osborne, U
of Wisconsin - Stevens Point
The purpose of this seminar is to stimulate discussion
about the supervisor-student clinician-client triad of
interaction. The therapeutic alliance between clinician
and client and the mentoring alliance between supervisor
and student will be explored. Relational and reflective
paradigms and examples will be presented and discussed
in breakout groups.
How to Implement EBP in SLP Clinical

Practice: A Tutorial
SA8:00AM10:00AM
My Saturday Schedule
Session
Number
Start
Time
End
Time
Room
Number
Session Title
Session: 1601

2 Hrs
Presented by: Sue Ann Lee, Texas Tech U Health Scis
Ctr; Rajinder Koul, Texas Tech U Health Scis Ctr; Sherry
(Cheryl) Sancibrian, Texas Tech U Health Scis Ctr
This tutorial provides an overview of evidence-based
practice (EBP). We will specifically focus on component
steps involved in EBP and how those steps can be
implemented in clinical situations by practitioners. The
audience will be exposed to a series of case studies,
providing a hands-on experience in applying EBP.

Designing Counseling Coursework
for Graduate Students: A Guide for
Classroom Instructors & Clinical
Supervisors
SA8:00AM10:00AM
Session: 1602
CC/Room: S104
2 Hrs
Presented by: Sheryl Gottwald, U of New Hampshire;
Diane Constantino, Boston U
This workshop will provide faculty and supervisors who
teach counseling with resources to ensure that graduate
students acquire knowledge/skills needed to effectively
support people with communication and/or hearing
disorders. Participants will learn about strategies for
encouraging active learning in counseling classrooms.
Opportunity for solution-focused discussion will follow.
Sensory Features & Communication

Skills in Children With Autism
Spectrum Disorders
AAC & Memory: Introduction to

Assessment
SA8:00AM10:00AM
SA8:00AM10:00AM
Session: 1603

2 Hrs
Presented by: Barry Wagner, Ball St U; Olivia Swim,
Ball St U; Lauren Shaffer, Ball St U
Speech-language pathologists often incorporate
capability assessments to determine the most effective
AAC interventions for people with complex communication
needs. Memory is one important ability that should
be considered, but is often neglected in the evaluation
process. This session will present AAC assessment
strategies based on cognitive memory systems.
awn
r
d
ith
Supporting the Development of

Emotional Competencies in Children
With Complex Communication Needs
(CCN)
SA8:00AM10:00AM
Session: 1604
CC/Room: W192C
2 Hrs
Presented by: Sarah Blackstone, Augmentative
Communication/AAC-RERC; Krista Wilkinson, Pennsylvania
St U; Ji Young Na, Pennsylvania St U; Jennifer Thistle,
Pennsylvania St U
Emotional competence is intricately linked to effective
social and communication competence. Children with
communication challenges face significant barriers in
these areas. However, AAC practitioners currently have
no evidence-based guidelines to support the emotional
development of children with communication challenges.
This session offers a framework and preliminary guidelines
and strategies.

Beyond Telling: Targeting Initiation &
Metacognition With Individuals on the
Autism Spectrum
SA8:00AM10:00AM
Session: 1605
CC/Room: S102BCD
2 Hrs
Presented by: Sharon Walters, Strategic STEPS; Angela
Delvin-Brown, Strategic STEPS; Kay Crabb, U of Georgia
Increasing numbers of students struggle with executive
functioning skills, including the components of
metacognition and self-initiation. This presentation
will focus on techniques SLPs can use to help students
use problem strategies to become more self-aware
and independent.
Session: 1606
CC/Room: W375A
2 Hrs
Presented by: Grace Baranek, U of North Carolina Chapel Hill; Linda Watson, U of North Carolina - Chapel Hill
by Autism Spectrum Disorders. Atypical responses
to sensory stimuli, a hallmark of autism spectrum
disorder (ASD), have negative consequences for children
and their families. These sensory features are highly
prevalent, heterogeneous, and associated with functional
impairments. New research regarding sensory response
patterns in children with ASD may help us understand
variable communication development outcomes.

2014 & Beyond: Health Care Coding &
Reimbursement for SLPs
SA8:00AM10:00AM
Session: 1607
CC/Room: W470B
2 Hrs
Presented by: Dee Adams Nikjeh, Ear, Nose, &
Throat Assoc; Gretchen Bebb, Speech Pathways; R.
Wayne Holland, Stamford Public Sch; Carmen VegaBarachowitz, Massachusetts General Hosp; Timothy
Weise, Garden City Hosp
This presentation, the second of two for speechlanguage pathology, contains critical information on
the latest coding and billing issues, including four new
CPT evaluation codes for speech-language pathology,
the transition to ICD-10, the 2014 Medicare Physician
Fee Schedule, and the changing health care landscape.
Audience questions are encouraged.
Saturday Oral Seminars


Ethical Considerations in SpeechLanguage Pathology: Post Acute Care

SA8:00AM10:00AM
Session: 1608
CC/Room: W193
2 Hrs
Presented by: Paul Rao, MedStar Natl Rehab Hosp; Mary
Casper, HCR ManorCare
SLPs need to develop sensitivity to ethical concerns and
acquire decision-making strategies when confronted with
ethical quandaries. We will focus on ethical considerations
in acute rehab/skilled nursing facilities. After reviewing the
Code of Ethics and an ethical decision-making framework,
we will discuss post-acute care ethical dilemmas.

HIPAA, HITECH, & Now the Omnibus
Rule: What You Need to Know to Avoid
Liability
SA8:00AM10:00AM
Session: 1609
Providing Quality Speech Pathology

Services Using a Pay It Forward Model:
No Insurance or Billing
SA8:00AM10:00AM
Session: 1612
CC/Room: W194
2 Hrs
Presented by: Jonathan Tomes, Tomes & Dvorak,
Chartered
The presentation will help speech-language pathologists
determine whether they are covered entities that must
comply with HIPAA, determine criminal and civil penalties
that they face if they do not, determine proper uses and
disclosures to avoid HIPAAs penalties, and determine what
rights they must afford patients.
CC/Room: W470A
2 Hrs
Presented by: Samantha Elandary, Parkinson Voice
Project; Kay Wiley, Parkinson Voice Project
Since 2008, Parkinson Voice Project has funded its services
entirely through donations and a Pay It Forward system.
This nonprofit organization has a million dollar budget,
pays competitive SLP salaries, has no billing office, and is
not restricted by insurance. Attend this session to learn a
unique service delivery model.
Leadership: Its More Than a Position
The DIY Guide for Successful Funding

for School-Based Services
SA8:00AM10:00AM
Session: 1610
SA8:00AM10:00AM
Making Sense of G-Codes, NOMS,

CMS, & Other Alphabet Soup
SA8:00AM10:00AM
Session: 1611
CC/Room: W190B
2 Hrs
Presented by: Lisa Satterfield, ASHA; Nancy Swigert,
Baptist Health Lexington; Tobi Frymark, ASHA
In 2012, Congress mandated that therapy services report
outcomes, and as a result, seven of the National Outcomes
Measurement System (NOMS) Functional Communication
Measures were adopted. This session will discuss policies,
clinical applications, and the reconfigured NOMS that will
decrease reporting burden and provide data to providers,
patients, and policymakers.
Session: 1613
CC/Room: W180
2 Hrs
Presented by: Kathy Wheat, Oklahoma City Community
Coll; Jonathan Clancy, Concord Regional Visiting Nurses
Assoc; Barbara Conrad, Educational Svc Ctr of Lorain Co;
Shannon Hall-Mills, Florida St U; Stephen J. Harris,
St. Mary Parish Sch System; Carrie Spangler, Stark Co
Educational Svc Ctr; Janet Deppe, ASHA
Using a do-it-yourself (DIY) analogy, this session
teaches SLPs and AuDs skills to increase their ability to
access funding for supports and services. Identifying
funding sources, crafting successful funding requests,
understanding how to frame requests for audiences,
and hearing others success stories are takeaways of
the session.
Consensus Through Diverse Lenses:

An Interdisciplinary, Team-Based
Assessment Model
SA8:00AM10:00AM
Session: 1614
CC/Room: W184D
2 Hrs
Presented by: Vicki Samelson, U of Wisconsin - Eau
Claire; Michael I. Axelrod, U of Wisconsin - Eau Claire;
Melissa Coolong-Chaffin, U of Wisconsin - Eau Claire;
Erika Andrle, U of Wisconsin - Eau Claire; Lauren Demcak,
U of Wisconsin - Eau Claire; Hannah Schultz, U of Wisconsin
- Eau Claire; Erin Walejko, U of Wisconsin - Eau Claire
We present a team-based, family-centered, assessment
model for preschool-age through young adult students;
key elements of this model, with rationale for each; two
case studies illustrating the benefits and challenges of
integrating assessment plans and data across disciplines;
and graduate students perspectives on how this model
influenced their assessment lenses.
SA8:00AM10:00AM
Session: 1615
CC/Room: S103D
2 Hrs
Presented by: Katherine Langan, Mercy Med Ctr; Karin
Ruschke, International Language Svcs
Interpreting for someone with communication challenges
in speech-language therapy is difficult because language
is not only the medium of communication, it is also the
focus. This presentation will discuss interpreting protocols
vis--vis therapy/assessment goals/activities, bilingual
recovery patterns, cross-linguistic differences, and how
collaboration between speech-language pathologists and
interpreters produce better outcomes for clients.
Fluency (SLP)
Updated Perspectives on the Neural
Bases of Stuttering: Sensory & Motor
Mechanisms Underlying Dysfluent
Speech
SA8:00AM10:00AM
Session: 1616
CC/Room: W183C
2 Hrs
Presented by: Deryk Beal, U of Alberta; Ayoub Daliri, U
of Washington; Torrey Loucks, U of Illinois; Nicole Neef,
U Med Ctr Gttingen - Georg August U; Bridget Walsh,
Purdue U
This seminar provides clinicians and researchers with an
overview of the most current perspectives on the neural
bases of stuttering. Five leading research groups discuss
the key findings from their laboratories and offer their
updated interpretations of how several observed neural
and sensorimotor differences may contribute to stuttered
speech dysfluencies.
Early Speech/Language Intervention
With Children With Hearing Loss:
Comparison of Home & Clinic Settings
SA8:00AM10:00AM
Session: 1617
CC/Room: W185A
2 Hrs
Presented by: Maribeth Lartz, Illinois St U; Tracy
Meehan, Illinois St U; Wendy Deters, Illinois St U
In order to maximize listening and spoken language skill
development in young children with hearing loss, speech
pathologists and audiologists are using evidence-based
practices in both home and clinic-based settings. This
presentation will share video highlighting each practice
used in sessions and highlight challenges to therapy in
both settings.
Turning Two With Teleintervention

SA8:00AM10:00AM
Session: 1618
CC/Room: W471
2 Hrs
Ctr
A case study will be presented of a child who received
simultaneous cochlear implants at 10 months of age.
Videotaped segments of teleintervention will demonstrate
components of a session, activities, parent guidance, goals,
and outcomes for this child from 12 months through 2
years of age.
Patient-Centered Care for SpeechLanguage Pathologists & Audiologists
Working With Older Adults
SA8:00AM10:00AM
Session: 1619
CC/Room: W187A
2 Hrs
Presented by: Barbara Weinstein, Graduate Ctr - City
U of New York; Jennifer Gilligan, Graduate Ctr - City U of
New York
Intervention/Rehabilitation for Adults with Hearing Loss.
A guiding principle for working with older adults with
communicative impairments is incorporating patient
preferences into management decisions. Patient-centered
care (PCC) ensures that patients are given evidence
necessary to evaluate choices and prioritize preferences.
This session focuses on principles of PCC, functional
outcomes, and assistive technologies to facilitate decisionmaking.

Populations (GI)
Arabic, Persian, & Turkish: Linguistic &
Cultural Considerations
SA8:00AM10:00AM
Session: 1620
CC/Room: W185D
2 Hrs
Presented by: Mahchid Namazi, Kean U; Seyhun
Topbas, Education, Research & Training Centre for SLP;
Ghada Khattab, Newcastle U
Language Science and SIG 14: Communication Disorders
and Sciences in Culturally and Linguistically Diverse
Populations (CLD). Three experts will present research
and implications for working with emerging bilingual
individuals who speak Arabic, Persian, or Turkish as a
first language.

Gifted With Special Needs:

Identification, Differentiation, &
Advocacy for Twice-Exceptional
Children
Abracadabra! Uncover & Address the

Syntax Requirements of Common Core
State Standards in Expository Text
SA8:00AM10:00AM
SA8:00AM10:00AM
Session: 1621
CC/Room: W375D
2 Hrs
Presented by: Barbara Ehren, U of Central Florida; Ruth
Gorlin, U of Central Florida; Erika Nicsinger, U of Central
Florida; Lynne Telesca, U of Central Florida
Be prepared to play a key role in implementing the
Common Core State Standards with older students. Unpack
the informational text (grades 4-5), the disciplinary
literacy (grades 6-12) standards, and corresponding
curriculum for syntactic demands. Learn how to help
teachers address the standards with students who struggle
with language.
Alternatives to Auditory Processing

Intervention: Content Area &
Disciplinary-Specific Strategies
SA8:00AM10:00AM
Session: 1622
CC/Room: W375B
2 Hrs
Presented by: Stephen Charlton, California St U Long Beach; Julie Bartholomew, Progressus Therapy;
Geraldine Wallach, California St U - Long Beach
The seminar will provide a model that places central
auditory processing disorders within a conceptual
framework that addresses the interaction among good
listening, content knowledge, and linguistic ability.
The authors will demonstrate how adolescent students
with language learning disabilities can acquire effective
strategies to navigate the complexities of the curriculum.
Coaching Students With Brain Injury:

Instructing Older Adolescents in High
School & College in Strategies
SA8:00AM10:00AM
Session: 1623
CC/Room: S106
2 Hrs
Presented by: Mary Kennedy, U of Minnesota Minneapolis
Adolescents & SIG 2: Neurophysiology and Neurogenic
Speech and Language Disorders. Self-regulation (SR)
and executive function are common problems after brain
injury and interfere with adolescents academic success.
In a coaching approach, SLPs and students identify
functional goals and metacognitive strategies, and track
performance. Attendees will learn to create SR goals
and coach students in self-learning, -management, and
-advocacy.
Session: 1624
CC/Room: W192AB
2 Hrs
Presented by: Nina Benway, Brown Sch
Twice-exceptional children, demonstrating giftedness with
comorbid disability, are an underserved school population.
Gifted education and goal-based intervention benefit
these students; SLPs have expertise to collaborate with
gifted educators and advocate for unserved students.
Participants will learn to identify twice-exceptional
students and implement 10 methods for gifted instruction.
Johnny Reads CVC Words: Now What?

Advanced Training in Reading &
Spelling Upper-Level Words
SA8:00AM10:00AM
Session: 1625
CC/Room: W375C
2 Hrs
Presented by: Nancy Telian, Reading With TLC;
Marianne Nice, Language & Learning Connection
Passionate about literacy? Help struggling readers close
achievement gaps while showing team members how
to train advanced letter sounds (digraphs, r-controlled,
etc.), decoding/encoding words with consonant blends
and multiple syllables (division rules/morphology), and
irregular sight words. Practical, proven techniques from
various methods, including Lively Letters, will be shared.
Scaffolding Complex Sentences:

Treatment Procedures & Pre-Post
Comparisons in School-Age Children
With SLI
SA8:00AM10:00AM
CC/Room: W196C
2 Hrs
Presented by: Tommie L. Robinson Jr., Childrens Natl
Med Ctr/Scottish Rite Ctr; Shelly S. Chabon, Portland St
U; Allan Diefendorf, Indiana U; Thomas Clay Franklin,
Missouri St U; Jay Lubinsky, Governors St U; Wendy PapirBernstein, Lehman Coll - City U of New York; Julie Stover,
Cenpatico; Andrea Falzarano, ASHA
This session will assist audiologists; speech-language
pathologists; and speech, language and hearing scientists
in exploring and developing attributes of leadership and
utilizing them in everyday professional activities. The
authors will focus on training in basic leadership skills
and styles, highlight successful leaders and leadership
activities, and promote leadership opportunities in
various settings.
Speech-Language Pathologist/
Audiologist & Interpreters Working
Collaboratively for Better Patient/
Client Outcomes
Session: 1626
CC/Room: W179AB
2 Hrs
Presented by: Catherine Balthazar, Governors St U;
Cheryl Scott, Rush U
In this presentation, we concentrate on procedures
and outcomes of a treatment study targeting complex
sentence structure for 10- to 14-year-olds with SLI. A
detailed tutorial for scaffolding complex sentences will
be accompanied by a report on pre-post comparisons
of performance on standardized and criterionreferenced assessments.

Strategies to Improve Reading
Comprehension by Assessing &
Remediating Component Language
Skills
SA8:00AM10:00AM
Session: 1627
CC/Room: W375E
2 Hrs
Presented by: Gloria Waters, Boston U; Karole
Howland, Boston U; Julia Bertram, Boston U; David
Caplan, Massachusetts General Hosp
This seminar focuses on the linguistic skills that most
effectively enable discourse comprehension and successful
performance on high-stakes examinations. Participants
will learn new methods to assess component language
skills and practical intervention strategies to build the
lexical, morphological, syntactic, and inferential reasoning
skills that permit skilled reading comprehension.
Students With Severe Disabilities

& Complex Communication Needs:
Addressing the Challenges in the
Schools
Session: 1628
CC/Room: W475
2 Hrs
Presented by: Jane Kleinert, U of Kentucky; Jacqui
Kearns, U of Kentucky Human Development Inst; Judith
Page, U of Kentucky; Robin Downing, Core4 Therapy Group
Students with the most significant disabilities and
complex communication needs (CCN) pose special
challenges to SLPs. This presentation will present current
data on communication needs of such students and offer
evidenced based strategies for embedding communication
into the academic setting. Video examples addressing
common challenges will be presented and analyzed.
The Impact of Anxiety on

Communication in Adolescents With
Language Learning Disabilities
SA8:00AM10:00AM
Session: 1629
CC/Room: W196B
2 Hrs
Presented by: Karolyn Mirasola, Childrens Hosp of
Wisconsin; Kenneth Grizzle, Med Coll of Wisconsin
The purpose of this presentation is to review the
comorbidity of psychiatric conditions and language
learning disabilities (LLD) in adolescence, discuss
differential diagnosis, and present case studies that
highlight collaborative efforts. The presenters will present
and explore evidence-based therapeutic approaches to
best target pragmatic/social language, problem-solving,
and metacognitive skills.
The Language Literacy Connection

Classroom: 5 Years Later
SA8:00AM10:00AM
Session: 1630
CC/Room: W183A
2 Hrs
Presented by: Lindsay Peaster, Morgan Co Primary Sch;
Monica Semrad, Morgan Co Primary Sch; Betsy Short,
Morgan Co Primary Sch; Sarah Burbach, Morgan Co Board
of Edu; Jennifer Lindstrom, U of Georgia
Four years ago, Peaster (SLP) and Semrad (GenEd)
presented information about their unique reading/
language arts classroom to a capacity crowd. Returning
with a panel (Principal, Assistant Superintendent for
Student Services, and nationally recognized researcher),
they will discuss the logistics, successes, challenges, and
research from their classroom.
Which Way Do I Go? Expand Your

Progress-Monitoring Repertoire Using
Rubrics, CBMs, & Technology
SA8:00AM10:00AM
Session: 1631
CC/Room: W185BC
2 Hrs
Presented by: Robyn Ziolkowski, U of Hawaii - Manoa;
Kimberly McDowell, Wichita St U; Bonnie Josey, Duval Co
Pub Schs; Tara Bowen, Duval Co Pub Schs; Michele BellBadger, Duval Co Pub Schs
This professional development session is designed to
provide foundational information for speech-language
pathologists on how to monitor progress of students with
skill performance discrepancies with assessment rubrics,
curriculum-based measurement, and technology for
online data collection and charting. Decision-making and
interpretation about the effectiveness of interventions will
be discussed.
Language Disorders
in Adults (SLP)
Aphasia, the Internet, & Social
Media: Powerful Tools for Advocacy,
Education, & Community-Building
SA8:00AM10:00AM
Session: 1632
CC/Room: W181
2 Hrs
Presented by: Ellen Bernstein-Ellis, California St
U - East Bay; Denise McCall, Snyder Ctr for Aphasia Life
Enhancement; Audrey Holland, Adler Ctr; Carol DowRichards, Aphasia Recovery Connection; Sandra Glista,
Western Michigan U; Andrew Gomory, Lingraphica; Janet
Patterson, VA Med Ctr - Martinez; Gretchen Szabo, Adler
Ctr
Social media, omnipresent in everyday life, can impact
societal attitudes of what it means to live with a disability.
A panel will provide specific examples of how they use
social media to create positive media portrayals of aphasia;
promote education, advocacy, and activism; and help IwA
create and maintain connections.
How Clinicians Can Help People With

Severe Aphasia Participate in Life
SA8:00AM10:00AM

Expanding the Horizons of Research
on Developmental Language
Disorders: A Seminar Illustrating
Bruce Tomblins Work
Session: 1634
CC/Room: W196A
2 Hrs
Presented by: Mary Pat Moeller, Boys Town Natl
Research Hosp Ctr for Childhood Deafness; Susan Ellis
Weismer, Waisman Ctr, U of Wisconsin - Madison; Bob
McMurray, U of Iowa; Sophie Ambrose, Boys Town Natl
Research Hosp Ctr for Childhood Deafness; Elizabeth Walker,
U of Iowa
Language in Infants, Toddlers, and Preschoolers. Presenters
in this seminar collaborated with Bruce Tomblin on child
language disorders in unique populations. They will
present current findings and theories emerging from these
collaborations, influenced by Dr. Tomblins ability to bridge
disciplines, integrate methodologies, and simultaneously
reveal important insights about practical outcomes and
theoretical mechanisms of language development.
Teaching an Old Dog New Tricks: Using

Language Sampling for Screening &
Diagnosis
SA8:00AM10:00AM

and Children (SLP)

Disorders (SLP)

An Evidence-Based Care Pathway for

Preschool Children With Motor Speech
Disorders
9th Annual Pentax Medical Lecture

(formerly the KayPentax Lecture) in
Upper Airway Science: Integration of
Respiration, Deglutition, & Phonation:
The Triple Threat Essential for PatientCentered Care
Comprehensive Review of Head &

Neck Cancer: Diagnosis, Treatment, &
Function
Session: 1633
CC/Room: W187BC
2 Hrs
Presented by: Jacqueline Hinckley, U of South Florida
2: Neurophysiology and Neurogenic Speech and Language
Disorders. To maximize what people with severe aphasia
can do, we must focus on life participation, because many
impairment-focused assessments and interventions are
not well suited to the needs of this population. Evidencesupported interventions focused on life participation will
be presented in a case-based format.
SA8:00AM10:00AM
SA8:00AM10:00AM
Session: 1636
CC/Room: W183B
2 Hrs
Presented by: Margit Pukonen, Speech & Stuttering
Inst; Aravind Namasivayam, U of Toronto; Debra Goshulak,
Speech & Stuttering Inst; Ben Maassen, U of Groningen;
Frank Rudzicz, Toronto Rehab Inst; Pascal Van Lieshout, U
of Toronto
This session will describe an evidence-based care pathway
to support identification and intervention planning
for children over 36 months of age with severe speech
disorders and speech motor involvement, including
childhood apraxia of speech. The research project that
informed the development of the pathway will also
be presented.

the Discipline (GI)
Research Symposium: Growth
Signaling Functions in Language
Development of Children With Specific
Language Impairment (Part 1)
SA8:00AM10:00AM
Session: 1637
CC/Room: W190A
2 Hrs
Presented by: Mabel Rice, U of Kansas
Research Issues Across the Discipline. Children with Specific
Language Impairment show persistent weaknesses in
language growth relative to age peers, as well as strengths
in the way language changes over time. Growth evidence
from an ongoing longitudinal study indicates that
epigenetic growth signaling functions may be contributing
to the observed patterns of strengths and weaknesses.
SA8:00AM10:00AM
Session: 1638
CC/Room: S103ABC
2 Hrs
Presented by: Bonnie Martin-Harris, Med U of South
Carolina
3: Voice and Voice Disorders and SIG 13: Swallowing and
Swallowing Disorders (Dysphagia). The session overviews
20 years of work by a clinician scientist and collaborators
that addresses mechanistic, anatomical, and functional
relationships of the upper aerodigestive tract. Adaptive
advantages of the uniquely arranged nervous, muscular,
and supportive structures will be illustrated. Normal
models, impairment profiles, and cross system therapies
will be introduced.
Interpretation of Pediatric
Videofluoroscopic Studies Using an
Audience Participation System
SA8:00AM10:00AM
Session: 1639
CC/Room: W474
2 Hrs
Presented by: Joan Arvedson, Childrens Hosp of
Wisconsin; Claire Miller, Cincinnati Childrens Hosp; Jeanne
Saavedra, St. Louis Childrens Hosp
Accurate interpretation of the videofluoroscopic
swallowing study (VFSS) creates the basis for appropriate
feeding recommendations for infants and children, and
ultimately the best outcomes. This session will use an
audience response system for practice with interpretation
of swallowing parameters. Identification of appropriate
recommendations based on findings will be discussed.
SA8:00AM10:00AM
Session: 1640
CC/Room: S105A
2 Hrs
Presented by: Erich Sturgis, U of Texas MD Anderson
Cancer Ctr; Jan Lewin, The U of Texas MD Anderson Cancer
Ctr; Barbara Messing, Greater Baltimore Med Ctr
Voice, Resonance, and Alaryngeal Speech. This session
will provide critical information for practicing clinicians
regarding management of patients with head and neck
cancer, including tumor characteristics, risk factors, and
predictors of functional outcomes. Presenters will help
clinicians integrate medical information with current
rehabilitative methods to optimize function, including
implications of HPV-related oropharyngeal cancer.
Guidelines for Pediatric SpeechLanguage Pathologists in

Management of Voice & Resonance in
Children With Complex Airways
SA8:00AM10:00AM
Session: 1641
CC/Room: S105BC
2 Hrs
Presented by: Susan Baker Brehm, Miami U; Lisa
Kelchner, U of Cincinnati; Scott Dailey, U of Iowa Hospitals
& Clinics
Voice, Resonance, and Alaryngeal Speech. The session
addresses management of the child with complex airway
issues affecting voice and/or resonance and associated
communicative processes. Collaboration between the
educational team and the medical team will be described.
Assessment of the childs limitations and potential, and
counseling of the older child will be included.
SA8:00AM10:00AM
Session: 1635
CC/Room: W184BC
2 Hrs
Presented by: Stacey Pavelko, James Madison U; Robert
Owens, Coll of Saint Rose; Meredith Laverdure, James
Madison U
Language sample analysis is frequently recommended as
part of diagnostic assessment, but is often not attempted.
The presenters have adapted procedures to make language
sampling an effective, efficient, and clinician-accessible
tool for both screening and diagnosis. This presentation
emphasizes efficient methods of analysis using features
common to all computers.

Transgenerational Connections:
A Unique Partnership & Clinical
Experience for SLP Graduate Students
Increasing Student Engagement in the

Classroom
Session: 1642
CC/Room: W375C
1 Hrs
Presented by: Abby Hemmerich, U of Wisconsin - Eau
Claire; Jerry Kevin Hoepner, U of Wisconsin - Eau Claire;
Angela Sterling-Orth, U of Wisconsin - Eau Claire;
Rebecca Jarzynski, U of Wisconsin - Eau Claire; Vicki
Samelson, U of Wisconsin - Eau Claire; Marie Stadler, U
of Wisconsin - Eau Claire; Shannon Collins, U of Wisconsin
- Eau Claire; Kay Hagedorn, U of Wisconsin - Eau Claire;
Carolyn Christian, U of Wisconsin - Eau Claire
Faculty at University of Wisconsin - Eau Claire strive to
understand and incorporate new and effective teaching
techniques into classroom pedagogy to improve student
engagement. Data presented will include using screencasting to improve student understanding of concepts;
student self-assessments of learning; facilitating online
discussions; flipping the classroom; and improving
expository text writing.
SA10:30AM11:30AM
CC/Room: S103D
1 Hrs
Presented by: Ellen Reuler, Pacific U; Amanda Stead,
Pacific U
This presentation will describe an innovative partnership
between a university program and a retirement/assistive
living facility that achieves integration of clinical and
academic education. Graduate students and residents
benefit from the transgenerational connection, while
students learn about issues relating to speech, language,
and swallowing in the aging population.

Aligning Goals With the Common
Core State Standards (CCSS): An
Instructional Module for Faculty
SA10:30AM11:30AM
Session: 1643
CC/Room: W192C
1 Hrs
Presented by: Jennifer Means, West Chester U; Jean
Blosser, Creative Strategies for Special Edu
University faculty obtain an instructional module for
preparing graduate students for school services. The
module includes learning outcomes, discussion points,
practice tasks, resources, and references faculty can use
to provide a comprehensive overview of the foundation
knowledge and process needed to develop goals aligned
with the common core curriculum standards.
SA10:30AM11:30AM
Session: 1644

Choosing AAC Apps for Children With
ASD: Strategies & Resources
SA10:30AM11:30AM
Session: 1645
CC/Room: W375D
1 Hrs
Robin Parker, Nova Southeastern U
SLPs are increasingly faced with the task of considering
AAC apps for children with ASD. There is great variability in
the 200+ AAC apps for mobile devices, with a wide range
of features and levels of quality. In this presentation, we
share a framework and resources for evaluating AAC apps.
Including Individuals Who Use AAC in

a University AAC Class
SA10:30AM11:30AM
Session: 1646
CC/Room: W187A
1 Hrs
Presented by: John McCarthy, Ohio U; Noah Trembly,
Ohio U
A university professor and a man who uses AAC discuss
their partnership in teaching a graduate course in AAC.
Benefits, challenges, and recommendations will be
discussed, in addition to the need to involve consumers in
personnel preparation.
Fluency (SLP)
Behavioral Analysis in Telepractice

Settings vs. On-Site Settings With an
Individual with Autism
Dissociations Among Linguistic,

Cognitive, & Brain Structural Measures
in Children Who Stutter
SA10:30AM11:30AM
Session: 1647
CC/Room: W375B
1 Hrs
Presented by: Stefania Carrozza, U of Massachusetts Amherst; Michelle Boisvert, U of Massachusetts - Amherst;
Mary Andrianopoulos, U of Massachusetts - Amherst
In this single-subject case, behavioral observations were
compared when a participant diagnosed with autism
received telepractice services and on-site services.
An assessment, similar to the ABC data analysis, was
conducted and the results suggest that the participant
demonstrated more favorable behaviors when receiving
services through a telepractice service delivery method.

Creating Efficiency & Quality in a
Shrinking Economy: Audiology
Practice Health Care Economics Panel
SA10:30AM11:30AM
Session: 1648
CC/Room: W185BC
1 Hrs
Presented by: Robert Burkard, U at Buffalo; Faith Akin,
Mountain Home VA Med Ctr; Leisha Eiten, Boys Town Natl
Research Hosp; Stuart Trembath, Hearing Assoc; Robert
Fifer, Mailman Ctr for Child Development - U of Miami; Lisa
Satterfield, ASHA
Federal and state policymakers continue to press the
professions to prove the value of their services. This panel
will include experts from private practice, university
research and clinics, non-for-profit clinics, and the Veterans
Affairs to answer and discuss audiologys role in health
care reform.

Post-Intensive Care Syndrome
(PICS): The Role of Speech-Language
Pathologists
SA10:30AM11:30AM
Session: 1649
CC/Room: W470A
1 Hrs
Presented by: Martin Brodsky, Johns Hopkins U; Susan
Brady, Marianjoy Rehab Hosp
Post-intensive care syndrome (PICS) identifies
impairments in physical, cognitive, or mental health
arising after critical illness and persisting beyond
hospitalization. This session introduces and describes PICS
and its impact on patients and families, discusses SLPs
roles during critical care recovery and rehabilitation, and
provides resources for assessment and treatment.
SA10:30AM11:30AM

Session: 1650
CC/Room: W193
1 Hrs
Presented by: Soo-Eun Chang, Michigan St U; Ashley
Clark, Western Michigan U
Dissociations among speech-language, cognitive (IQ), and
regional brain volume measures were examined in children
who do and do not stutter. The results provide insights
into possible cognitive and brain structural bases that may
contribute to uneven speech and language development in
children who stutter relative to matched controls.

Sharing AAC & Inclusion Strategies to
Support People With Communication
Disabilities in Ghana, West Africa
SA10:30AM11:30AM
Session: 1651
CC/Room: W471
1 Hrs
Presented by: Catherine Crowley, Teachers Coll Columbia U; Lindsay Milgram, Teachers Coll - Columbia
U; Miriam Baigorri, Teachers Coll - Columbia U; Jessica
Baquero, Teachers Coll - Columbia U; Jayne Miranda,
Teachers Coll - Columbia U; Christine Tu, Teachers Coll Columbia U; Danielle Bonanni, Teachers Coll - Columbia U;
Ebony Turner, Teachers Coll - Columbia U; Keovmorkodh
Chhuon, Teachers Coll - Columbia U; Natalie Zorrilla,
Teachers Coll - Columbia U; Adriana Figueroa, Teachers
Coll - Columbia U; Kenay Sudler, Teachers Coll - Columbia
U; Yolanda Perez, Teachers Coll - Columbia U; Andrew
Angeles, Teachers Coll - Columbia U; Wenli Chen, Teachers
Coll - Columbia U
Over 6 years in Ghana, the presenters worked to benefit
people with communication disabilities with limited
resources. In this seminar, they share a series of innovative
video tutorials they developed to take advantage of the
emerging availability of the Internet in West Africa, which
can be replicated around the world.
Speech Perception Testing: A window

Into Childrens Language, Processing,
Cognition, & Behavior
SA10:30AM11:30AM
Session: 1652
CC/Room: W185A
1 Hrs
Presented by: Joan Hewitt, Pediatric Hearing Specialists;
Laurie Owen, Pediatric Hearing Specialists
Audiologists and SLPs often focus on hearing thresholds
and pay little attention to speech perception measures.
However, single-word and sentence speech perception
tests in quiet and noise provide a window into childrens
auditory memory, processing, cognition, and behavior.
Find out how this testing can change your assessments
and intervention!
New Findings on the Interaction of
Hearing & Language
SA10:30AM11:30AM
Session: 1653
CC/Room: W185D
1 Hrs
Presented by: Min Kyung Han, U of Kansas; Karen Kirk,
U of Iowa; Mark VanDam, Washington St U; Amanda
Van Horne, U of Iowa; Mary Pat Moeller, Boys Town Natl
Research Hosp; Holly Storkel, U of Kansas
Psycholinguistic theory and technological innovation
introduced in our presentation will advance our
understanding of the interaction between hearing and
language in children with hearing loss and in typically
developing children in challenging listening conditions.
Important clinical applications of these new findings will
be discussed.
Speech Discrimination & Spatial

Hearing in Toddlers With Cochlear
Implants
SA10:30AM11:30AM
Session: 1654
CC/Room: W187BC
1 Hrs
Presented by: Christi Hess, U of Wisconsin - Madison;
Jan Edwards, U of Wisconsin - Madison; Ruth Litovsky, U of
Wisconsin - Madison/U of Wisconsin - Stevens Point
Bilateral cochlear implantation is being provided to
a growing number of infants and toddlers with little
understanding about the difference in performance
between unilateral implantation and bilateral
implantation. The goal of this project is to better
understand speech discrimination abilities and speech in
noise thresholds in these populations.

Populations (GI)
Prevention Through Community
Collaboration: Working With Children
Who Are Homeless
SA10:30AM11:30AM
Session: 1655

1 Hrs
Presented by: SallyAnn Giess, Chapman U; Mary Ellen
Hood, Chapman U; Jessica Haffar, Chapman U; Kristen
Harrison, Chapman U; Holly Walker, Chapman U
University faculty and a graduate student will share
their experience of providing services to children who
are homeless and living in motel shelters. Through a
community-university collaboration, we addressed
the role of the SLP in prevention of language disorders
through provision of language enrichment activities for an
at-risk population.
Young Children With Behavior

Concerns: Role of Speech-Language
Pathologists in Supporting Diverse
Caregivers
SA10:30AM11:30AM
Session: 1656

1 Hrs
Presented by: Nicole Edwards, Georgia St U
To successfully promote communication-based outcomes,
service providers may feel they must first address a
young childs maladaptive behavior concerns. Attendees
will be asked to reflect on their own contributing
role in partnering with parents and early childhood
teachers to support young childrens emerging
emotional development.


Facilitating Conversations With
Adolescents & Their Families
SA10:30AM11:30AM
Session: 1657
CC/Room: W192AB
1 Hrs
Presented by: Kristine Noel, KidPower Therapy Assoc;
Eliya Kirby, KidPower Therapy Assoc
Social communication skills are critical to adolescents
relationships with families and peers. This session will
demonstrate how to plan conversational intervention to
support adolescents interactions with families and peers,
and strategies to assess conversational abilities, develop
goals, and monitor progress. Video clips will be shared to
illustrate the process.

Parallels & Differences: Meaning
Construction During Writing With
Language-Disordered Children
SA10:30AM11:30AM
Session: 1658
CC/Room: W183C
1 Hrs
Presented by: Holly Damico, U of Louisiana - Lafayette
Three children with language learning disorder were engaged
in a writing program focused on a social constructivist
paradigm over a period of 8 months. Development was
monitored in terms of writing production foci (including seven
traits of the writing process) and self-initiated modifications to
individuals writing process strategies.
SALT Software: Clinical Assessment of

Language Production in English-Fluent
& Bilingual (Spanish/English) Children
SA10:30AM11:30AM
Session: 1659
SLP Services for Children With Visual

Impairments: A Qualitative Report of
Practitioner Practices
SA10:30AM11:30AM
Session: 1660
CC/Room: W184BC
1 Hrs
Presented by: Kyle Brouwer, U of South Dakota; Monica
Gordon Pershey, Cleveland St U; Kelsey Warkenthien, U
of South Dakota
The CSD literature has not established the knowledge and
skills necessary for adapting clinical services to meet the
needs of children with visual impairment. Interviews with
SLPs who have expertise providing these services describe
the current professional knowledge base related to providing
effective intervention and assessment for children with VI.
The Magic of Collaboration! SLPs &

Teachers Use RtI to Reach Struggling
Readers
Treatment of Apraxia in Adults:

Personal Reflection From a Patient
SA10:30AM11:30AM
CC/Room: W375A
1 Hrs
Presented by: Katie Squires, Central Michigan U; Sandra
Gillam, Utah St U
Because of their knowledge of fundamental skills that
support literacy, SLPs are being called on more and more
to assist teachers in reaching students who struggle with
reading. This session will provide SLPs with numerous
ways to collaborate with classroom teachers to assist all
children in becoming competent readers.
Language Disorders
in Adults (SLP)
Using Guided Autobiography in

Stroke Survivor Writing Groups
Session: 1661
SA10:30AM11:30AM
Effects of Rate & Word Predicability on

Speech Entrainment Performance in
Healthy Individuals
SA10:30AM11:30AM
Session: 1662
CC/Room: S105BC
1 Hrs
Presented by: Honey Isabel Hubbard, U of South
Carolina; Julius Fridriksson, U of South Carolina; Paul
Fillmore, U of South Carolina
Speech entrainment is when participant shadows speech
of an audiovisual model in real time. The goal of this study
was to analyze performance of normal, healthy individuals
during speech entrainment under different conditions,
including manipulations of rate of predictability of
upcoming words. Presented alongside current theories of
language and aphasia.
Living With Primary Progressive

Aphasia: What Do Patients & Families
Need?
SA10:30AM11:30AM
Session: 1663
CC/Room: W196A
1 Hrs
Presented by: Darby Mordardt, Feinberg Sch of Medicine
- Northwestern U
Language Disorders in Adults and SIG 15: Gerontology.
Primary progressive aphasia, a clinical dementia
syndrome, not only affects a persons language and other
cognitive functions, but how the individual and family
function and cope with illness. This session reviews how
the condition uniquely affects the individual and family,
available supportive resources, and building the necessary
care team.

the Discipline (GI)
Vowel Context Effect on Early Word

Forms
SA10:30AM11:30AM
Applying the WHOs ICF Framework to

Communication Disorders in Cerebral
Palsy
SA10:30AM11:30AM
Session: 1667
CC/Room: W179AB
1 Hrs
Presented by: Mary Jo Cooley Hidecker, U of Central
Arkansas; Marilyn Workinger, Marshfield Clinic Research
Foundation
This presentation will describe assessment and
intervention of communication disorders in cerebral palsy
using the International Classification of Functioning,
Disability, and Health (ICF) framework from the World
Health Organization.
Session: 1665
CC/Room: W184D
1 Hrs
Presented by: Melissa Richman, Stroke Comeback Ctr;
Kelly Hartman, U of Maryland
Guided autobiography is an expressive writing method
that was developed by James Birren to help individuals
recall, organize, and share their life experiences. This
method was adapted and used in stroke survivor writing
groups to facilitate insight into adaptation after stroke,
improvement in writing ability, and peer support.

Reach Full Potential Through Play
Started in Infancy
SA10:30AM11:30AM

and Children (SLP)
Session: 1664
CC/Room: W186
1 Hrs
Presented by: Dave Valiulis, California St U - San Marcos;
Lori Heisler, California St U - San Marcos; Suzanne
Moineau, California St U - San Marcos
Dave Valiulis is a stroke survivor. Over the years, he has
had firsthand experience with several treatment methods
for apraxia. Content area experts will discuss the basic
principles of each technique. Dave will then reflect on
the implementation of each technique and the effect on
his recovery.
SA10:30AM11:30AM
Session: 1666
CC/Room: W190B
1 Hrs
Presented by: Barbara Lechner, Language Experience
Ctr; Tracey Lechner, Help Me Grow
This session will extend the practices of MacDonald,
Solomon, Greenspan, et al., down to infancy. The use of
play strategies with ALL children from infancy to 2 years
will be outlined and demonstrated with captioned video
excerpts that can be used by parents or by professionals to
train others.
Intensive Voice Treatment of Select

Motor Speech Disorders: Beyond
Parkinsons Disease With LSVT LOUD
SA10:30AM11:30AM
Session: 1668
CC/Room: W183A
1 Hrs
Presented by: Leslie Mahler, U of Rhode Island; Lorraine
Ramig, U of Colorado; Cynthia Fox, LSVT Global
LSVT LOUD is a well-defined treatment with extensive
literature supporting improvements in speech deficits
associated with Parkinsons disease (PD). This presentation
will begin with research from studies of people with PD
and expand to research with adults who have dysarthria
secondary to stroke, cerebral palsy, Down syndrome,
and scleroderma.
Introduction to the Principles of

Motor Learning & Application to
Speech Rehabilitation
SA10:30AM11:30AM
Session: 1669
CC/Room: W183B
1 Hrs
Presented by: Lauren Bislick, U of Washington; Phillip
Weir, U of Washington
There is growing interest in the application of the
principles of motor learning (PML) to the treatment of
motor speech disorders. The purpose of this presentation
is to examine studies that have investigated the effects of
PML on speech rehabilitation and discuss the incorporation
of these principles into clinical practice.
Research Symposium: Epigenetic

Mechanisms in Learning & Memory
(Part 2)
SA10:30AM12:30PM
Session: 1670
CC/Room: W190A
2 Hrs
Presented by: David Sweatt, U of Alabama
Research Issues Across the Discipline. Epigenetics involves
alterations in chromatin structure, which in turn regulates
gene expression. This presentation addresses the idea that
conservation of epigenetic mechanisms for information
storage represents a unifying model in biology, with
epigenetic mechanisms being utilized for cellular memory
at levels from behavioral memory to brain development to
cellular differentiation.
KT, EBP, & PBE: Untangling

Terminology to Advance Empirically
Based Clinical Practice
SA10:30AM11:30AM
Session: 1671
CC/Room: W196C
1 Hrs
Presented by: Emma Power, U of Sydney; Elise Baker, U
of Sydney; A. Lynn Williams, East Tennessee St U
SLPs clinical decisions are ideally grounded in evidence.
However, it typically takes more than a decade for
evidence-based recommendations to be implemented.
This seminar will examine how three concepts: knowledge
translation (KT), evidence-based practice (EBP), and
practice-based evidence (PBE) can be understood and used
to narrow the knowledge-to-action gap.

in Children (SLP)
Evidence-Based Application of
Device Technology in Speech Sound
Disorders: A Clinical Workshop
SA10:30AM11:30AM
Session: 1672
CC/Room: S106
1 Hrs
Presented by: Gordy Rogers, Articulate Technologies
Device technology is revolutionizing the treatment
of speech sound disorders. This clinical workshop is
designed by and for clinicians to provide a comprehensive
introduction into how this technology can solve the
toughest clinical problems. Video-supported case studies
and presenter-moderated discussion will be emphasized.
Session: 1673
CC/Room: W194
1 Hrs
Presented by: Namhee Kim, California Baptist U; Barbara
Davis, U of Texas - Austin
This study explores vowel context effects in assimilation
patterns in speech output of children between 1 and 3
years. Spontaneous speech from 10 typically developing
American English-learning children from 12 to 36 months
showed that intervening vowels in assimilated words have
articulatorily compatible relationships with the preceding
and following consonants within words.

Disorders (SLP)
Identifying Dysphagia in Persons With
Dementia: Cognition vs. Physiology
SA10:30AM11:30AM
Session: 1674
CC/Room: W181
1 Hrs
Presented by: Luis F. Riquelme, New York Med Coll/New
York Methodist Hosp; Michelle L. Tristani, Rehab Care
This presentation will outline criteria utilized to
differentiate oropharyngeal dysphagia that is cognitively
based versus physiologic-based in persons with
dementia. Components of both clinical and instrumental
examinations relative to the dementia population will be
discussed. Treatment approaches useful for both types of
disorders will be provided and reviewed.
Implementing Oral Care & Free Water

Protocol Studies in Acute Care: A
Collaborative Model
SA10:30AM11:30AM
CC/Room: W196B
1 Hrs
Presented by: Jon Miller, U of Wisconsin - Madison/SALT
Software; Aquiles Iglesias, Temple U; Ann Nockerts, SALT
Software
This session, developed by SALT Software LLC, shows how
SALT simplifies the language sample analysis process with
comprehensive reports and reference databases for age- and
grade-matched comparisons. Case studies will be presented
illustrating how SALT is used to assess language production
of English-fluent and bilingual Spanish/English students.
Session: 1675
CC/Room: W475
1 Hrs
Presented by: Helen Kenedi, U of Texas - Dallas; Jenny
Reynolds, Baylor U Med Ctr; JoBeth Campbell Vance,
Baylor U Med Ctr
This presentation focuses on three topics: oral care, the
free water protocol, and collaborative research. Discussion
will include the development and implementation of an
oral care protocol, results of two pilot RCTs using the free
water protocol in the acute care setting, and collaborative
research between academics and clinicians.

Pediatric Jaw Development:
Information You Can Chew On
SA10:30AM11:30AM
Systematically Teasing Out the

Physiological Factors That Lead to
Aspiration
Session: 1677
The Graduate Dysphagia Course:

Preparing Students for the Real World
of Swallowing Management
Session: 1678
CC/Room: W474
1 Hrs
Presented by: Cathy Lazarus, Beth Israel Med Ctr; Mary
Bacon, Rush U; Debra Suiter, U of Memphis
Swallowing and Swallowing Disorders. This session will
focus on different approaches to teaching a graduate-level
dysphagia course. Specifically, suggestions for curriculum,
means of actively engaging students in the learning
process, application of lectures via learning labs and
outside observations, and critically appraising currently
available therapeutic strategies will be discussed.
Recognizing & Treating Low-Incidence

Laryngeal Disorders in the Schools
SA10:30AM11:30AM
Differential Diagnosis & Speech

Treatment of Vocal Cord Dysfunction
SA10:30AM11:30AM
Session: 1679
CC/Room: W180
1 Hrs
Presented by: Allison Tidwell, Childrens Hosp of Orange
Co
Vocal cord dysfunction (VCD) is an inappropriate closure
of the vocal cords during respiration, creating an airway
obstruction that most significantly affects athletes during
activity. VCD is often misdiagnosed as asthma leading to
ineffective treatment. This seminar will help SLPs provide
appropriate diagnosis and treatment in children with VCD.
Green Light, GO: Voice Care Following

Surgery & Voice Rest for Benign Vocal
Fold Lesions
SA10:30AM11:30AM
Session: 1680
CC/Room: S104
1 Hrs
Presented by: Cynthia Grywalski, Henry Ford Health
System
This presentation will provide a comprehensive plan of care
to evaluate and treat aphonia/dysphonia following surgery
and voice rest for benign vocal fold lesions, when patient
anxiety could easily fuel or perpetuate hyperfunctional
behaviors and sabotage recovery. Direct and indirect
therapeutic intervention will be addressed.
wn
dra
With
LAX VOX Voice Therapy: The Holistic

Approach From Finland
SA10:30AM11:30AM
Session: 1681
CC/Room: S105D
1 Hrs
Presented by: Cathleen Bergin, Naples Med Ctr ENT
This session will provide an orientation on the use of
the Finnish LAX VOX voice technique as a multichannel
biofeedback tool. Information and demonstrations will
be provided on the use of the LAX VOX tube, training
instructions, and how to use this inexpensive device in
the clinic.
The LIght Focus: A Resonance

Placement Strategy for Voice
Feminization
The Relationship Between Cepstral

Spectral Index of Dysphonia (CSID) &
Voice Handicap Index (VHI) Scores
Session: 1684
CC/Room: W178A
1 Hrs
Presented by: Shaheen Awan, Bloomsburg U; Nelson
Roy, U of Utah; Seth Cohen, Duke Voice Care Ctr - Duke U
Med Ctr
This study examined the relationship between the Cepstral
Spectral Index of Dysphonia and VHI scores in a diverse
group of voice-disordered and control subjects. Strong
acoustic discrimination of patients based on a VHI cutoff
= 12 and moderate strength correlations between CSID
measures from speech and total VHI were observed.
SLP Graduate Student Training,

Part II: The Inpatient Rehabilitation
Environment
FR10:30AM11:30AM
Session: 1685
CC/Room: S104
1 Hrs
Presented by: Karen Tessler, Rush
U Med Ctr; Rebecca
age
Zerivitz, Rush U MeddCtr;
Janelle Reske, Rush U Med Ctr;
o
t
ove Rush U Med Ctr
Joanne Sepulveda,


How to Learn on the Job?: Insight

Into Reflective Practices in SpeechLanguage Pathology
Easy & Effective Ways to Communicate

& Participate With AAC Apps on
iDevices
Increasing Communicative Access for

Individuals with Aphasia at National
Parks Through Partnership & Inclusion
SA1:00PM2:00PM
Session: 1686
SA1:00PM2:00PM
Session: 1688
SA1:00PM2:00PM
Session: 1691

1 Hrs
Presented by: Marie-Eve Caty, Western U; Philip C. Doyle,
Western U; Elizabeth Anne Kinsella, Western U
Reective practice is frequently noted as an essential
attribute of competent health care practice. Yet
opportunities to learn through reflection in the workplace
may not be consistently available to SLPs. This seminar
outlines Schns reflective practice framework and
discusses its application to professional and practice
development in SLP.
CC/Room: W190B
1 Hrs
Presented by: Jill Tullman, Private Practice; Joni
Nygard, Attainment Co
Augmentative alternative communication applications
on iDevices are being used successfully with individuals
who have complex communication needs. Videos featured
illustrate how people of all ages are using AAC apps to
communicate and participate throughout their days.
Effective strategies and app features we share can easily
work for your clients, too!
CC/Room: W194
1 Hrs
Presented by: Ellen Bernstein-Ellis, California St U - East
Bay; Jan Avent, California St U - East Bay
This seminar examines the concepts of communicative
access and advocacy through the development of
an aphasia-friendly guide, the first of its kind in the
National Park System. We will describe the unique
partnership between Yosemite National Park, the Yosemite
Conservancy, and the Aphasia Treatment Program of CSU
East Bay.

Situating Communication Within

Activities & Around Objects:
Examining Multimodality Across Five
Case Studies
Beyond the Clinic Walls: Providing

Speech-Language Therapy via
Telepractice
Session: 1683
CC/Room: S102BCD
1 Hrs
Presented by: Mary Elizabeth (Tish) Moody, Private
Practice/George Washington U/Montgomery Coll
Resonance placement is found to be a key element in
voice feminization. This oral session presents supporting
research for this strategy, contrasts various resonant
productions with this focus, demonstrates the steps
in acquisition of the focal placement, provides varying
practice dimensions, and invites audience participation
and practice.
SA10:30AM11:30AM

Session: 1682
CC/Room: S105A
1 Hrs
Presented by: Sally Gallena, Loyola U Maryland; Marie
Kerins, Loyola U Maryland
Paradoxical vocal fold motion disorder and nonspecific
chronic cough are quickly remediated laryngeal disorders
within the SLPs scope of practice. This session targets
effective identification and treatment of these disorders,
and proposes a model that defines the school-based
SLPs role within an interdisciplinary team and service
delivery options.
SA10:30AM11:30AM
Saturday Oral Seminars 1:00PM2:00PM
94
Infusing Case Simulations Into the

Curriculum: Sharing Lessons Learned
SA1:00PM2:00PM
Session: 1687
CC/Room: W475
1 Hrs
Presented by: Carol Szymanski, Saint Xavier U; Michael
Flahive, Saint Marys Coll
Technological advances have fostered development of a
number of alternative approaches to providing learning
opportunities for students in helping disciplines (medicine,
social work, etc.). Advances have come more slowly to
speech-language pathology and audiology. This session
provides experience-based instruction in employing
computer-based simulations for clinical education,
including lessons learned.
SA1:00PM2:00PM
Session: 1689
CC/Room: W193
1 Hrs
Presented by: Julie Hengst, U of Illinois - UrbanaChampaign; Laura DeThorne, U of Illinois - UrbanaChampaign; Mary Kubalanza, U of Illinois - UrbanaChampaign; Cynthia Johnson, U of Illinois - Urbana-Champaign;
Amie King, Southern Illinois U - Edwardsville; Monique
Kammo, U of Illinois - Urbana-Champaign; Tracy Gunderson, U
of Illinois - Urbana-Champaign; Hillary Valentino, U of Illinois Urbana-Champaign; Anna Ortigara, U of Illinois - UrbanaChampaign; Stephanie Russell, U of Illinois - Urbana-Champaign
Multimodality figures prominently in current research,
reflecting growing recognition that talk, gestures, and actions
are interwoven in interaction. Grounded in situated theories
of communication, we illustrate multimodal communication
through five case studies of children and adults with
communication disorders. Implications for development and
implementation of AAC systems will be discussed.

Improving Identification of Hispanic
Toddlers With Autism Spectrum
Disorder
SA1:00PM2:00PM
Session: 1690
SA1:00PM2:00PM
Session: 1692
CC/Room: W184BC
1 Hrs
Presented by: Stephanie Coe, Childrens Hosp Colorado;
Katheryn Boada, Childrens Hosp Colorado
Childrens Hospital Colorado has expanded speech and
language services beyond the clinic walls by using
telepractice to reach children and families in rural or
underserved communities. This presentation will focus on
three distinct service delivery models. Program start-up
considerations, clinician training, technology needs, and
lessons learned will be shared.
CC/Room: S103ABC
1 Hrs
Presented by: Catriona Steele, Toronto Rehab Inst - U
Health Network; Julie Cichero, International Dysphagia
Diet Standardisation Initiative
Penetration-aspiration is considered the most serious
component of dysphagia. Clinicians regularly evaluate
the pathophysiology of swallowing to postulate reasons
behind penetration-aspiration. In this session, we will
share the results of a systematic review, conducted
to identify evidence in the literature that clarifies the
pathophysiological mechanisms behind penetrationaspiration.
SA10:30AM11:30AM

Session: 1676
CC/Room: W470B
1 Hrs
Presented by: Emily Mayfield, Mercy Med Ctr; Marni
Simon, Connecticut Childrens Med Ctr; Donna Edwards,
Childrens Med Ctr of Dayton; Colleen Gould, U of Kansas Hosp
Jaw development and the acquisition of chewing skills
are essential areas for the speech pathologist treating
pediatric patients with dysphagia. This course will review
typical anatomy and physiology, factors leading to atypical
presentations, and assessment and interventions for
feeding/swallowing disorders that occur due to abnormal
jaw development.
SA10:30AM11:30AM
Concussion Legislation: Where Are We

Now, & What Happens Next?
SA1:00PM2:00PM
Session: 1693
CC/Room: W196A
1 Hrs
Presented by: Bess Sirmon-Taylor, U of Texas - El Paso
This presentation addresses trends and content of
legislation on concussion management, situated in policy
diffusion theories, and the involvement of speechlanguage pathologists. Nearly every state has addressed
concussion of school-age athletes, with some variations
in the scope of legislation and policy regarding prevention
and management of such injuries.
CC/Room: W375B
1 Hrs
Presented by: Sheri Stronach, Florida St U; Amy
Wetherby, Florida St U
This session will report the findings of a longitudinal
research study using quantitative and qualitative methods to
compare early social communication and autism symptoms
across ethnicities and identify strategies for increasing
community engagement to improve the detection of autism
spectrum disorder in young Hispanic children.

Getting Paid: Documentation of
Skilled Therapy in the New World
SA1:00PM2:00PM
Session: 1694
CC/Room: W375A
1 Hrs
Presented by: Tim Nanof, ASHA; Janet Brown, ASHA
Inappropriate or inadequate documentation of services
is the number one reason for claims denials, according to
CMS and other payers. Learn what auditors are looking for
to demonstrate that your services are skilled. From Manual
Medical Review to the Jimmo case--documentation of
skilled service is essential to payment.
I Have a Job Offer...Now What?

Negotiating for Your Financial Future
SA1:00PM2:00PM
Session: 1695
Mentorship in Speech-Language
Pathology & Audiology: Leaving a
Legacy & Making a Difference
SA1:00PM2:00PM
Session: 1696
CC/Room: W183C
1 Hrs
Presented by: Paul Rao, Medstar Natl Rehab Hosp; Vicki
Deal-Williams, ASHA
This session describes the importance and benefits of
mentoring novice and experienced clinicians. Following
definitional and theoretical considerations, two
experienced mentors will describe two types of mentoring
programs: the formal ASHA Student to Empowered
Professional program and an informal Mentoring program.
Mentor and mentee discussion will be encouraged and
conclusions suggested.
On Beyond Google: Inspiration &

Information at Your Fingertips!
SA1:00PM2:00PM
Session: 1697
CC/Room: W375C
1 Hrs
Presented by: Kristen Motz, Ferris St U; Shari
Robertson, Indiana U of Pennsylvania
Need some intervention inspiration? Research data?
Background information to meet the needs of a
challenging client? On Beyond Google will teach you to
improve your Web searching by using the free innovations
provided by the major search engines. Learn secrets to
efficient information retrieval with the click of a mouse!
Violations: What Must Be Reported

When Applying or Reinstating Your
CCCs?
SA1:00PM2:00PM
Session: 1698
Time to Join the Gym: Partnering With

PT & OT for Patients With Cognitive
Issues
SA1:00PM2:00PM
Session: 1701
CC/Room: W183A
1 Hrs
Presented by: Roy Shinn, Edniboro U; Sandra Wright,
U of Tulsa; Susan Brannen, Educational Consultant;
Stephanie Davidson, Ohio Board of Regents
Members of the Council for Clinical Certification (CFCC)
and Board of Ethics (BOE) provide explanation about the
disclosure process for certification or reinstatement. The
presentation will include insight about why it is being
implemented, who is being asked to disclose information,
required documentation, and review and appeal processes.
CC/Room: W180
1 Hrs
Presented by: Jennifer Brown, Hallmark Rehab; Todd
Novosad, Hallmark Rehab; Elizabeth Roberts, Hallmark
Rehab
Its time for SLPs to join the gym. Working with PT and OT
to treat patients with cognitive issues in long-term care
can make treatments more functional and help other
disciplines make the most of the patients remaining
cognitive skills. Come learn about working together
toward common goals.
Fluency (SLP)
Mindfulness & Its Relevance to Speech

& Language Therapists
The Role of Resilience in Stuttering

Intervention for Children
aw
hdr
Wit
SA1:00PM2:00PM
Session: 1699
SA1:00PM2:00PM
Session: 1702
CC/Room: W178A
1 Hrs
Presented by: Carolyn Cheasman, City Lit
This seminar will combine experiential and theoretical
learning to introduce participants to mindfulness.
Mindfulness training helps to cultivate awareness,
acceptance, and compassion, and its relevance to speech
and language therapists will be explored in relation to
both personal well-being and client work. It is relevant to
all client groups.
CC/Room: W192C
1 Hrs
Presented by: Patricia Zebrowski, U of Iowa
Fluency. The goal of this presentation is to describe the
relevance of temperament, particularly effortful control,
in a childs capacity for successful adaptation to stuttering,
or resilience. Strategies that target the development
of attentional focus and emotional regulation will be
discussed as they relate to stuttering intervention.
Personal Narrative Film: A Social

Participation Approach to Cognitive
Rehabilitation After Traumatic Brain
Injury

SA1:00PM2:00PM
Session: 1700
CC/Room: W183B
1 Hrs
Presented by: Cheryl Green, Private Practice; Rik
Lemoncello, Pacific U; Lisa Stember, Kampfe Mgmt Svcs/
Pacific U
Cognitive rehabilitation addressing impairments after
brain injury poses a challenge for generalization at the
participation level. This presentation offers an example of
self-directed rehabilitation in a naturalistic setting through
creating personal narrative-based films. We review the
context of cognitive rehabilitation, demonstrate the film
project, and share data about this approach.
Issues in International Outreach:

Ethics, Outcomes, & a Need for
Guidelines
SA1:00PM2:00PM
Session: 1703
CC/Room: W471
1 Hrs
Presented by: Amy Meredith, Washington St U; Ellen
Hickey, Dalhousie U ; Kathryn Haasch, Washington St U;
Carmen Lishman, Dalhousie U
This presentation will present different types of volunteer
abroad opportunities and discuss key issues that need
to be addressed when considering embarking on this
experience, including ethics, cultural considerations,
preparation, and outcome indicators and measures used
to determine success. In addition, we will discuss potential
guidelines for future work.

EHDI-PALS.org Is Live: A Tool to
Identify Audiology Facilities That Meet
Pediatric Needs
SA1:00PM2:00PM
Session: 1704
CC/Room: W185D
1 Hrs
Presented by: Winnie Chung, Ctrs fo Disease Control
& Prevention; Robert Fifer, U of Miami; Jeff Hoffman,
Natl Ctr for Hearing Assessment & Management; Sharon
Ringwalt, Early Childhood Technical Assistance Ctr
EHDI-Pediatric Audiology Links to Services is a Web-based
facility search tool designed for medical providers and
parents. After a facility completes an online survey, a
standard of care algorithm filters and organizes survey
answers into a profile for parents who are searching for a
facility that meets their need.
Outcomes in Children With Bilateral
Cochlear Implants & Bimodal Hearing
SA1:00PM2:00PM
Session: 1705
CC/Room: W187A
1 Hrs
Presented by: Rene Gifford, Vanderbilt U; Tamala
Bradham, Vanderbilt U; Megan Roberts, Vanderbilt U;
Christopher Fonnesbeck, Vanderbilt U; LSL-DR Investigational
Team --, OPTION Sch.
Outcome measures from children with bilateral cochlear
implants and bimodal hearing (cochlear implant and
contralateral hearing aid) from 38 OPTION Schools will be
presented. Preliminary, prospective data will be shared,
including but not limited to demographics, functional
outcomes, and standardized measures.

Populations (GI)
Strategies for Teaching Syntax

to Support Students Reading
Comprehension
SA1:00PM2:00PM
Considerations & Practical Strategies

in the Assessment & Treatment of
Spanish-Speaking Bilingual Children
SA1:00PM2:00PM
Session: 1706

1 Hrs
Presented by: Sharon Kummerer, Schwab Rehab
Hosp; Ana Ayala, Schwab Rehab Hosp; Ellyn McNamara,
Schwab Rehab Hosp; Elizabeth Nolan, Illinois St U
There are a large number of Hispanic children in early
intervention and school-based programs. The clinicians
who serve these children are typically monolingual
English speakers unsure of evidence-based practices for
bilingual students. Increased knowledge of cultural beliefs,
assessment tools, and treatment strategies is essential in
promoting optimal outcomes.

Addressing Inference Generation in
Reading: The ACT & Check Strategy
SA1:00PM2:00PM
Session: 1707
CC/Room: W196B
1 Hrs
Presented by: Kimberly Murza, U of Northern Colorado;
Barbara Ehren, U of Central Florida
This session will describe an evidence-based strategy
targeting inference generation in reading. Participants
will learn how to use a research-validated instructional
methodology to teach the ACT & Check strategy to their
clients. The presenter will walk participants through
each step of the intervention and provide materials for
immediate use.
Assessing the Common Core State

Standards Using Language Sample
Analysis
SA1:00PM2:00PM
Session: 1708
CC/Room: S103ABC
1 Hrs
Presented by: Jon Miller, U of Wisconsin - Madison/
SALT Software; Karen Andriacchi, U of Wisconsin Madison/SALT Software; John Heilmann, U of Wisconsin
- Milwaukee
Assessing student progress on the Common Core State
Standards is critical given the interrelatedness of oral
language standards and the the rest of the curriculum. A
series of case studies will review assessing the CCSS using
conversation, narrative, and expository skills in language
sample analysis for grades K-12.
Session: 1709
CC/Room: W179AB
1 Hrs
Presented by: Eileen Gravani, St U of New York Cortland; Jacqueline Meyer, St U of New York - Cortland
A variety of ASHA documents strongly support the
involvement of SLPs in language and literacy. This session
addresses the role of syntax in supporting literacy activities
and strategies for teaching syntax, including sentence
combining and manipulation as well as increasing
metalinguistic awareness.
Language Disorders
in Adults (SLP)
Dementia Therapeutic Intervention
for the SLP
SA1:00PM2:00PM
Session: 1710
CC/Room: W184D
1 Hrs
Presented by: Margaret Watson, Consultants in Dementia
Therapy; Nancy Shadowens, Consultants in Dementia
Therapy
The focus of the presentation is to provide an overview
of dementia, including understanding the disease, the
importance of staging, how to document effectively
and prove medical necessity, write productive goals,
and implement evidence-based interventions for
successful outcomes with utilization of case studies and
video examples.
Post-Deployment Syndrome &

College: Examining Social Relations
& Academic Skills Among Enrolled
Service Members
SA1:00PM2:00PM
CC/Room: W474
1 Hrs
Presented by: Tammie Spaulding, U of Connecticut
This talk will discuss when to negotiate, what to negotiate
for, and how to be successful in the negotiation process
to ensure your financial health. Topics include important
factors to consider, the short- and long-term financial
impact of successful and unsuccessful negotiation, and
techniques for preparing job-seekers for successful
negotiation outcomes.
Session: 1711
CC/Room: W185BC
1 Hrs
Presented by: Bryan Ness, U of New Hampshire
This presentation summarizes new and previously
published research exploring the relationships between
post-deployment syndrome (PDS; the constellation of
symptoms resulting from TBI and/or PTSD), social relations,
and self-regulation among college-enrolled service
members. The implications of how PDS adversely impacts
social relations and learning behaviors are discussed.

The Restorative Power of Music for a
Jazz Musician With Global Aphasia:
Life Participation Restored
SA1:00PM2:00PM
Session: 1712
CC/Room: W185A
1 Hrs
Presented by: Hrayr Attarian, Northwestern U;
Gordon Krainen, U of Michigan Aphasia Program; Lynn
Chenoweth, U of Michigan Aphasia Program; Louis Smith,
Retired
This presentation will validate the Life Participation
Approach to Aphasia (LPAA) for a musician with global
aphasia. The brain-language-music relationship, LPAA
overview, significance of prior interests on treatment
outcomes, restorative music strategies, and subjects rehab
history and current profile will be presented. PowerPoint,
video, jazz performance--live!
The SLP & Primary Progressive

Aphasia (PPA): Developing an
Education Coalition
SA1:00PM2:00PM
Session: 1713

the Discipline (GI)
Knowledge Translation for
Communication Disorders:
Accelerating the Use of Evidence in
Clinical Practice
SA1:00PM2:00PM
Session: 1714
CC/Room: W196C
1 Hrs
Presented by: Erin Redle, Cincinnati Childrens Hosp Med
Ctr; Richard Peach, Rush U Med Ctr
Knowledge translation seeks to reduce the evidenceto-practice gap, but the mechanisms through which
this is done in clinical settings are not well described for
communication disorders. This presentation explains the
process of knowledge translation. Specific strategies will
be presented for enhancing the adoption of evidence
into practice.

in Children (SLP)
Developing a Dysphagia Research

Clinic in a Graduate SLP Program:
Steps, Challenges, Successes
Systematic Neuro-Speech
Articulation/Apraxia Programming
(SNAAP)
SA1:00PM2:00PM
SA1:00PM2:00PM
Session: 1715
CC/Room: S102BCD
1 Hrs
Presented by: Amber Rutt-Shepard, Desert Speech Svcs;
Stacie Stewart, Desert Speech Svcs
The Systematic Neuro-speech Articulation/Apraxia
Program (SNAAP) uses common English patterns to
facilitate speech sound production, along with the
integration of traditional speech sound production
interventions. SNAAP is founded in neurologically based
research using the Directions Into Velocities of Articulators
(DIVA) and GODIVA models.

Disorders (SLP)
Advancing Dysphagia Care With a
Participation Focus
SA1:00PM2:00PM
Session: 1716
CC/Room: W192AB
1 Hrs
Presented by: Shauna L. H. Smith, Idaho St U - Meridian;
Heather L. Robinson, St. Alphonsus Rehab Svcs
While perspectives of dysphagia care have been
impairment-driven, a contemporary model is proposed
encompassing the relationship between swallowing,
communication, and quality of life. Maximizing
participation includes addressing intimacy of eating and
social interaction. Motivational interviewing, counseling/
education, and problem-solving individualized treatment
will be discussed to maximize dysphagia outcomes.
Considering Pulmonary Function in

Dysphagia Assessment
SA1:00PM2:00PM
Session: 1717
CC/Room: W181
1 Hrs
Presented by: Deanna Britton, U of Washington Med Ctr
Interpretation of pulmonary function measures will
be reviewed, along with selected literature regarding
application of these measures to clinical decisions in the
context of dysphagia. A solid understanding of pulmonary
function measures and their relevance to risk for
pneumonia can aid clinical decision-making in the context
of dysphagia assessment.
awn
r
d
ith
Session: 1718
CC/Room: W470A
1 Hrs
Presented by: Georgia Malandraki, Teachers Coll Columbia U; Elise Wagner, Teachers Coll - Columbia U;
Bernadine Gagnon, Teachers Coll - Columbia U; Justine
Sheppard, Teachers Coll - Columbia U; Chandra Ivey,
Columbia U Med Ctr; Kathleen Youse, Teachers Coll Columbia U
This seminar presents steps, challenges, and successes in
developing a dysphagia research clinic within a graduate
SLP program based in a non-medical setting. We will
describe the licensure and safety requirements, needed
expertise, materials, equipment, space, and staffing needs.
Student and patient evaluation and satisfaction surveys
results will be presented.
Maximizing Functional Outcomes

& Safety for the Patient With
Tracheostomy
SA1:00PM2:00PM
SA1:00PM2:00PM
Session: 1719
CC/Room: W470B
1 Hrs
Presented by: Elizabeth Howard, Eastern Michigan U;
Sarah Ginsberg, Eastern Michigan U
A comparative, summative qualitative study designed
to understand lactation consultants evaluation of oralmechanism function and dysphagia in breastfeeding
neonates and their understanding of the role of SLPs in
the management of dysphagia. Participants described
multifaceted clinical assessment processes with limited
understanding of the role of SLPs in idiopathic dysphagia.

Management of Head & Neck
Lymphedema in Patients With Head &
Neck Cancer
SA1:00PM2:00PM
Session: 1720
CC/Room: S105A
1 Hrs
Presented by: Brad Smith, U of Texas MD Anderson
Cancer Ctr; Leila Little, U of Texas MD Anderson Cancer Ctr
Head and neck cancer treatments often impair
swallowing, speech, voice, and respiration. Head and neck
lymphedema (HNL) is a common treatment side effect and
can also adversely affect communication and swallowing.
Information will be provided regarding lymphedema,
treatment strategies, research, and the role of the speech
pathologist in lymphedema management.
Session: 1721
CC/Room: S105BC
1 Hrs
Presented by: Sarah Stranberg, U of Pittsburgh Med Ctr
Care of the patient with a tracheostomy continues to be
a specialized area within the speech-language pathology
practice. This evidence-based session will focus on
increasing knowledge regarding the indications, functional
benefits (including communication and swallowing), and
potential complications of tracheostomies in patients with
or without mechanical ventilation.
Quantitative Laryngeal Image

Analysis: A Practical & Accessible
Method for Clinicians
SA1:00PM2:00PM
Understanding the Lactation

Consultants Clinical Evaluation of
Oral-Motor Structure/Function &
Dysphagia in Breastfeeding Neonates
Session: 1722
CC/Room: S105D
1 Hrs
Presented by: Aaron Johnson, U of Illinois - UrbanaChampaign
Laryngeal endoscopy is a standard element of voice
evaluation. Clinical assessment of laryngeal endoscopic
images typically uses subjective visual-perceptual tools.
Quantitative glottal measurements often require advanced
knowledge of programming languages and/or access to
specialized software. This seminar presents an accessible,
low-cost solution for quantifying glottal measurements
from laryngeal images.
The ADA & Voice Disorders: Exploring

Workplace Productivity Issues
in Individuals With Spasmodic
Dysphonia
SA1:00PM2:00PM
Vocal Warm-Up, Reset, & Cool-Down

for Commercial Voice: An Exercise
Physiology Perspective
SA1:00PM2:00PM
Session: 1724
CC/Room: S104
1 Hrs
Presented by: Jennifer Muckala, Vanderbilt Voice Ctr;
Mary Sandage, Auburn U
Commercial voice professionals are vocal athletes. Voice
training, detraining, warm-up, and online monitoring of
vocal technique are often overlooked aspects of treatment
planning and implementation. This seminar will combine
basic muscle/exercise physiology principles as a foundation
to discuss case examples of a wide variety of commercial
voice professionals.

New to the Cleft Palate Team? Tips for
the SLP
SA1:00PM2:00PM
Session: 1725
CC/Room: W186
1 Hrs
Presented by: Kerry Mandulak, Pacific U; Adriane
Baylis, Nationwide Childrens Hosp
Its not uncommon that an SLP is asked to serve on a cleft
palate team without previous coursework or experience
in craniofacial anomalies. This presentation was designed
to provide suggested skill competencies, decision-making
algorithms, and resources for continued education for the
SLP new to a cleft palate team.

the Discipline (GI)
Session: 1723
CC/Room: S106
1 Hrs
Presented by: Derek Isetti, U of Washington; Tanya
Meyer, U of Washington
This seminar provides an overview of the Americans
with Disabilities Act as applied to individuals with voice
disorders. Workplace productivity is examined using a
concept known as presenteeism. Preliminary interviews
with individuals with spasmodic dysphonia reveal whether
existing scales that measure presenteeism might be useful
for those with voice disorders.
Research Symposium: Molecular

Mechanisms of Speech Development
& the Genetics of Dyslexia (Part 3)
SA1:30PM3:30PM

Session: 1726
CC/Room: W190A
2 Hrs
Presented by: Matthias Groszer, U Paris Pierre & Marie
Curie ; Silvia Paracchini, St Andrews U
Research Issues Across the Discipline. Matthias Groszer
will address the molecular mechanisms underlying speech
and language development and the rapidly advancing
identification of genomic variants associated with speech
and language disorders. Silvia Paracchini will address the
genetic basis of dyslexia and the recent identification of
an association between the PCSK6 gene and handedness
in dyslexia.
Putting It All Together: Clinical

Training of Social Pragmatics Through
Story Enactments & Dramatization
SA2:30PM3:30PM
Session: 1727
CC/Room: S103D
1 Hrs
Presented by: Cynthia Wineinger, U of Redlands
This presentation will illustrate the teaching of student
clinicians as they learn to select and implement
appropriate social pragmatic language goals for children
with autism spectrum disorder. Specific strategies will
include story enactment and dramatization. Examples of
reflective supervision products will be presented.

iPad for AAC: Increasing
Opportunities to Communicate at
School & in the Community
SA2:30PM3:30PM
Session: 1728
CC/Room: W375A
1 Hrs
Presented by: Eric Sailers, Expressive Solutions
In this seminar, you will learn how the iPad can be used to
facilitate AAC with students in school and the community.
Discover how to structure communication boards
and implement staff training to increase meaningful
communication opportunities. Specific apps (e.g.,
GoTalk Now, Proloquo2Go) and accessibility features will
be highlighted.
CC/Room: W187BC
1 Hrs
Presented by: Ellayne Ganzfried, Natl Aphasia Assoc;
Sharon Denny, Assoc for Frontotemporal Degeneration;
Darby Morhardt, Cognitive Neurology
Increasing evidence supports that those diagnosed with
PPA are appropriate candidates for speech therapy, but
finding an experienced speech-language pathologist
(SLP) can be challenging. A survey distributed to SLPs
questioned knowledge, experience, comfort, and
interventions with PPA. Findings pointed to the SLPs need
for additional education in this area.
Systems Change: Community-Building

for AAC Users With Autism Using SWPBIS
SA2:30PM3:30PM
Session: 1729
CC/Room: W194
1 Hrs
Presented by: Amy Golding, Lexington Pub Sch; Deidre
King, Lexington Pub Sch
Presenters examine their work in public school serving AAC
users with autism and utilizing the established schoolwide positive behavior supports (SW-PBIS). Capitalizing
on training for the general education community SW-PBIS
has encouraged pro-social peer behavior for initiation
of communication with AAC users and developed an
increasingly inclusive school community.

Audiology, the Patient Protection &
Affordable Care Act, & What ASHA Is
Doing About It
SA2:30PM3:30PM
Session: 1730
CC/Room: W185D
1 Hrs
Presented by: Robert Burkard, U at Buffalo; Neil
Shepard, Mayo Clinic
The Patient Protection and Affordable Care Act will change
the delivery of audiology services. We will discuss changes
in health care, summarize the audiology portion of the Fall
2012 ASHA Changes in Healthcare Landscape Summit, and
describe the post-summit progress made by ASHA that will
help prepare us for these changes.
Forensic Speech Pathology: What

Every Professional Should Know
About Giving Expert Testimony
Session: 1731
CC/Room: S102BCD
1 Hrs
Presented by: Gwyneth Rost, U of Massachusetts
Public defenders, educated on the prevalence of language
disability in offending populations, have begun citing
language disability as grounds for incompetency and
motions to suppress. SLPs must be prepared to work with
lawyers and clients pre-trial and, when testifying, to
ensure that individuals with language impairments receive
appropriate accommodations.
Life of the Health Care SLP: Trends &

Paradigm Shift
SA2:30PM3:30PM
Session: 1732

1 Hrs
Presented by: Janet Brown, ASHA
This session will analyze current workforce and other
trends using the results of ASHAs 2013 SLP Health Care
survey and discuss implications for SLPs in light of evolving
health care reform. Key issues include outcomes reporting,
productivity, employer pressures, documentation of
function using the ICF, and interprofessional collaboration.
Making Intensive Speech Treatment

Practical: Real-World Implementation
Strategies From LSVT LOUD Across
Care Settings
SA2:30PM3:30PM
Session: 1733
CC/Room: W196C
1 Hrs
Presented by: Cynthia Fox, Natl Ctr for Voice & Speech;
Lorraine Ramig, U of Colorado - Boulder; Angela
Halpern, LSVT Global; Jennifer Spielman, NCVS - Denver;
David Hutchings, Amedisys; Heather Gustafson, Natl
Jewish Hosp; Kimberly Farinella, Northern Arizona U
This seminar will address the rationale and research
support for intensive speech treatment and discuss
strategies for practical implementation, such as
reimbursement and the use of technology. Examples from
real-world implementation of intensive treatment (LSVT
LOUD) spanning outpatient rehabilitation, home health,
university, and private practice settings will be included.
Prerequisites to Successful
Implementation of Telepractice in
Public Schools: The Role of the Needs
Assessment
SA2:30PM3:30PM
Session: 1734
CC/Room: W475
1 Hrs
Presented by: Jeanne Chaclas, U of Massachusetts Amherst; Michelle Boisvert, U of Massachusetts - Amherst;
Nerissa Hall, U of Massachusetts - Amherst; Mary
Andrianopoulos, U of Massachusetts - Amherst
Implementing successful telepractice in a public school
setting requires upfront investigation to ensure the
requisite components are in place. Analyzing gaps in
critical areas such as physical space, privacy, infrastructure
and technology, personnel, and financial resources
is key to determining the viability of a high-quality
telepractice program.
Reframing SLP Practice in Acute Care:

An Expanded Consultative Model for
Todays Health Care Environment
SA2:30PM3:30PM
Session: 1735
CC/Room: W196B
1 Hrs
Presented by: Carmen Vega-Barachowitz,
Massachusetts General Hosp; Audrey Kurash Cohen,
Massachusetts General Hosp
This session presents a revised consultative model of SLP
practice in acute care resulting from key drivers in todays
health care environment, including interprofessional
practice, cost reduction and containment measures, and
a focus on quality and safety. Presenters will discuss
core constructs that guide intervention and support the
expanded model.
Standardized Assessment via

Telepractice: Qualitative Review &
Survey Data
SA2:30PM3:30PM
Session: 1736
CC/Room: W196A
1 Hrs
Presented by: Tina Eichstadt, Pearson; Nancy
Castilleja, Pearson; Melissa Jakubowitz,
PresenceLearning; Adrienne Johnson, Connections
Learning
This session presents a qualitative analysis of 320
telepractice administrations of GFTA-2, CELF-4, PPVT-4,
and EVT-2. We will describe the administration procedures,
discuss a thematic analysis developed by video review, and
report survey results of the telepractice SLPs. Implications
and directions for future research will be discussed.
Telepractice Services: Overcoming

Barriers & Achieving High-Quality
Treatment Outcomes
SA2:30PM3:30PM

Representing Communication
Disorders: How Popular Culture
Representations Have Grown From
Mockery to Advocacy
SA2:30PM3:30PM
Session: 1739
CC/Room: W183B
1 Hrs
Presented by: Victoria Carlson-Casaregola, Special Sch
Dist St Louis Co; Vincent Casaregola, Saint Louis U
Contemporary popular culture represents communication
disorders with increased sensitivity, concern, and accuracy.
Earlier periods did not reflect such awareness and respect.
This presentation traces the uneven development of these
representations from superficial stereotypes to much
more nuanced characterizations that both explicitly and
implicitly advocate for people with such disabilities.
Telepractice: Debunking Myths &

Enriching Your Clinical Experience
Session: 1738
CC/Room: W192C
1 Hrs
Presented by: Erin Andreani, Chesapeake Childrens
Therapy Ctr; Brooke Lambert, Chesapeake Childrens
Therapy Ctr; Mary Wallace, Chesapeake Childrens Therapy
Ctr; Nathan Curtis, Waldo Co General Hosp
Various myths surrounding telepractice contribute to the
hesitation parents and clinicians have about pursuing
such a program. These experienced clinicians aim to
debunk myths and to demonstrate the clinical skills
necessary to administer an ethical and effective program.
Preliminary findings show highly satisfied parents and low
cancellation rates.

Populations (GI)
Project ASPIRE: Understanding &

Addressing Disparities in Pediatric
Hearing Loss
Dialect Mismatch & Its Implications for

Academic Achievement
SA2:30PM3:30PM
Session: 1742
CC/Room: W187A
1 Hrs
Presented by: Sally Tannenbaum, U of Chicago Med;
Dana Suskind, U of Chicago Med
Project ASPIRE is a parent-directed multimedia early
intervention program for children with hearing loss of low
SES. This listening and spoken language curriculums goals
include empowerment and increasing parental knowledge
and language input. We describe our research efforts, a
systematic iterative process necessary for developing a
behavioral intervention.
Fluency (SLP)
Session: 1737
CC/Room: W183A
1 Hrs
Presented by: Nathan Curtis, Waldo Co General Hosp;
Jessica Wilbur, Waldo Co General Hosp; Amy Reid, Waldo
Co General Hosp
There are real and perceived barriers in starting and
succeeding with telepractice. This presentation outlines
approaches applied at 20 telepractice sites to minimize or
eliminate barriers. Utilizing coaching and technology, we
offer resources used to achieve partnerships resulting in
high-quality treatment outcomes. Pre- and posttreatment
data will be reported.
SA2:30PM3:30PM
Acceptance & Commitment Therapy

for Speech-Language Therapists: An
Introduction
SA2:30PM3:30PM
Session: 1740
CC/Room: S105D
1 Hrs
Presented by: Carolyn Cheasman, City Lit; Rachel
Everard, City Lit
This experiential seminar explores a groundbreaking,
exciting approach to stuttering therapy, including a course
description and presentation of data. ACT, a mindfulnessbased approach, helps in the management of thoughts,
feelings, and avoidance and also focuses on setting goals
to take action to move forward in valued directions.

A U.S.-Chilean Collaborative
Partnership Between Two
Programs
SA2:30PM3:30PM
Session: 1741
CC/Room: W471
1 Hrs
Presented by: Margery Whites, St. Cloud St U; Rebecca
Crowell, St. Cloud St U
A global collaborative partnership between two CSD
programs (Chile and the U.S.) emphasizing student and
faculty exchanges will be described. Unique aspect of the
program includes cohorts of Chilean students who come to
the U.S. for monthlong intensive study. Benefits and future
plans will be discussed.
Auditory Processing & Rehabilitation
Following Blast Exposure & Mild
Traumatic Brain Injury (mTBI)
SA2:30PM3:30PM
Session: 1743
CC/Room: W187BC
1 Hrs
Presented by: Gabrielle Saunders, Natl Ctr for Rehab
Auditory Research; Frederick Gallun, Natl Ctr for Rehab
Auditory Research; Michele Hutter, Natl Ctr for Rehab
Auditory Research; M. Samantha Lewis, Natl Ctr for Rehab
Auditory Research/Oregon Health & Sci U; Melissa Frederick,
Natl Ctr for Rehab Auditory Research; Michelle Arnold, U of
South Florida; Theresa Chisolm, U of South Florida; Paula
Myers, James A. Haley Veterans Hosp; Marjorie Leek, Natl Ctr
for Rehab Auditory Research
Blast exposure is a major source of injury among soldiers
returning from Iraq and Afghanistan. Many report auditory
difficulties disproportionate to their measured peripheral
hearing sensitivity. Data will be presented from two
studies, one on blast-related central auditory processing
difficulties and another on rehabilitative interventions for
blast-exposed veterans.
SA2:30PM3:30PM
Session: 1745

1 Hrs
Presented by: Jan Edwards, U of Wisconsin - Madison;
Margaret (Peggy) Rosin, U of Wisconsin - Madison;
Megan Gross, U of Wisconsin - Madison; Jianshen Chen, U
of Wisconsin - Madison
This talk presents two studies on dialect mismatch.
Study 1 examines the impact of dialect mismatch on
comprehension of mainstream American English (MAE)
by 105 non-MAE-speaking children. Study 2 describes
a pilot program to ameliorate dialect mismatch effects.
Children improved significantly on MAE comprehension
after the program.

Formative Assessment of Beginning
Writers Using the Developmental
Writing Scale
SA2:30PM3:30PM
Session: 1746
CC/Room: S103ABC
1 Hrs
Presented by: Kathleen Cali, EnCompass Resources for
Learning; Janet Sturm, Central Michigan U
The purpose of this session is to examine how SLPs and
other team members can use a formative assessment
tool, the Developmental Writing Scale, to monitor the
progress of beginning writers in grades K-2 and develop
differentiated writing instruction for students at different
levels of writing development.
SA2:30PM3:30PM
Infusing Aural Rehabilitation Into

Clinical Practice & Clinical Training
SA2:30PM3:30PM
Session: 1744
CC/Room: W186
1 Hrs
Presented by: Kathleen Peterson, Arizona St U; Nicole
Marrone, U of Arizona; Ingrid McBride, Arizona St U;
Kathryn Wexler, Arizona St U; Frances Harris, U of Arizona
Audiologists in practice as well as clinical training programs
striving for a high standard of patient care may want to
include AR in their practice with individuals or groups, but
do not know to do so. We will present a practical approach to
both practicing clinicians and training programs.

Language Disorders
in Adults (SLP)
Personalization Facilitates
Generalization: Strategies in Real-Life
SA2:30PM3:30PM
Examining Conversational
Interactions Between Individuals With
TBI & Partners: Comparisons Across
Partner Types & Typical Dyads
SA2:30PM3:30PM
Session: 1747
Maximizing Clinical Experience

for Students Using a Collaborative
Service Model
Session: 1748
CC/Room: W190B
1 Hrs
Presented by: Jennifer Tetnowski, U of Louisiana Lafayette; Jack Damico, U of Louisiana - Lafayette
With smaller caseloads and larger classes, a clinical
training model for aphasia allowing a student to treat
6 IWAs in individual and group treatment, maximizing
their exposure to aphasia symptomology, was developed.
This model exposes students to traditional and social
models of treatment delivery, and medical aspects of
caseload management.
Outcomes & Design Principles of a

Universitys Intensive Comprehensive
Aphasia Program
SA2:30PM3:30PM
Session: 1749
CC/Room: W180
1 Hrs
Presented by: Janet Whiteside, U of Central Florida;
Anthony Pak-Hin Kong, U of Central Florida
Outcome data on language impairment of 22 chronic
aphasics seen in an intensive comprehensive aphasia
program will be presented. Logistical considerations in
designing intensive therapy within a university clinic
will be described, along with an innovative platform
for students critique of evidence-based articles and
applicability to client.
Session: 1750
CC/Room: W178A
1 Hrs
Presented by: Erin Didde, DynaVox Technologies;
Bethany Diener, DynaVox Technologies; Elizabeth Bahr,
DynaVox Mayer Johnson Technologies
Patient-centered goal-setting, personalizing stimuli,
personalizing caregiver training, and ongoing
modifications are all part of creating therapy sessions that
will promote generalization to everyday life activities. This
presentation will review the importance of personalization
to facilitate generalization and how to incorporate it into
therapy sessions.

and Children (SLP)
Session: 1751
CC/Room: W185BC
1 Hrs
Presented by: Laura Purcell Verdun, Voicetrainer
Atypical parkinsonism (progressive supranuclear palsy,
corticobasal degeneration, multisystem atrophy)
exhibits changes in swallowing and communication,
which may help to distinguish them from Parkinsons
disease. This program will provide an introduction to
atypical parkinsonism, review the literature, and identify
disease-specific considerations and strategies to enhance
swallowing and communication.

the Discipline (GI)
Evidence-Based Practice & SchoolBased Speech-Language Pathologists:
The Survey Says
SA2:30PM3:30PM
SA2:30PM3:30PM
Session: 1753
CC/Room: W185A
1 Hrs
Presented by: Cara Stepp, Boston U; Jonathan
Brumberg, U of Kansas
Applying noninvasive electrophysiological tools such as
surface electromyography and electroencephalography
to speech and hearing is a promising area in terms of
both research progress and clinical practice. However,
these tools can be easily misused and misinterpreted. This
tutorial will review appropriate methods for detection,
analysis, and interpretation of these signals.

Disorders (SLP)
SLP Introduction to Atypical

Parkinsonism: PSP CBD MSA
SA2:30PM3:30PM
What You Need to Know:

Surface Electromyography &
Electroencephalography in Speech &
Hearing
Session: 1752
CC/Room: W179AB
1 Hrs
Presented by: Joan Mele-McCarthy, Summit Sch;
Kenyatta Rivers, U of Central Florida; Maureen
Staskowski, Macomb Intermediate Sch Dist; Kathleen
Whitmire, SDG Enterprise
The professions demand for evidence-based practice
requires school-based speech-language pathologists
to implement EBP interventions for students with
communication disorders. Results of a multi-state survey
of school-based SLPs and resources to support EBP will be
shared. Participants will share ideas and develop action
plans based on ASHAs EBP model.
Eosinophilic Esopohagitis (EoE):

Speech-Language Pathologists Role
in Diagnosis & Management
SA2:30PM3:30PM
Session: 1754
CC/Room: W470A
1 Hrs
Presented by: Richard Noel, Med Coll of Wisconsin;
Stephanie Olive, Childrens Hosp of Wisconsin
SLPs who evaluate and carry out oral-feeding intervention
with infants and children must be knowledgeable
about eosinophilic esophagitis (EoE). SLPs play a critical
role in identifying children likely to have EoE, facilitate
examination by a gastroenterologist with esophageal
endoscopy, and follow through with direct intervention for
oral skill advancement.
Moving High-Resolution Manometry

Forward Into SLP Practice
SA2:30PM3:30PM
Session: 1755
CC/Room: W181
1 Hrs
Presented by: Molly Knigge, U of Wisconsin - Madison;
Stevie Marvin, U of Wisconsin - Madison; Corinne Jones,
U of Wisconsin - Madison
Pharyngeal high-resolution manometry (HRM) has been
recognized by ASHA as an emerging area of SLP practice.
A model for integration of HRM into an interdisciplinary
swallowing clinic will be presented. Protocol and
interpretation will be reviewed to demonstrate
how HRM can augment diagnosis and treatment of
swallowing disorders.
Normal Oral-Motor Feeding Skill

Development: Performance at 8, 10, &
12 Months of Age
SA2:30PM3:30PM
Session: 1756
CC/Room: W470B
1 Hrs
Presented by: Amy Delaney, Childrens Hosp of Wisconsin
This cross-sectional study examined 63 typically
developing infants for the presence of 52 oral-motor
feeding skills. A robust developmental progression of
skill acquisition from the youngest to the oldest was not
found. Instead, these skills were acquired earlier and more
consistently than previously reported for infants ages 8 to
12 months.
Relationship Between Posture

& Atypical Swallowing: Clinical
Relevance
SA2:30PM3:30PM
Session: 1757
CC/Room: W474
1 Hrs
Presented by: Licia C. Paskay, Academy of Applied
Myofunctional Scis; Emilio Di Giacomo, Private Practice
This presentation explores the relationships between
posture disorders, especially forward head posture
disorders, and orofacial myofunctional disorders, especially
atypical swallowing. Posture and swallowing influence
each other, and the complexity of the variables involved,
treatments options, and the involvement of the patient in
the plan of care are discussed.
Transitioning From Non-Oral to Oral

Intake
SA2:30PM3:30PM
Session: 1758
CC/Room: W192AB
1 Hrs
Presented by: Joseph Lejeune, Pro Step Rehab; Jennifer
Dunbar, Sodexo
Often, providers are challenged with individuals who
enter their service receiving non-oral intake as their
method of nutrition. This presentation will focus on
how individuals come to receive non-oral intake and
medical conditions that may be related to this status.
Procedures for assessment will be reviewed, along with
treatment concepts.
Wit
aw
hdr

Diagnosis & Treatment of Recurrent
Respiratory Papillomatosis
SA2:30PM3:30PM
Session: 1759
CC/Room: S105A
1 Hrs
Presented by: Robert Bastian, Bastian Voice Inst;
Nathan Waller, Bastian Voice Inst
Diagnosis and treatment of recurrent respiratory
papillomatosis (RRP) is the focus of this seminar. A
comprehensive review will include the virology of HPV
and its subtypes; the typical clinical course of RRP and
how it affects persons who contract it; adjuvant medical
approaches; contemporary surgical management; and the
role of SLP.
Improving Outcomes: Combining

Voice Therapy & Physical Therapy
SA2:30PM3:30PM
Session: 1760
CC/Room: S106
1 Hrs
Presented by: Jennifer Craig, Vanderbilt Voice Ctr Vanderbilt U; Carey Tomlinson, Vanderbilt Dayani Ctr
Current research deems behavioral voice therapy as the
gold standard for treatment of muscle tension dysphonia.
Ongoing research at Vanderbilt University implementing
a combined treatment program of voice therapy by a
speech-language pathologist and physical therapist is
showing promising results at improving patient outcomes.
Preliminary results will be discussed.
Laryngectomy Advocacy: An Update

on Where We Have Been & Where We
Are Going
SA2:30PM3:30PM
Session: 1761
CC/Room: S104
1 Hrs
Presented by: Meryl Kaufman, Emory Voice Ctr; Jeff
Searl, U of Kansas Med Ctr
Poor reimbursement for voice prostheses has created an
environment that is difficult to provide post-laryngectomy
care in the outpatient setting. This presentation reviews
current rules, resources, and options for care of the
laryngectomee. It also serves to update attendees
with the status of advocacy initiatives since the last
ASHA convention.
Notes ____________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
CC/Room: W184BC
1 Hrs
Presented by: Jerry Hoepner, U of Wisconsin - Eau Claire;
Dana Kuehn, Pro Step Rehab; Abigail Konitzer, U of
Wisconsin - Eau Claire; Laura Mackey, U of Wisconsin - Eau
Claire; Laura Michaelson, U of Wisconsin - Eau Claire;
Cassandra Schilling, U of Wisconsin - Eau Claire
Two investigations examine partner behaviors within
conversational discourse. The first investigation identifies
the typical conversation behaviors within non-braininjured dyads. The second investigation examines
interactions of individuals with TBI in the context of three
partner types: close, professional, and novel partners.
Quantitative and qualitative measures of partner behaviors
are examined.
SA2:30PM3:30PM
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Promoting Optimal Outcomes in Vocal

Cord Dysfunction: The Role of SelfEfficacy

Session: 1762
Perceptions of Professional Standards

of Competency for Graduate SLP
Programming in Trinidad & Tobago
SA2:30PM3:30PM
CC/Room: S105BC
1 Hrs
Presented by: Karen Drake, Oregon Health & Sci U;
Andrew Palmer, Oregon Health & Sci U
Self-efficacy, a concept from health promotion, is known
to be associated with numerous positive health outcomes.
Reviewing previous outcome studies and data from our
clinic, we will demonstrate how this concept can be
applied to current treatment techniques for vocal cord
dysfunction (VCD) and address barriers to treatment.
SA4:00PM5:00PM
Session: 1764


1 Hrs
Presented by: Charlotte Molrine, Edinboro U; KathyAnn Drayton, U of the West Indies
The challenges of undertaking development of the MA
program in speech-language pathology at the University
of the West Indies, St. Augustine, Trinidad, and the creative
solutions implemented through proactive dialogue and
planning with professional stakeholders in the discipline
will be presented, along with disability data, barriers, and
unmet need.
Velopharyngeal Dysfunction: A
Myriad of Possibilities

SA2:30PM3:30PM
Session: 1763
Implementing iCommunication
for Students With Complex
Communication Needs
SA4:00PM5:00PM
Session: 1765
CC/Room: W193
1 Hrs
Presented by: Betsy Caporale, California Dept of Edu,
Northern California Diagnostic Ctr
The iPad has become an increasingly popular tool for
students with complex communication needs. This session
will provide an overview of AAC and special education apps
for these students. Participants will learn how to select
and implement appropriate apps using a collaborative,
multidisciplinary approach.

Social Communication: Cotreatment
Dilemma or Cotreatment Delight?
SA4:00PM5:00PM
Session: 1766
CC/Room: W181
1 Hrs
Presented by: Janis Petru, SWCCCASE Special Ed Coop;
David Myford, SWCCCASE Special Ed Coop
Social communication therapy is more than pragmatic
turn-taking. This intervention must teach students/clients
effective communication strategies within the context
of real social relationships in real settings accompanied
by real comorbid mental health issues. Does it demand
collaboration with other disciplines. What should I know?
How should I do it?
The Next Frontier in Rehabilitation:

Connected Care Using Tablets, CloudComputing, & Other Technologies
SA4:00PM5:00PM
Session: 1767
CC/Room: W196A
1 Hrs
Presented by: Swathi Kiran, Boston U; Cara Stepp,
Boston U; Carmen Vega-Barachowitz, Massachusetts
General Hosp; Denise Ambrosi, Spaulding Rehab Hosp;
Peggy Perry, Courage Ctr
One area that is poised to grow in the next few years is
the expansion of tablets, cloud-computing, and other
technologies to facilitate connected and continuing
rehabilitation services that are evidence-based and
person-centered. This presentation provides an overview
of the possibilities and caveats of connected health applied
to rehabilitation.

An SLPs Firsthand Exploration of
Impairment Following Lingual Cancer
& Partial Glossectomy
SA4:00PM5:00PM
Session: 1768
CC/Room: W183B
1 Hrs
Presented by: Kenneth Staub, Clarion U of Pennsylvania;
Mary Beth Mason-Baughman, Clarion U of Pennsylvania
This presentation explores the management of individuals
who have had a partial glossectomy from the perspective
of an SLP who recently underwent said procedure.
Postoperative management across the scope of practice
will be discussed, with particular emphasis on swallowing
and speech impairments, particularly as they impact
quality of life.
Got a Minute? 1-Minute Stress Busters

for You & Your Clients
SA4:00PM5:00PM
Session: 1769
CC/Room: S103D
1 Hrs
Presented by: Paul Cooke, Michigan St U
Long-term unresolved stress, as well as situational speech
stress, have a negative impact on our professionals
and their clients. This presentation will provide and
demonstrate 40+ strategies requiring 1 minute or less to
relax, refresh, refocus, and/or execute speech. Applications
for speaking situations will be highlighted.
Fluency (SLP)
Introduction to the Variable Release
Threshold (VRT) Hypothesis of
Stuttering
SA4:00PM5:00PM
Session: 1770
CC/Room: W192C
1 Hrs
Presented by: Paul Brocklehurst, Stammering SelfEmpowerment Programme
This new hypothesis equates stuttering with inappropriate
rises in the activation threshold that speech plans need to
exceed before they can be released for execution. In this
seminar, we discuss why such inappropriate rises might
occur, why they may lead to stuttering, and how we might
prevent them occurring.
Stuttering, Cluttering, Atypical

Disfluencies in School-Age Children:
Sorting It Out
SA4:00PM5:00PM
Session: 1771
CC/Room: S105D
1 Hrs
Presented by: Kathleen Scaler Scott, Misericordia U
In this seminar, practical strategies for differential
diagnosis of stuttering, cluttering, covert stuttering,
and atypical disfluencies in school-age children will be
presented. Treatment activities based in current evidence
will be discussed.
awn
r
d
ith
Aural Rehabilitation for Adults With
Cochlear Implants
SA4:00PM5:00PM
Session: 1772
CC/Room: W186
1 Hrs
Presented by: Deborah Kravit, Private Practice
Aural rehabilitation is a viable therapy for service for adults
who receive cochlear implants. The presentation will focus
on the practical implementation of aural rehabilitation,
including communication theory, philosophy, assessment,
and a practical aural rehabilitation service plan developed
by the author.

Populations (GI)
Language Disorders
in Adults (SLP)
Phonological Awareness Training for

Educators of Diverse, Low-Income
Children: A Resource for SpeechLanguage Pathologists
SA4:00PM5:00PM
Session: 1773

1 Hrs
Presented by: Jayne Jaskolski, Midwestern U; Maura
Jones Moyle, Marquette U
The Phonological Awareness Curriculum for Educators
(PACE) will be presented. PACE is a professional
development training program designed to be
implemented by SLPs. The purpose of PACE is to improve
early childhood educators own knowledge and skills so
they can provide high-quality phonological awareness
classroom instruction.

Gesture Benefits Childrens
Communication in Complex Language
Tasks
SA4:00PM5:00PM
Session: 1774
CC/Room: S102BCD
1 Hrs
Presented by: Shanju Lin, U of Iowa; Lauren J. Stites,
Georgia St U; zlem Ece Demir, Northwestern U; Susan
Wagner Cook, U of Iowa; Susan Goldin-Meadow, U of
Chicago; Karla McGregor, U of Iowa; Susan Levine, U of
Chicago; Seyda Ozcaliskan, Georgia St U; Amanda Van Horne,
U of Iowa
Children benefit from gesture in language input and
output. Study 1 examined whether storytellers gestures
affected retelling quality in children with TD and brain
injury. Study 2 investigated whether children produced
character-viewpoint-gestures in narratives before
conveying viewpoint in speech. Study 3 examined gesturespeech relation as speaker abilities and task demands
increase in conversation.
Battertown: Training Children/

Grandchildren of Persons With
Aphasia
SA4:00PM5:00PM
Session: 1775
CC/Room: W178A
1 Hrs
Presented by: Maura English Silverman, Triangle
Aphasia Project, Unlimited
Persons with aphasia suffer from loss of language
abilities, but also role changes, including that of parent/
grandparent. TAP Unlimited shares our production,
Princess Crumpet and the Baker of Battertown, to help
train children affected by aphasia. This adorable puppet
show-turned-DVD training program begins to answer
this need.
Brain Training in Older Age: The

Current Landscape
SA4:00PM5:00PM
Session: 1776
CC/Room: W190B
1 Hrs
Presented by: Amy Vogel, Graduate Ctr - City U of New
York
Brain training is a popularized term for an intervention
designed to maintain or enhance performance in a given
population. In this session, the scientific foundation of
brain training will be discussed, as well as the current state
of the art as it relates to cognitive and linguistic processing
in aging.
Measuring Patient- & SurrogateReported Communicative

Functioning in Aphasia: The Aphasia
Communication Outcome Measure
SA4:00PM5:00PM
CC/Room: W184D
1 Hrs
Presented by: Katherine Engstler, Boston Childrens
Hosp; Geralyn Harvey Woodnorth, Boston Childrens
Hosp; Liza Catallozzi, Boston Childrens Hosp
Children with velopharyngeal dysfunction are a diverse
population, and present challenges for SLPs. This
presentation will familiarize participants with disorders
involving the velopharyngeal valve, velopharyngeal
insufficiency, velopharyngeal incompetence, and
velopharyngeal mislearning. Case presentations will
highlight clinical and medical evaluations, interventions,
outcomes, and long-term follow-up.

Session: 1777
CC/Room: W180
1 Hrs
Presented by: William Hula, VA Pittsburgh Healthcare
System; Patrick Doyle, VA Pittsburgh Healthcare System
This presentation describes the development and initial
validation of the Aphasia Communication Outcome
Measure, a new patient- and surrogate-reported measure
of communicative functioning in aphasia. The discussion
will focus on the instruments conceptual and factor
structure, its concurrent validity with existing measures,
and its reliability.

A Computational Model of
Phonological Word-Form
Learning Incorporating Lexicon
Size, Phonotactic Probability,
Neighborhood Density
SA4:00PM5:00PM
Session: 1778
CC/Room: S103ABC
1 Hrs
Presented by: Melissa Sherman, U of Texas - Dallas
We developed and tested a computational framework for
exploring interactions among lexicon size, phonotactic
probability, and neighborhood density in phonological
word form learning. Learning rate for phonotactically
uncontrolled nonwords was faster in larger than smaller
lexicons, and at a given lexicon size, the rate of learning
increased with neighborhood density.
SA4:00PM5:00PM
Session: 1779
CC/Room: S105A
1 Hrs
Presented by: Giang Pham, U of Massachusetts Amherst; Pui Fong Kan, U of Colorado
Does the first language support English even for two
highly distinct languages? Empirical studies of children
who speak an Asian language at home and learn English
at school examined cross-domain (lexicon, grammar) and
cross-language relationships among preschool (Study
1) and school-age children (Study 2). Findings highlight
pathways for dual-language learning.
SA4:00PM5:00PM
Session: 1781
CC/Room: W179AB
1 Hrs
Presented by: Kay Wiley, Parkinson Voice Project;
Samantha Elandary, Parkinson Voice Project
The LOUD Crowd is a group meeting of individuals with
Parkinsons disease who, after completing the SPEAK
OUT! voice therapy program, attend weekly 1-hour group
sessions at the Parkinson Voice Project. The benefits of this
group therapy in order to maintain improved voice quality
and intelligibility will be discussed.

the Discipline (GI)
Research Symposium: Genetic
Influences on Reading Disability &
Language Impairments (Part 4)
SA4:00PM6:00PM
Session: 1782
CC/Room: W190A
2 Hrs
Presented by: Shelley Smith, U of Nebraska Med Ctr
Research Issues Across the Discipline. Reading disability
(RD) and language impairment (LI) are often comorbid,
suggesting common etiologic factors. To determine regions
of genetic overlap, more than 400 single nucleotide
polymorphisms were genotyped in 23 candidate genes in
families with RD or SLI. The results demonstrate shared as
well as differential genetic influences.

Disorders (SLP)

and Children (SLP)
Bridging Neuroscience to Clinical
Skills in CAS & Other Speech Sound
Disorders
SA4:00PM5:00PM
The LOUD CROWD: Successful Group

Maintenance of Voice Therapy for
Parkinsons Disease
Session: 1780
CC/Room: S104
1 Hrs
Presented by: Nancy Kaufman, Kaufman Childrens Ctr
for Speech, Language, Sensory-Motor & Social Connections;
Martha Burns, Northwestern U/Scientific Learning
Neuroimaging provides information regarding brain
function valuable to clinicians, driving clinical skills
with respect to CAS and other speech sound disorders.
Knowledge of how language develops in infancy, mirror
neurons, neuronal connectomes, neuroplasticity, and the
building of longitudinal myelinated fiber tracts can help in
clinical applications of evidence-based practice.
Beyond Twists & Turns: Innovative

Approaches to Severe Post-Radiation
Dysphagia
SA4:00PM5:00PM
Session: 1784
CC/Room: W470A
1 Hrs
Presented by: Rachael Kammer, U of Wisconsin; Molly
Knigge, U of Wisconsin
Clinicians often feel challenged when planning or
executing treatment for severe post-radiation dysphagia
related to fibrosis. Significant anatomic and physiologic
deviations require aggressive swallowing-specific
exercise to regain swallowing function. This seminar will
demonstrate the roles of VFSS, FEES, endoscopic and
sEMG biofeedback, and compensatory positioning in the
proposed treatment model.

Approaches to Team Care for
Management of 22q11.2 Deletion
Syndrome
SA4:00PM5:00PM
Technical Research and Technical Clinical Sessions (30 minutes)

Technical Research Sessions are 20-minute oral presentations focusing on research or on research in progress. The purpose is to efficiently
communicate scientific information.
Technical Clinical Sessions, modeled after Technical Research Sessions, are 20-minute oral presentations that focus on the technical aspects
of a particular diagnostic or therapeutic strategy. Developed as how to programs, they emphasize the applied, clinical aspects of the
professions. This new session format is intended to offer members who provide direct clinical service in various work settings quick, new
solutions and techniques to help them do their jobs better.
Both Technical Research and Technical Clinical presentations are followed by a 10-minute question-and-answer period, which allows the
audience to interact with the presenter and receive clarification on any information or procedure presented.
Code Time
Session: 1783
CC/Room: W470B
1 Hrs
Presented by: Pamela Dodrill, Royal Childrens Hosp;
Jeanne Marshall, Queensland Childrens Med Research
Inst - U of Queensland
This workshop is designed for pediatric therapists working
with children with behavioral feeding difficulties. The
workshop will discuss the theory and evidence behind
different therapy approaches, and will provide practical
demonstrations of therapy techniques. The importance
of goal-setting and ways for determining measurable
outcomes will also be discussed.
Title
Level
Author(s)
Abstract
Intermediate
Paul Blanchet, Baylor U
In this clinical technical session, the presenter will discuss an innovative project
developed for a graduate-level course. Each student is provided with an artificial
larynx (AL) and completes various practice activities. Students give oral presentations
demonstrating AL proficiency, in addition to discussing their experiences as an AL user.

Academic and Clinical Education: General Academic Education (GI)
5000
11:30AM- Hyatt/
12:00PM Clark
Advancing Graduate Education

in Medical Speech-Language
Pathology: Project AL
Adult Hearing: Screening and Assessment (Aud)

5001
10:30AM- Hyatt/
11:00AM Field
Special Populations in
Audiology: Testing Issues
Intermediate
Leigh Ann Reel, Texas

Tech U Health Scis Ctr;
Candace Hicks, Texas
Tech U Health Scis Ctr
In the field of audiology, testing issues can arise when testing special populations. This
presentation will focus on testing of special populations, such as patients with patulous
Eustachian tube or superior semicircular canal dehiscence. The presentation will also
discuss the use of multifrequency tympanometry in audiologic practice.
5002
11:00AM- Hyatt/
11:30AM Field
Influence of Cardiovascular
Health on Peripheral & Central
Auditory Function in Older
Adults: Further Evidence
Intermediate
Raymond Hull, Wichita

St U
Past and current research indicates a positive relationship between cardiovascular

health and both peripheral and central auditory function in older adulthood, including
the positive impact of improvements in cardiovascular health on both systems. This
presentation provides a review of research that supports that relationship, and potential
for future research.
5003
11:30AM- Hyatt/
12:00PM Field
Music to Their Ears: A Hearing

Conservation Program for
Musicians at the University
of Iowa
Intermediate
Karen Steurer, U of
Iowa; Danielle Kelsay,
U of Iowa
Musicians are at high risk for developing music-induced hearing disorders. This
presentation will describe the creation and implementation of a hearing conservation
program at the University of Iowa School of Music. The program aims to provide
musicians with the education and resources necessary for healthy hearing practices.
Session: 1785
CC/Room: W184D
1 Hrs
Presented by: Anna Thurmes, U of Minnesota; Adriane
Baylis, Nationwide Childrens Hosp
22q11.2 deletion syndrome (velocardiofacial syndrome)
is a genetic condition that includes speech-language
impairment, velopharyngeal dysfunction, hearing loss,
neurocognitive disorders, heart defects, and numerous
other medical problems. Approaches to team care for
management of 22q11DS will be discussed, as well as data
supporting the need for family-centered care.

5004
3:00PM3:30PM
Hyatt/
Hyde
Park
Many Hands Make Light Work:

Cotreatment of Auditory &
Language Deficits in ASD
Introductory
Inga Denman, NA;

Annette Hurley, Louisiana
St U Health Scis Ctr
Currently, a need exists to develop interventions to improve language and auditory

processing skills for children with ASD. A single-subject study highlights a successful
model of cotreatment for communication disorders in pediatric ASD patients between
audiology and speech-language pathology, suggesting the need for collaboration in
obtaining optimal treatment outcomes.
5005
3:30PM4:00PM
Hyatt/
Hyde
Park
Whet Your APPetite With a

Bountiful Menu of Social Skill
Teaching Options
Intermediate
Laurie Bukala,
Community Speech
Language Svc
Explore the world of social learning apps. Tap into the true power of these programs,
with engaging and customizable intervention techniques. Learn to manage and
fully utilize apps to make your social therapy tools portable and to build a successful
generalization program for your students.
5006
6:30PM7:00PM
Hyatt/
Adler
Motivate Students & Manage

Problem Behaviors: The Magic
of Token Boards & Positive
Behavioral Strategies
Intermediate
Kathleen Murphy,
123Apps4Me
Problem behaviors frequently interfere with therapy when working with students with
autism. Incorporating common positive behavioral strategies can effectively maintain
the treatment focus on targeted goals and motivate a students participation. This
session will review the general use and provide examples of different token economy
systems to maximize student outcomes.
5007
7:00PM7:30PM
Hyatt/
Burnham
Dichotomy in the Echolalia

Literature: What Do We Really
Believe?
Intermediate
Lillian Stiegler,
Southeastern Louisiana U
Early qualitative research documented clear communicative functionality for

immediate/delayed echolalia in ASD. More recently, a dichotomy has arisen: behavioral
investigations have defined echolalia as verbal/vocal stereotypy and outlined treatments
to extinguish it, while conversational analyses support the value of echolalia as a
communicative adaptation. Where do SLPs stand?
5008
7:00PM7:30PM
Hyatt/
Adler
10 Minutes for Talking:

Practical Parent-Implemented
Intervention in Daily Activities
for Children With ASD
Introductory
Amy Maschue, Words to

Grow On
This course describes a program designed to support parent-implemented intervention

in daily interactions with their children with ASD. Case reviews will illustrate
intervention gains achieved by SLP-provided initial parent training and weekly reviews
of 10-minute interactions the parents recorded with their child. Practical dynamic
assessment and parent participation tools will be provided.
Behavioral Feeding Intervention for

Children 1-6 Years Who Present With
Persistent Feeding Disorders
SA4:00PM5:00PM
Room
Thursday Technical Clinical Sessions
Does L1 Support English Learning?

Data From Children Who Speak an
Asian Language at Home

Code Time
Room
Title
Level
Author(s)
Abstract
Code Time

Room
Title
Level
Author(s)
Abstract
Intermediate
Anu Subramanian,
Purdue U
Evidence-based practice includes client/caregiver perspectives, although information

in this area is limited. This study will use a session questionnaire to gather specific data
regarding caregiver perspectives in treatment of young toddlers with communication
impairment. Types of questionnaires, uses, impact on therapy, and EBP will be discussed.
Intermediate
Ruth Stoeckel, Mayo

Clinic; Becky Baas, Mayo
Clinic; Edythe Strand,
Mayo Clinic; Heather
Clark, Mayo Clinic
With advances in molecular genetic testing, newly identified genetic conditions are
implicated in developmental delay, including speech and language disorders. This
session reports a case study of identical twins with deletion of 7q31.2. Their medical
history, behavior, speech-language abilities, and response to intensive treatment is
described and discussed.
Language in Infants, Toddlers, and Preschoolers (SLP)
5009
6:30PM7:00PM
Hyatt/
Grant
Park CD
Economic Outcomes in
Speech-Language Pathology:
An Introduction to the Cost of
Post-Stroke Disorders
Intermediate
Charles Ellis, Med U of

South Carolina
Recently, significant emphasis has been placed on the economic outcomes of patients
receiving SLP services. Clinicians now must understand clinical outcomes and economic
outcomes such as the direct and indirect cost of the services that they provide. This
presentation will offer an introduction to the economics of SLP service provision.
5019
6:30PM7:00PM
5010
7:00PM7:30PM
Hyatt/
Grant
Park CD
Saving Lives: SpeechLanguage Pathologists (SLPs)

& Sleep-Disordered Breathing
(SDB)
Advanced
Licia C. Paskay,
Academy of Applied
Myofunctional Scis
Sleep-disordered breathing (SDB) is linked to many medical conditions in adults and to

learning difficulties in children; therefore, identifying signs and symptoms of SDB may
improve or save patients lives. Correct identification of symptoms, proper referrals, and
optimization of muscles and orofacial functions allow SLPs to provide better patient
care.

5020
1:30PM2:00PM
Hyatt/
Grant
Park AB
Identical Twins With 7q

Deletion & Childhood Apraxia
of Speech
If God Can Hear Your Most

Inner Thoughts, Why Are
Praise Bands So Loud?
Introductory
Jan Moore, U of
Nebraska - Kearney;
Elizabeth Lewis, U of
Nebraska - Kearney;
Courtney Smejdir, U of
Nebraska - Kearney;
Kassandra Johnson, U of
Nebraska - Kearney
Sound level recordings were made at three Protestant praise band services on three
different occasions. Maximum dB(A) measurements were in excess of 93 dB(A) for all
the services. These levels indicate an increased public health risk for worship personnel
and parishioners, which should be evaluated further.
5021
2:00PM2:30PM
Hyatt/
Grant
Park AB
Speech Deformities in Acquired Intermediate

Complete Unilateral Facial
Paralysis: What Works & What
Doesnt?
Faith Katzman,
Millenium Speech
Pathology; Roger
Simpson, Long Island
Plastic Surgical Group
Facial paralysis results in multiple speech abnormalities. Reanimation by muscle transfer

to perioral musculature improves bilabial closure through improvement of position
and tension. Reconstructed facial tone in the cheek and partial neurotization of medial
orbicularis allows speech therapy to have greater effect on voiced/voiceless bilabial
plosives and lip rounding.
Sneha Bharadwaj,
Texas Womans U;
Jyutika Mehta, Texas
Womans U
This presentation will focus on the effects of auditory deprivation on the functions of
visual, tactile, and proprioceptive modalities. Children with prelingual, severe-profound
hearing loss who use cochlear implants participated in standardized behavioral and
electrophysiology testing. Results will be discussed in terms of compensatory and
deficiency hypothesis.
Chaos, Complexity, &

Variability in Force Production
& Aging: Science for Clinicians
Introductory
Christina BronsonLowe, U of Illinois

- Urbana-Champaign;
Ariana Grieco, U of
Illinois - UrbanaChampaign; Shaimaa
Raheem, U of Illinois
- Urbana-Champaign;
Taylor Reed, U of Illinois
- Urbana-Champaign;
Jessica Stelzer, U of
Illinois - UrbanaChampaign; Connelly
Thompson, U of Illinois Urbana-Champaign
We will introduce basic concepts of complexity and variability; illustrate how they
affect human body systems, including force production in our articulators; discuss how
they change in development, aging, and disease; and collaborate with the audience to
develop interesting clinical and research questions.
Hyatt/
Field
Use of Session Questionnaires

to Inform Clinical Practice
& EBP

5011
5012
6:30PM7:00PM
Hyatt/
Hyde
Park
Temporal vs. Spatial

Processing of Sensory
Information in Children With
Prelingual Severe-Profound
Hearing Loss
Intermediate

5022
12:00PM- Hyatt/
12:30PM Clark
Infant and Child Hearing: Screening and Assessment (Aud)

5013
4:30PM5:00PM
Hyatt/
DuSable
Making the Functional

Listening Evaluation
Functional
Intermediate
Tori Gustafson, Texas

Candace Hicks, Texas
As service providers who work with children with hearing loss in schools, we know
test results obtained in the sound booth do not necessarily apply to the real world. This
presentation is designed to explain how to do a functional listening evaluation and
what to do with the data.
5014
5:00PM5:30PM
Hyatt/
DuSable
A Comparison of Neonatal
ABRs to Click & Chirp Stimuli
Intermediate
Andrew Stuart, East

Carolina U; Kensi Cobb,
East Carolina U
We compared auditory brain stem responses to air- and bone-conducted click/

toneburst versus chirp/octave-band chirp stimuli in healthy neonates (N = 175).
Stimulus rate, polarity, and intensity were manipulated. Statistically significant
differences (p < .05) were evidenced in both wave V latency and amplitude to air- and
bone-conducted click and chirp stimuli.
11:30AM- Hyatt/
12:00PM Burn-
Visualizing Thickened Liquids

With Low-Tech Clinical Tools:
Applications for Caregiver
Training
Intermediate
Jane Mertz Garcia,

Kansas St U; Edgar IV
Chambers, Kansas St U;
Kelsey Brown, Kansas
St U
This session introduces participants to low-tech tools that provide visual feedback about
the thickness of modified liquids. Research findings highlight pros and cons of the
tools as potential clinical aids to help improve aspects of service delivery. Results are
explained in the context of possible clinical application for staff training.
12:00PM- Hyatt/
12:30PM Burn-
Intermediate
ham
Using Low-Tech Methodology

to Standardize Infant
Thickening Recipes: Is It
Feasible?
Marni Simon,
Connecticut Childrens
Med Ctr; Virginia Weill,
Med Ctr; Lauren Arata,
Med Ctr
Although it is common practice to thicken liquids to address dysphagia in infants, they

are often not receiving consistently thickened liquids from feed-to-feed with our current
standards. In this study, we are seeking to use a low-technology assessment to create
thickened formula recipes to improve reliability of feed-to-feed viscosity.
5025
1:30PM2:00PM
Hyatt/
Burnham
The Clinical Application of

Motor Learning Principles to
Dysphagia Rehabilitation
Intermediate
Claire Layfield, U of
Sydney/Royal Prince
Alfred Hosp; Kirrie
Ballard, U of Sydney;
Heather Clark, Mayo
Clinic
Evidence-based choices for rehabilitation of chronic post-stroke dysphagia remain

elusive. Four participants with chronic post-stroke dysphagia completed a treatment
program grounded in principles of motor learning, strength-based training, and
neuroplasticity. Development of treatment protocols and functional clinical outcomes
will be discussed.
5026
2:00PM2:30PM
Hyatt/
Burnham
The Effect of Changes in

the Health Care System on
Dysphagia Patient Care PostStroke
Intermediate
Jerilyn Logemann,
Northwestern U;
Munirah AlKhuwaiter,
Northwestern U
Over the past 20 years, there have been many changes in health care, generally focusing
on reducing cost by shortening length of stay in health care facilities. This presentation
compares timing, contents, and results of radiographic studies of swallow postadmission for stroke in 1990 and 2010.
5027
4:30PM5:00PM
Hyatt/
Burnham
Chronic Aspiration in Children

With Normal Upper Airway:
Advanced
Kara Fletcher-Larson,
Boston Childrens Hosp;
Reza Rahbar, Boston
Childrens Hosp; Hasan
Al Shemari, Boston
Childrens Hosp; Jennifer
Perez, Boston Childrens
Hosp; Kayla ORourke,
Boston Childrens Hosp
This session describes a series of children who had documented chronic aspiration on
modified barium swallow (MBS) studies with normal upper airway on endoscopy and
presents a protocol for their evaluation and management.
5023
ham

5015
5016
5017
5018
4:30PM5:00PM
Hyatt/
Grant
Park AB
Getting Back Into

Circulation: Evidence-Based
Decision-Making in Traumatic
Brain Injury
Intermediate
4:30PM5:00PM
Hyatt/
Grant
Park CD
Generalizing Lexical Learning

Through Mental Imagery
Intermediate
5:00PM5:30PM
5:00PM5:30PM
Hyatt/
Grant
Park AB
Hyatt/
Grant
Park CD
Exploring Use of Transcranial

Direct Current Stimulation to
Facilitate Memory: Two Case
Reports
Intermediate
Do Feature Importance
& Feature Relevance
Differentially Influence Lexical
Semantic Knowledge in
Individuals With Aphasia?
Intermediate
Denise Frankoff,
MedStar Natl Rehab
Hosp; Janice Coles,
MedStar Natl Rehab
Hosp; Patricia Fletcher,
MedStar Natl Rehab Hosp
Adults with mild cognitive-communication impairments from TBI may have persisting
challenges that impact community reintegration. Research indicates that cognitive
rehabilitation develops skills necessary for successful reentry. This session will describe
three case studies to illustrate evidence-based decision-making and the significance of
building a collaborative network.
Subhash Bhatnagar,
Marquette U; Bridget
Zmolek, Marquette U;
Deirdre Floros, Milwaukee
Pub Sch System; Anees
Sheikh, Marquette U;
Hugh Buckingham, U
of Oklahoma Health
Sciences Center
Mental imagery was incorporated to assist a patient with a word-retrieval deficit.

We found that a 6-week long imagery training program improved the patients
performance on word naming. This improvement also generalized to untreated lexicons.
Clinical implications of mental imagery for strengthening lexical generalization will be
discussed.
Therese ONeil-Pirozzi,
Northeastern U/
Spaulding Rehab Hosp
An ongoing study to determine whether transcranial direct current stimulation improves

memory will be described. Behavioral and neurophysiologic results of the first two
individuals who participated in the study, one neurotypical and one with traumatic
brain injury, will be presented. The possible clinical impact of study outcomes will be
discussed.
Lucia Scheffel, Kent St

U; Kate Krival, Kent St U
The use of semantic features in the treatment of individuals with aphasia has been
shown to improve comprehension and naming performance. A study was conducted to
investigate what kind of semantic features best influence lexical semantic knowledge in
individuals with aphasia.
5024
7:00PM7:30PM
Hyatt/
Hyde
Park

Code Time
Room
Title
Abstract
Code Time
Friday Technical Clinical Sessions
Level
Author(s)
Room
Title
Level
Author(s)
Abstract
Christina Reuterskiold,
New York U
The Accent Method is a behavior modification voice therapy, focusing on developing a

relaxed body position, abdominal breathing, coordination between exhalation and onset
of phonation, and decreased phonatory effort through rhythmic exercises. The method
and evidence of efficacy will be presented, along with a practical demonstration
involving active participation.
Academic and Clinical Education: Clinical Education and Supervision (GI)

5034
8:00AM8:30AM
Hyatt/
Clark
Teaching Hearing Conservation

to Students & the Community:
An Innovative Program at the
University of Iowa
Intermediate
Danielle Kelsay, U
of Iowa; Stephanie
Fleckenstein, U of Iowa
The purpose of this presentation is to share our approach to promoting hearing health
care for people of all ages. Methods to train AuD students, which incorporate service
learning to facilitate implementation of hearing loss prevention practices into current
clinical settings and outreach programs, will be discussed.
The Accent Method of Voice

Therapy
Introductory
5029
11:00AM- Hyatt/
11:30AM DuSable
The Physiological, Acoustical,

& Perceptual Characteristics of
Vocal Tremor
Intermediate
Rosemary Lester, U of
Arizona
Vocal tremor is challenging to evaluate and manage due to the complex relations
among the physiological, acoustical, and perceptual aspects of this voice disorder.
Research indicates that it is important to consider the contributions of the respiratory
system, larynx, and vocal tract to vocal tremor during comprehensive assessment and
treatment.
5035
8:30AM9:00AM
Hyatt/
Clark
A Win-Win: Bring Your

Audiology & Speech-Language
Pathology Classroom to the
Community
Intermediate
Melanie Buhr Lawler,

U of Wisconsin Madison; Margaret
Rosin, U of Wisconsin
- Madison
The presenters will establish how to integrate community-based learning and outreach
programs into the clinical education of graduate students to benefit the students,
the educational program, and the greater community. They will discuss strategies for
establishing lasting relationships with community partners. They will provide examples
of successful community-based outreach programs.
5030
11:30AM- Hyatt/
12:00PM DuSable
Prosthetic Rehabilitation for

Improved Resonance: How
I Do It
Intermediate
Margaret Tiner, U of
Michigan Health System
Palatal prostheses are commonly used to improve resonance, speech, and swallowing
for defects of the oral cavity and velopharynx. This presentation will demonstrate the
use of instrumentation to fit a prosthesis and review various types of prosthetics. We will
illustrate our experience through case studies and video and audio clips.
5036
9:00AM9:30AM
Hyatt/
Clark
Therapy on a DIME: Dynamic

Intervention Using Materials
From the Environment
Intermediate
Merrill Catt, Arkansas

St U
5031
12:00PM- Hyatt/
12:30PM DuSable
A Noninvasive Technique for

Determining Velopharyngeal
Status Across Clinical
Populations
Intermediate
Kate Bunton, U of
Arizona; Cassandra
Faux, U of Arizona;
Catherine Chong, U of
Arizona; Morgan Wilson,
U of Arizona; Jeannette
Hoit, U of Arizona
Auditory-perceptual judgments of velopharyngeal function are an important

component of assessment for many clinical populations. These judgments should be
supported with instrumental measures. Presented is a simple, minimally invasive,
low-cost aeromechanical technique to evaluate velopharyngeal function during speech
production. Clinical cases will be presented to demonstrate this technique.
The purpose of this presentation is to provide a model for speech-language pathologist

regarding the use of contextualized resources as cost-efficient therapy materials.
The model was designed to optimize all facets of communication by using trash
or authentic resources to target explicit communication skills while coupling two
intervention approaches, discrete trial intervention and the functional approach.
5037
9:30AM10:00AM
Hyatt/
Clark
Incorporating Practice-Based
Education in Clinical Education
Using Single-Subject Research
Designs
Intermediate
Anu Subramanian,
Purdue U; Barbara
Cicholski, Purdue U
Students learning to be clinicians should learn ways to apply tenets of EBP in their
clinical practice. Practice-based evidence focuses on incorporating gains learned in
practice to increase evidence. One strategy using a single-subject research design,
specifically a multiple-baseline design, to evaluate progress in therapy will be described.
Intermediate
Ching Ju Liu, Mackay

Med Coll; Pei Chun Li,
Mackay Med Coll
In Taiwan, the speech recognition (SR) test is usually done with life voice presented by
the clinic audiologists. The current study is to examine the outcome performance of SRT
between life voice and standardized-recorded speech in Mandarin Chinese.
Voice, Resonance, and Alaryngeal Speech: Cleft Palate and Craniofacial Anomalies (SLP)
5032
5033
4:30PM5:00PM
5:00PM5:30PM
Hyatt/
Hyde
Park
Hyatt/
Hyde
Park
Closing the VPI Gap: The

Journey of a School-Based
Therapist
Treating Spanish Speakers

With Cleft Palate &
Craniofacial Conditions:
Clinical Considerations &
Adaptations
Intermediate
Intermediate
Tambi Braun, Nova

Southeastern U; Brooke
Wyatt, Bellflower
Unified Sch Dist
Diana Acevedo,
Craniofacial Ctr - U of
Illinois Med Ctr
9:00AM9:30AM
The challenges of providing school-based speech therapy for children with

velopharyngeal inadequacy have long been recognized. This presentation will highlight
some of the challenges and conflict between school system regulations and appropriate
therapy and offer some strategies in creating appropriate IEPS, treatment plans, and
referrals.
5038
Hyatt/
Field
This presentation focuses on ways to apply key therapy guidelines of cleft palaterelated speech disorders when treating Spanish speakers though discussion of cases
and resources. Participants will understand how to apply and adapt key principles for
developing goals, treatment plans, and delivering services to Spanish speakers with
craniofacial conditions.
5039
10:30AM- Hyatt/
11:00AM Clark
Case Studies for Telepractice

in AAC
Intermediate
Tanya Rose Curtis, Aug

Com Solutions
Using a case study approach, the author will share results of a telepractice model with
a range of individuals with complex communication needs, using a variety of access
methods and communication strategies.
5040
11:00AM- Hyatt/
11:30AM Clark
Strides for Communication:

A Collaborative Model of AAC
Intervention
Intermediate
Tina Caswell, Ithaca Coll
The purpose of this study was to determine whether an AAC intervention program
provided during a motivational activity (e.g., therapeutic riding) and including parents
as communication partners would increase a childs use of his or her speech-generating
device. The results revealed a successful model of AAC intervention.
5041
3:30PM4:00PM
Hyatt/
Clark
Enhanced Natural Gestures

& Their Efficacy in Teaching
Functional Communication to
Beginning Communicators
Intermediate
Stephen Calculator,
U of New Hampshire;
Patricia Diaz-Caneja
Sela, Private Practice
Enhanced natural gestures were first described by Calculator as a potentially viable

method of communication for individuals with Angelman syndrome. This presentation
will review protocol for teaching enhanced natural gestures and present results of
a 12-week longitudinal study that supports its efficacy. Instructional and research
implications are discussed.
5042
4:00PM4:30PM
Hyatt/
Clark
The Value & Limits of

Automated Data-Logging &
Analysis in AAC Devices
Introductory
Russell Cross, Prentke

Romich
Some AAC devices can collect client-generated language samples. Using such data
can help inform decisions about intervention, but this must be done with caution
because such data has limitations. This presentation highlights such limitations while
demonstrating the value that can come from logging and analysis.
Intermediate
Gerianne Gilligan,
Matthews Ctr
Familiarity with the principles of verbal behavior is beneficial for speech-language

pathologists who provide services to students with autism spectrum disorders. Targeting
each communicative function (verbal operant) addresses the complex communication
needs of children with autism and fosters collaboration across the disciplines of speechlanguage pathology and applied behavior analysis.
Notes _______________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Withdrawn Outcome
Difference Between Life Voice
& Standardized-Recorded
Speech.....

5043
______________________________________________________________________
10:30AM- Hyatt/
11:00AM Hyde
Park
A Verbal Behavior Approach to

Speech-Language Pathology in
Educational Settings
______________________________________________________________________
______________________________________________________________________
Intervention/Rehabilitation for Adults with Hearing Loss (Aud)

5044
1:30PM2:00PM
Hyatt/
Hyde
Park
Documenting Treatment
Efficacy on Overall Function:
What Does It Mean to
Participate in Life?
Intermediate
Michael Hefferly, Rush

U Med Ctr
This session will review current understanding of what it means to participate in

life, how this concept is defined by health care professionals and individuals with
disabilities, the growing need to employ reliable measures of participation when
treating individuals with hearing impairment, and the challenges inherent to these
clinical efforts.
5045
2:00PM2:30PM
Hyatt/
Hyde
Park
Provision of Audiologic
Services at Remote Area
Medical Expeditions
Introductory
Marc Fagelson, East

Tennessee St U
This presentation summarizes the preparation for, and execution of, audiology services
provided by East Tennessee State Universitys Audiology Program at Remote Area Medical
(RAM) expeditions in the Southern Appalachian region. In 2010 and 2012, ETSU audiology
faculty and students evaluated 281 patients and subsequently fit 178 hearing aids.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10:30AM- Hyatt/
11:00AM DuSable
5028

Code Time
Room
Title
Level
5047
10:30AM- Hyatt/
11:00AM Field
How to Conduct Prosodic

Training for Foreign Accent
Management
Intermediate
1:00PM1:30PM
Documenting the Early

Language & Literacy
Experiences of Bilingual
Children
Intermediate
Hyatt/
Clark
Code Time
Author(s)
Abstract
Alison Behrman,
Iona Coll
Prosody is an essential component of accent management for nonnative speakers of

American English. This session addresses the how to of training the major elements
of prosody: intonation, stress, and rhythm. Techniques are discussed that focus on
increasing communicative effectiveness while respecting cultural and linguistic identity.
5057
The home and classroom experiences of monolingual children impact childrens

academic outcomes. Well-designed parent measures are needed to document the
experiences of bilingual children. This presentation discusses the development of a
parent questionnaire that researchers and practitioners can use to describe the language
environments of bilingual children.

Room
Title
Level
Author(s)
Abstract
NeuroAudiology and (Central) Auditory Processing Disorders (SLP)
Issues in Culturally and Linguistically Diverse Populations (GI)

5046
Carol Scheffner
Hammer, Temple U;
Shelley Scarpino,
Temple U; Lauren Cycyk,
Temple U; Karen Jury,
Temple U
Language and Learning in School-Age Children and Adolescents (SLP)
11:00AM- Hyatt/
11:30AM Hyde
Auditory Processing Therapy:

Implementation That Meets
the Common Core Standards
Intermediate
Jeanane Ferre, Private

Practice
Speech and hearing professionals increasingly are tasked to provide auditory processing
treatment that is consistent with the Common Core Standards. This session describes
and demonstrates the rationale, goals, and benchmarks for implementation of auditoryprocessing specific therapy into the individual education plan of the school-age listener.
5058
2:30PM3:00PM
Hyatt/
Hyde
Park
Doing (C)APD Therapy From the

Palm of Your Hand IV
Intermediate
Bunnie Schuler, St
Johns Speech & Hearing
Ctr; Donna Geffner,
St Johns Speech &
Hearing Ctr
The presentation will provide an updated installment on the use of apps and mobile
technologies for the treatment of (C)APD for design of comprehensive programming
to include direct auditory training, environmental modifications, and compensatory
strategies building central resources: language, memory metalinguistic, and metacognitive skills.
5059
4:00PM4:30PM
Hyatt/
Hyde
Park
The Effectiveness of the

Dichotic Interaural Intensity
Difference (DIID) Training: Case
Studies
Intermediate
Jennifer McCullagh,
Southern Connecticut
St U; Shannon Palmer,
Central Michigan U
Deficits in dichotic listening are often observed in individuals with CAPD and researchers
have suggested using a constraint-induced treatment to rehabilitate such deficits.
However, limited research exists supporting its efficacy. The purpose of this presentation
is to provide theoretical background for this training and case studies to elucidate its
effects.
Park
10:30AM- Hyatt/
11:00AM Adler
Three Effective Literacy

& Language-Based
Interventions: Implications for
CCSS & RtI
Intermediate
Crystal Randolph,
Valdosta St U
This session will discuss how to implement three evidence-based language and literacy
interventions that can be used with preschoolers, ELLs, and school-age children (1st-3rd
grade). Implementation within an RtI framework and implications for the Common Core
State Standards will be discussed.
5049
11:00AM- Hyatt/
11:30AM Adler
Choosing, Implementing, &

Evaluating a Tier 2 Reading
Fluency Intervention With
Second Grade Students
Intermediate
Celeste Domsch, Texas

St U; Corrin Richels,
Old Dominion U; Laura
DeLine, Doss Elementary
Sch; Janna Griffin, Doss
Elementary Sch
This paper describes the process of choosing a high-quality Tier 2 reading fluency
intervention, its implementation at one school, and reports results from 10 at-risk 2nd
graders for 2012-2013. Students made gains in words correct per minute that were
comparable to gains reported in national norms for typical readers.

5060
10:30AM- Hyatt/
11:00AM DuSable
New Approaches to Estimate

Endurance of Oral Motor
Function
Intermediate
Phyllis Palmer, U of
New Mexico; Jennifer
Mahoney, U of New
Mexico
Oral muscle endurance has not been shown to be sensitive to age, gender, or disease.
We will review two measures of oral motor function that may provide a more sensitive
estimate of endurance relative to swallowing: coefficient of variation and approximate
entropy. Clinical significance of these measures will be addressed.
1:00PM1:30PM
Adolescents With Language

Impairment: Improving Their
Services by Fostering Novice
SLPs Resilience to Workplace
Enculturation
Intermediate
Vicki A. Reed, James

Madison U; LaVae
Hoffman, U of Virginia;
Peggy Agee, Longwood
U; Deepa Aier,
Manassas City Sch; Linda
Freeman, Culpeper Co
Pub Sch; Karin Caskey,
Hanover Co Pub Sch;
Dorian Wilkerson,
Hampton U
School SLPs and professors share the success of a collaborative, multi-pronged strategy
they implemented to foster graduate students and newly employed graduates
resilience to workplace enculturation effects that reinforce a status quo in which
adolescents with language impairment continue to be more poorly served in schools
than their younger counterparts.
5061
11:00AM- Hyatt/
11:30AM DuSable
Repeating Words Will Not

Affect Base of Tongue for
Swallowing
Intermediate
Jerilyn Logemann,
Northwestern U;
Patricia Gibbons,
Midwestern U
Some dysphagic patients with base of tongue disorders report being given an exercise
to repeat words with /k/ and /g/ next to back vowels. This presentation gives evidence
that repeating words as an exercise will not improve base of tongue during swallowing.
Intermediate
George Spanos, Rush

U Med Ctr; Joanne
Schupbach, Rush U
Med Ctr
Holly Smith,
Southeastern Louisiana
U; Megan Rodenbeck,
U; Rebecca Davis,
As people age, their risk for and the number of falls they take increases at an alarming
rate. Audiologists, through balance assessment, can determine the potential risk for
falls. A case report highlighting fall risk will be discussed, as well as effective counseling
and prevention strategies.
This session describes a case study of a child with Down syndrome who participates in a
combination approach, utilizing adapted books and animal-assisted therapy, to increase
expressive language and interest in reading.
Maria Munoz, Texas

Christian U
Perseveration significantly reduces communicative effectiveness for persons with

aphasia. The treatment to reduce aphasic perseveration is activation theory-based and
involves the systematic reduction of inter-stimulus interval paired with semantic feature
analysis. Theoretical approaches to the treatment of perseveration, the RAP approach,
and two case studies will be discussed.
A multiple-baseline approach was used to determine whether nonlinguistic attention
training would augment or surpass text-based treatment (Multiple Oral Rereading)
for CM, an individual with pure alexia and visual apperceptive agnosia. Results are
examined with regards to models of pure alexia and implications for patients with
high-level visuospatial disorders.
5050
5051
1:30PM2:00PM
Hyatt/
DuSable
Hyatt/
DuSable
Adapted Books & AnimalAssisted Therapy: A Winning

Combination in Facilitating
Expressive Language
Introductory
Vestibular/Balance Assessment and Rehabilitation (Aud)

5062
4:00PM4:30PM
Hyatt/
Field

5063
5:00PM5:30PM
Hyatt/
Clark
Withdrawn Vocal Cord

Dysfunction: A Retrospective
Study on Treatment
Perspectives in Children
Intermediate
Katherine Beach,
Southeast Missouri St U;
Jayanti Ray, Southeast
Missouri St U; Mary
Stahl, St. Louis Childrens
Hosp; Kevin Squibb,
Southeast Missouri St U
The current study was undertaken to investigate clinical profiles of children diagnosed
with VCD. A retrospective analysis was conducted on medical charts collected from a
metropolitan hospital. The subjects (10-18 years) profiles were analyzed for diagnosis,
signs/symptoms, triggers of VCD, differential diagnosis, laryngoscopic exam, treatments,
and follow-ups.
5064
5:30PM6:00PM
Hyatt/
Field
Utility of Listener Effort

Ratings as an Outcome
Measure for Disordered Speech
& Voice
Intermediate
Kathleen Nagle, U of
Washington; Tanya Eadie,
U of Washington
Listener effort is a partner-focused perceptual dimension used to identify the amount

of work necessary to understand speech samples. Relationships among ratings of
listener effort and speech acceptability for speech samples with a range of intelligibility
will be investigated to provide support for listener effort as an outcome measure.
5065
5:30PM6:00PM
Hyatt/
Clark
Sports Respiration, ExerciseInduced Asthma, & VCD in

College Athletes: The Survey
Says....
Intermediate
Dale Gregore, West

Chester U; Michael Beris,
West Chester U
The number of student athletes identified with exercise-induced asthma (EIA) has
increased over the years. Literature indicates EIA can coexist and/or mimic VCD. EIVCD
is often misdiagnosed and therefore mistreated. We will review survey results from
intercollegiate student athletes diagnosed with EIA that suggest other sports respiration
dysfunction.

5052
5053
8:00AM8:30AM
Hyatt/
Grant
Park CD
A Treatment to Reduce Aphasic

Perseverations: Theory &
Method
Intermediate
8:30AM9:00AM
Hyatt/
Grant
Park CD
Treatment of Pure Alexia

in the Context of Visual
Apperceptive Agnosia
Intermediate
Jamie Mayer, Northern

Illinois U
8:30AM9:00AM
Hyatt/
Burnham
Using Music to Enhance

Interaction & Imitation
Intermediate
Rachel Arntson, Talk

It Rock It
Learn how music can facilitate goals of interaction and imitation with infants, toddlers,
and preschoolers. Well review current research on the topic and explore techniques for
writing songs and lyrics to support these specific goals. Consider music in intervention
and home programming. Come to sing, learn, and have fun.
5055
2:30PM3:00PM
Hyatt/
Burnham
Verb Selection Considerations

for Past-Tense Interventions
Intermediate
Brian Weiler,
Vanderbilt U
Research findings concerning verb-level influences on past-tense marking carry

implications for the careful selection of treatment targets. Using six of the broad criteria
for good verbs to choose proposed by Crystal (1985) as a framework, this session
summarizes recent key findings, with an emphasis on clinical applications.
5056
5:00PM5:30PM
Hyatt/
Adler
Withdrawn
Intermediate
Vanessa Harwood, U
of Connecticut; Jonathan
Preston, Haskins Lab;
Bernard Grela, U of
Connecticut
There is research that indicates that event-related potentials (ERPs) can be used to
predict language ability in infants and very young children. This investigation assesses
the relationships among ERP, nonword repetition, and language to validate the use of
these measurements with late-talking toddlers.
5054
Electrophysiological Correlates
of Speech Perception in
Toddlers: Can ERP Aid in
Identification of Risk
The Fall(s) of America
5048
5066
8:30AM9:00AM
Hyatt/
DuSable
Acoustic Analysis of Nasal

Fricatives & Audible Nasal
Air Emission: An Adjunct to
Perceptual Judgments
Intermediate
David Zajac, U of North

Carolina - Chapel Hill
This session will describe the off label use of the Nasometer in conjunction with the
Computerized Speech Lab to identify active nasal fricatives (learned misarticulations)
and passive audible nasal air emission due to velopharyngeal dysfunction. Examples of
speakers both with and without repaired cleft palate will be presented and discussed.
Saturday Technical Clinical Sessions

Code Time
Room
Title
Level
Author(s)
Abstract
Code Time

Room
Title
Level
Author(s)
Abstract
5075
2:30PM3:00PM
Hyatt/
Grant
Park CD
Mild Cognitive Impairment

(MCI): Clinical Implications for
Assessment & Intervention
Introductory
Christy Fleck, Texas

Melinda Corwin, Texas
Elisabeth H. Wiig,
Knowledge Research Inst
Speech-language pathologists can screen, identify, and provide intervention for

individuals with mild cognitive impairment (MCI). Early intervention for individuals with
MCI is critical for delaying functional decline. This presentation will review diagnostic
criteria and cost-effective screening tools for MCI. A review of cognitive intervention
techniques will be discussed.
5076
3:00PM3:30PM
Hyatt/
Grant
Park CD
Problem-Solving by Individuals Intermediate

With Typical & Atypical
Traumatic Brain Injuries
Robert Marshall, U of
Kentucky; Anne Olson, U
of Kentucky
Adults with typical (MV A) and atypical (blast injuries) TBI and normal subjects were
administered a clinical test of problem-solving. Groups differed significantly in their
ability to develop plans to solve simple verbal problems. NBD subjects performed the
best; those with TBI resulting from a MVA performed the poorest.
5077
4:00PM4:30PM
Hyatt/
Grant
Park CD
Using Principles of
Engagement to Increase
Participation in SpeechLanguage Neurorehabilitation
Introductory
Nicole Etter, U of
Kentucky; Megan Danzl,
U of Kentucky; Richard
Andreatta, U of Kentucky;
Patrick Kitzman, U of
Kentucky
Principles of engagement theory, such as using enriched environments, mental

imagery, attention, and motivation, along with the development of a strong clientclinician rapport, may provide clinicians with additional strategies and means to exploit
neuroplasticity mechanisms to foster functional recovery of speech and language during
neurorehabilitation.
5078
4:00PM4:30PM
Hyatt/
Clark
Rubrics: A Novel Approach

to Scoring Clinical Tests of
Executive Functioning
Intermediate
Colleen Karow, Coll

of Saint Rose; Robert
Marshall, U of Kentucky
This presentation will describe how a rubric can be used to evaluate performance on
a test of executive functions. The benefits of using rubrics, which can be scored while
individuals are engaged in the problem-solving process, will be discussed, and test
sensitivity for neurologically compromised groups will be described.
5079
4:30PM5:00PM
Hyatt/
Grant
Park CD
The Relation Between

Language, Nonverbal
Cognition, & Quality of Life in
People With Aphasia
Intermediate
Eileen Hunsaker,
MGH Inst of Health
Professions; Marjorie
Nicholas, MGH Inst of
Health Professions
This research project investigated the relationship between language and nonverbal
cognition in people with chronic aphasia and examined how these impairments
interacted with quality of life. Results suggested that some portion of variance in QOL
was explained by executive function impairment, separate from any deficit in language
processing.
5080
4:30PM5:00PM
Hyatt/
Clark
Tracking Self-Regulation Goals

Using Goal-Attainment Scaling
for Individuals With Traumatic
Brain Injuries
Intermediate
Katy OBrien, U of
Minnesota - Twin Cities;
Mary Kennedy, U of
Minnesota - Twin Cities;
Sarah Schellinger, U of
Minnesota - Twin Cities
Typically, clinicians write performance-based goals for individuals with cognitive

impairment after traumatic brain injury. This session will show how clinicians can
pair those goals with self-regulation goals, leading to generalization across domains.
Clinicians will be instructed in using Goal-Attainment Scaling to set individualized selfregulation goals and track change.
Intermediate
Rachel Arntson, Talk

It Rock It
The skills of joint attention and gesture use have been shown to be major factors in
predicting the future communicative competence of children, especially those with
autism. This seminar will review recent research and primarily focus on activities and
techniques that facilitate joint attention and gesture use during home visits.
5067
10:30AM- Hyatt/
11:00AM Clark
The Impact of School Staff

Instruction in PartnerAugmented Input
Introductory
Jill Senner, Technology

& Language Ctr;
Matthew Baud, St.
Xavier U
AAC can be invaluable in allowing children with complex communication needs to

express themselves, but children need to be taught to communicate with technology.
This session will provide an overview of a school training protocol used in one
classroom. Results from a pilot study using this protocol will be reported.
5068
11:00AM- Hyatt/
11:30AM Clark
Partners in Magic: SpeechLanguage Pathology &

Recreation Therapy
Introductory
Emily Dayle Quinn,

Shriners Hosp for
Children Portland/Oregon
Health & Sci U; Erik
Luvaas, Shriners Hosp
for Children - Portland;
Andrea Ekstam,
Shriners Hospital for
Children - Portland/
Assistive Technology NW
Children who use AAC often have limited social communication skills and opportunities
to participate in leisure and recreation. We will describe the development of a joint
program between speech-language pathology and recreation therapy. We will highlight
the AAC strategies and supports created for this community outreach program.
Szu-Han Kay Chen, U

of Pittsburgh; Katya
Hill, U of Pittsburgh; Ty
Ridenour, U of Pittsburgh
This single-subject multiple-baseline study investigated the effectiveness of

augmentative and alternative communication intervention using a speech-generating
device with two children with autism. A mixed model analysis was used to evaluate
treatment along with a social validation measurement. The results show gains in
targeted speech and language outcomes.
5069
5070
1:00PM1:30PM
Hyatt/
Clark
Augmentative Communication
Intervention With Two Chinese
Children With Autism in Early
Language Transitions
Intermediate
1:30PM2:00PM
Hyatt/
DuSable
Achieving Communication
Competence: Organizing
the Process of AAC Team
Collaboration & Graduate
Student Supervision
Intermediate
Yvonne Gillette, U of
Akron; Katie Boarman,
U of Akron
Achieving communication competence organizes team input to create a collaborative

intervention plan. Protocols consider environmental factors--communication settings,
opportunities, and partners, as well as communication skills--turn-taking and
message-sending. Teams assess, plan, and implement plans together; the process is
also instructive for graduate trainees entering an interprofessional world.
Intermediate
Barbara Braddock,
Saint Louis U; Jennifer
Heithaus, Saint Louis
U; Morgan White,
Saint Louis U; Patricia
Deutsch, SSM Cardinal
Glennon Childrens Med
Ctr; Michael Bunis,
SSM Cardinal Glennon
Childrens Med Ctr;
Colleen Dolnick, SSM
Cardinal Glennon
Childrens Med Ctr;
Kimberly Twyman, Saint
Louis U
The aim of this research was to measure social relational skills following PEERS
treatment in adolescents with developmental-behavioral disorders. Participants were
drawn from an urban Midwestern clinic. Preliminary results replicated those reported
by Laugeson et al., 2011, and demonstrated that PEERS is an effective intervention for
social skills deficits.
Annette Hurley,
Louisiana St U Health
Scis Ctr; Inga Denman,
Scis Ctr; Meher Banajee,
Scis Ctr
Auditory complaints in children with autism may be regarded as part of the high order
cognitive disorder. However, it is possible that the auditory difficulties may be in part
due to structural brain differences. This session will review anatomical differences and
describe deficit-specific auditory-training programs based upon differences.
Jessica Franco, U of
Texas - Austin; Rachel
Reetzke, U of Texas
- Austin
Communication is often an undersupported skill area in adults with ASD. This model
for improving communication skills in young adults with ASD utilizes Motivating and
Interactive Planning Projects (MIPPs) and peer mentors. The model is easy to implement
in community settings and can increase participants conversation skills and speaking
attitudes.

5071
5072
5073
4:00PM4:30PM
4:30PM5:00PM
4:30PM5:00PM
Hyatt/
Burnham
Hyatt/
Grant
Park AB
Hyatt/
Burnham
Social Skills Training for

Adolescents With Autism
Spectrum Disorders:
Replication of the UCLA
Program
The Role of
Neurobiology in ASD? Can
Dichotic Listening Improve
Auditory & Language
Processing?
Intermediate
Using Motivating & Interactive

Planning Projects to Enhance
Conversation Skills in Adults
With ASD
Introductory
Withdrawn

5081
10:30AM- Hyatt/
11:00AM Hyde
Park
Empowering Adults With

Hearing Loss: What Every SLP
Can Do
Intermediate
Nicole Marrone, U
of Arizona; Mary Rose
Durkin, U of Arizona;
Frances Harris, U of
Arizona
Hyatt/
Burnham
Joint Attention & Gestures:

How Do We Teach Them?

5082
8:00AM8:30AM
Hyatt/
Burnham
Withdrawn Effects of
Practice Schedule on Speech
Motor Learning in Healthy
Young & Elderly Adults
Intermediate
Neeraja Sadagopan, U
of Colorado - Boulder
Sixteen young and an equal number of elderly participants were randomly assigned
to one of two practice groups, random or blocked practice, during a novel nonword
acquisition task. Accuracy and kinematic measures of timing and coordination were
obtained in order to describe learning of novel speech sequences.
5083
8:30AM9:00AM
Hyatt/
Burnham
Applying Principles of Motor

Learning to Group Therapy for
Adults With Apraxia of Speech
Intermediate
Ilana Oliff, MedStar Natl

Rehab Hosp; Brooke
Hatfield, MedStar Natl
Rehab Hosp
This presentation will highlight the application of principles of motor learning (PML),
including practice schedule, and type and frequency of feedback used in group
treatment for adults with aphasia and apraxia of speech. Videos will be used to
demonstrate treatment techniques; discussion will emphasize utilizing group treatment
to enhance generalization.

5084
10:30AM- Hyatt/
11:00AM Adler
Motor-Learning Principles in
/r/ Treatment: Direction of
Attentional Focus
Intermediate
Tara McAllister Byun,

New York U; Edwin Maas,
U of Arizona; Michelle
Swartz, Montclair St U
Principles of motor learning suggest that acquisition and retention of speech-motor

skills can be enhanced by an external direction of attentional focus during practice.
We found that children who received acoustic biofeedback intervention for /r/ made
comparable progress whether or not explicit cues for articulator placement were
provided.
5085
11:00AM- Hyatt/
11:30AM Adler
Targeting Retroflex vs.

Bunched /r/: Evidence From
Ultrasound Biofeedback
Intervention
Intermediate
Tara McAllister Byun,

New York U; Elaine R.
Hitchcock, Montclair
St U; Michelle Swartz,
Montclair St U
English /r/ can be produced with a retroflex or bunched configuration, but little research
has investigated which shape should be targeted in treatment. Using evidence from an
ultrasound-based intervention program, we argue that one tongue shape does not fit
all; clients should have opportunities to try different tongue shape targets.
Intervention/Rehabilitation for Adults with Hearing Loss (Aud)

5074
3:00PM3:30PM
Millions of Americans are living with hearing loss, and SLPs have opportunities to
address its effects on communication and quality-of-life. In this how-to program, we
will identify specific methods that SLPs can use to support adults with hearing loss and
their families, including group rehabilitation and motivational interviewing.

Code Time
Room
Title
Level
Author(s)
Abstract
Margaret Tiner, U
of Michigan Hosp;
Katherine McConville,
U of Wisconsin
This presentation will explore the use of a palatal augmentation prosthesis as a

therapeutic modality to improve speech and resonance. A case study will illustrate the
use of spectrographic analysis as an objective measure of acoustic output with and
without a prosthesis.
Maia Braden, U of
Wisconsin
Paradoxical vocal fold motion (PVFM) is typically treated effectively by a speechlanguage pathologist and includes training of breathing techniques to open the
vocal folds and maintain an open airway. High-achieving adolescent athletes require
sport-specific strategies and adaptations to allow them to return to their previous level
of competition.

5086
5087
Code Time
Thursday Technical Research Sessions

Room
Title
Level
Hyatt/
Burnham
The Use of Palatal

Augmentation Prostheses
for Therapeutic Gain in Adult
Speech
Intermediate
1:00PM1:30PM
Hyatt/
Adler
Treatment of Paradoxical Vocal

Fold Motion in Adolescent
Athletes: A Focus on Running &
Swimming
Advanced
8:00AM8:30AM
Hyatt/
Hyde
Park
Video Demonstrations of
Treatment Strategies for
Compensatory Misarticulation
Errors in Children With
Velopharyngeal Dysfunction
(VPD)
Intermediate
Kristen DeLuca, Joe

DiMaggio Childrens Hosp
Children with velopharyngeal dysfunction (VPD), a disorder commonly associated

with cleft palate, may exhibit maladaptive compensatory misarticulation errors that
are resistant to traditional forms of articulation therapy. This presentation will provide
video examples of various compensatory misarticulation errors associated with VPD and
demonstrate specific therapeutic interventions for each error type.
Academic and Clinical Education: General Academic Education (GI)

5500
4:30PM5:00PM
Hyatt/
Field
Investigating Students
Intermediate
Readiness for Interprofessional
Education
Lynette R. Goldberg,
Wichita St U; Douglas F.
Parham, Wichita St U
Students from communication sciences and disorders, dental hygiene, nursing,

physical therapy, physician assistant, and public health cciences rated their readiness
for interprofessional education. ANOVAs showed undergraduates felt more ready than
graduates. CSD students felt strongly about the value of IPE in clinical problem-solving,
teamwork, and more effective patient care.
5501
5:00PM5:30PM
Hyatt/
Field
A Changing Student Body:

Factors Influencing Students
Choice of Graduate Programs
Introductory
Stacey Pavelko, James

Madison U; Melissa
Malani, U of Central
Florida/Private Practice;
R. Jane Lieberman, U
of Central Florida
This study examined 47 factors that could potentially influence undergraduates when
selecting a graduate program in communication sciences and disorders (CSD). A total of
504 undergraduate CSD students from 33 programs completed an online survey. Results
indicate the three most important factors are accreditation, knowledgeable advisers,
and availability of scholarships/fellowships.
Intermediate
Dustin Richards, U of
Arkansas for Med Scis/U
of Arkansas - Little Rock;
Laura Smith-Olinde,
U of Arkansas for Med
Scis/U of Arkansas - Little
Rock
Bars/clubs, covered by OSHA, are rarely monitored. Two repeated measures (live,
recorded music) in four venues were obtained to examine full-time employee risk for
NIHL. Most conditions revealed levels exceeding OSHAs allowable limit (90 dBA). Fulltime employees in bars/clubs may be at risk for NIHL.
______________________________________________________________________

5502
12:00PM- Hyatt/
12:30PM Field
Noise Levels in Nightlife

Venues With Live Music

5503
1:30PM2:00PM
Hyatt/
Clark
Early Sentence Productions by

5-Year-Olds Using AAC: Effects
of Augmented Output
Intermediate
Cathy Binger, U of
New Mexico; Jennifer
Kent-Walsh, U of Central
Florida; Marika King,
U of New Mexico; Eliza
Webb, U of New Mexico;
Elijia Buenviaje, U of
New Mexico; Lindsay
Mansfield, U of New
Mexico
This study was designed to investigate the effect of an intervention on simple sentence
productions of 5-year-olds using an AAC iPad app. Targeted sentence structures were
acquired during the augmented output baseline phase, indicating that sentences
produced using graphic symbols may be acquired more easily than previously thought.
5504
2:00PM2:30PM
Hyatt/
Clark
Using Dynamic Assessment to

Assess Syntax With 5-Year-Olds
Using an AAC iPad App
Intermediate
Marika King, U of New

Mexico; Cathy Binger, U
of New Mexico; Jennifer
Kent-Walsh, U of Central
Florida
This study used dynamic assessment (graduated prompting) to assess the ability of
5-year-old childrens ability to combine semantic-syntactic messages using a graphic
symbol-based speech-generating device. Following assessment, children received an
augmented output intervention. Results and clinical implications of the study will be
discussed.
5505
3:00PM3:30PM
Hyatt/
Clark
Communication Partner
Instruction in AAC: A
Systematic Review
Intermediate
Melissa Malani, U
of Central Florida;
Kimberly Murza, U
of Northern Colorado;
Jennifer Kent-Walsh, U
of Central Florida; Cathy
Binger, U of New Mexico
This session will present the results of a systematic review and meta-analysis
investigating the effectiveness of communication partner instruction to improve
communication and language outcomes of children and adults with complex
communication needs. Overall findings and results of several moderator analyses will
be presented.
5506
3:30PM4:00PM
Hyatt/
Clark
An Examination of the
Effectiveness of an AAC
Training Program for
Paraprofessionals
Intermediate
Nerissa Hall, U of
Massachusetts Amherst/Communicare;
Colleen Moylan, U
of Massachusetts Amherst; Elena Fader,
U of Massachusetts
- Amherst; Yu-kyong
Choe, U of Massachusetts
- Amherst; Mary
Andrianopoulos, U of
Massachusetts - Amherst
A students successful use of AAC is influenced by his or her communication

partners AAC use. However, there are few training programs available, especially for
paraprofessionals. The investigation examined the effect of a paraprofessional training.
Data revealed that through the training, all participants acquired operational, linguistic,
strategic, and social skills.
5507
4:30PM5:00PM
Hyatt/
Clark
A Survey of SLPs Decisions

When Designing Aided AAC
Displays
Introductory
Jennifer Thistle,
Pennsylvania St U; Krista
Wilkinson, Pennsylvania
St U
We present the results of an online survey of SLPs regarding the decisions they
make when creating aided AAC displays for school-age children. Participants report
clinical practices consistent with existing evidence as well as practices that highlight
opportunities for new research.
5508
5:00PM5:30PM
Hyatt/
Clark
Parents & SLPs Roles &

Expectations in AAC Training &
Maintenance: Who Does What?
Introductory
Kathlene Talladay,
Eastern Michigan U; Ana
Claudia Harten, Eastern
Michigan U
Augmentative and alternative communication (AAC) devices are invaluable tools for
people who have difficulties communicating verbally. Technological advancements
accentuate the need for training and device maintenance. This study examines
perspectives and experiences of parents and SLPs regarding these demands. Gaps in
perspectives and their impact on AAC use are discussed.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Notes _______________________________________________________________
Abstract
1:00PM1:30PM
5088
Author(s)

Code Time
Room
Title
Level
Author(s)
Abstract

Hyatt/
Hyde
Park
Patterns of Gesture Use in

Adolescent Children Referred
for Social Skills Treatment
Intermediate
Barbara Braddock,
Saint Louis U; Christina
Gabany, Saint Louis U;
Meera Shah, Saint Louis
U; Kimberly Twyman,
Saint Louis U
The aim of this project was to describe patterns of gesture use in adolescents referred
for social skills treatment. As a group, adolescents produced gesture at a low rate.
Results will be discussed in terms of patterns of gesture use relative to measures of
communication and ASD social responsiveness.
5510
1:30PM2:00PM
Hyatt/
Adler
Early Screening for Social

Communication Delays in
22q11DS & ASD Using the
Infant-Toddler Checklist
Intermediate
Sara Hoffenberg,
Marcus Autism Ctr;
Moira Lewis, Marcus
Autism Ctr; Opal Ousley,
Emory U; Karlene
Coleman, Childrens
Healthcare of Atlanta
22q11.2 deletion syndrome is a chromosomal disorder associated with increased risk of

ASD and developmental delay. Studies report between 14% and 41.5% of individuals
with 22q11DS meet diagnostic criteria for ASD. We considered the Infant-Toddler
Checklist as a screener to examine early ASD symptoms in toddlers with 22q11DS.
2:00PM2:30PM
Hyatt/
Hyde
Park
Sensory Desensitization
Training for Successful ERP Net
Application & Data Acquisition
in Nonverbal ASD Children
Intermediate
Cynthia Roesler,
Rutgers U; Judy Flax,
Rutgers U; Michelle
MacRoy-Higgins, City U
of New York - Hunter Coll;
Zena Fermano, Rutgers
U; Julie Morgan-Byrne,
Rutgers U; April Benasich,
Rutgers U
This study examined the effectiveness of sensory desensitization training for 12

nonverbal children with autism to facilitate participation in an electrophysiological
study assessing linguistic processing. Usable data were collected for 10 of the 12
children trained. Training procedures will be described and key factors for success will
be highlighted.
5512
2:00PM2:30PM
Hyatt/
Adler
Parent Report in Identifying

Autism in Infants
Intermediate
Lauren Peterson, U of
North Carolina - Chapel
Hill; Linda Watson, U of
Hill
The utility of parent concerns in identifying risk for autism spectrum disorders is unclear.
First-year inventory questionnaires were examined for parent responses to open-ended
questions regarding their 12-month-olds, grouped by scores above/below risk
threshold. Findings support the use of parent concerns in early risk identification.
5513
3:30PM4:00PM
Hyatt/
Burnham
Caregiver Perception of
Prelinguistic Vocalizations in
Infant Siblings: A Case Study
Intermediate
Heather Ramsdell,
Idaho St U; Randi
Killeen, Idaho St U
Preliminary data explore caregiver perceptual report of prelinguistic vocalizations

produced by an infant with a sibling who has autism. This caregivers report was
different from 15 other caregiver reports of their infants vocalizations from 6 through 24
months of age. The comparison and new methodology will be discussed.
5515
5516
5517
3:30PM4:00PM
4:30PM5:00PM
5:00PM5:30PM
6:30PM7:00PM
Hyatt/
Adler
Hyatt/
Adler
Hyatt/
Adler
Hyatt/
Burnham
Joint Attention Intervention

for Autism: Results of a
Systematic Review & MetaAnalysis
Validation of the Video-Guided

Autism Screener
The Diversity of Questions

Preschoolers With Autism
Experience & Respond to:
Implications for SLPs
Virtual Reality Social Cognition

Training in Autism Across the
Age Span
Room
Title
Level
Author(s)
Abstract
Intermediate
Introductory
Intermediate
Advanced
Kimberly Murza, U
of Northern Colorado;
Debbie Hahs-Vaughn, U
of Central Florida; Jamie
Schwartz, U of Central
Florida; Chad Nye, U of
Central Florida
This session will present the results of a systematic review and meta-analysis
investigating the effect of joint attention intervention for children diagnosed with
autism spectrum disorder. Preliminary results show the treatment to be effective (g =
0.62). The results of several moderator analyses will also be presented.
Rebecca Landa,
Kennedy Krieger Inst;
Sarah Warnet, Kennedy
Krieger Inst
Existing screening tools for autism spectrum disorder (ASD) have inadequate sensitivity
and specificity. This study examines the validity and effectiveness of a new autism
screener utilizing videos to demonstrate specific skills, characteristics, and behaviors to
parents who then answer questions about their own child to generate an ASD risk score.
Eric Sanders, Pacific

U; Katie Belardi, U of
Hill; Dwight Irvin, Juniper
Gardens Childrens
Project; Luke McCune, U
of Kansas; Brian Boyd,
U of North Carolina Chapel Hill; Sam Odom,
Frank Porter Graham
Child Development Inst
Question-answer exchanges are vital to the language development of children. This

presentation will identify the types of questions to which children with autism spectrum
disorders are exposed in inclusive preschool classrooms, whether a response was
produced, and what characteristics may influence which questions are asked. Clinical
implications will be discussed.
Tandra Allen, Ctr for

BrainHealth - U of Texas
- Dallas; Nyaz Didehbani,
Ctr for BrainHealth - U
of Texas - Dallas; Sandra
Chapman, Ctr for
BrainHealth - U of Texas
- Dallas
Few evidence-based social interventions exist for individuals with high-functioning

autism. The current pair of studies investigated a virtual reality social cognition
training focused on a top-down strategy perspective for children and young adults.
Significant improvements found after training suggest this is a promising tool for social
intervention.
5518
1:30PM2:00PM
Hyatt/
DuSable
Analysis of Stuttering &

Reading Errors Using EyeTracking Hardware During
Adaptation & Consistency
Tasks
Intermediate
John Tetnowski, U of
Louisiana - Lafayette;
Ryan Nelson, U of
Michael Azios, U of
Jack Damico, U of
Louisiana - Lafayette
Five PWS served as participants in this study. Each read a common passage five times in
succession while fitted with eye-tracking hardware. Adaptation and consistency scores
are reported. Results indicate anticipation of consistent stuttering through increased
number of eye fixations and duration times on words stuttered. Diagnostic implications
will be discussed.
5519
2:00PM2:30PM
Hyatt/
DuSable
Syllabification in Adults Who

Stutter: Analysis of Stress &
Syllable Boundary
Intermediate
Geoffrey Coalson, U of
Texas - Austin; Courtney
Byrd, U of Texas - Austin
Stuttering has been attributed, in part, to subclinical differences in phonological

encoding. This study explored phonological encoding of adults who stutter during
a silent phoneme-monitoring task. Segmental properties were measured while
manipulating metrical properties of nonwords. Findings revealed metrical information
requires additional processing time in adults who stutter.
5520
3:00PM3:30PM
Hyatt/
DuSable
Parental Perspectives of
the Advantages of Self-Help
for Teens Who Stutter: A
Qualitative Analysis
Intermediate
Michael Azios, U of
John Tetnowski, U of
Louisiana - Lafayette
Self-help can be an effective adjunct to traditional therapy for adult PWS. This
qualitative research explores the role of self-help in teens from the unique perspective
of their parents. Three major themes developed: affiliation with role models that are
PWS, improved confidence, and parental emotions. Research/clinical implications will
be discussed.
5521
3:30PM4:00PM
Hyatt/
DuSable
Concurrent Treatment of
Stuttering & Speech Sound
Disorders: Phase I Trial
Intermediate
Rachael Unicomb, U of
Newcastle; Sally Hewat,
U of Newcastle; Elizabeth
Spencer, of Newcastle;
Elisabeth Harrison,
Macquarie U
This phase I clinical trial examines the safety and viability of treating stuttering and
speech sound disorders concurrently using direct, evidence-based treatments. Results
reveal significant change in outcome measures for both disorders, suggesting a
subsequent phase II clinical trial to determine treatment efficacy with larger participant
numbers.

5522
10:30AM- Hyatt/
11:00AM Hyde
Negative Middle Ear Pressure & Intermediate

Distortion Product Otoacoustic
Emission Fine Structure
Suzanne Thompson,
Graduate Ctr - City U of
New York
Negative middle ear pressure (NMEP) affects forward travel of stimuli used to evoke
distortion product otoacoustic emissions (DPOAEs) and reverse travel of the emission
itself. Subjects induced NMEP by performing the Toynbee maneuver. During NMEP,
DPOAE levels were reduced across frequency. Separation of DPOAE components yielded
easier to interpret results.
11:00AM- Hyatt/
11:30AM Hyde
Development of a Clinical
Test of Environmental Sound
Cognition
Introductory
Valeriy Shafiro, Rush U

Med Ctr; Stanley Sheft,
Rush U Med Ctr; Paige
Formsma, Rush U Med Ctr;
Andrew Favale, Columbia
Coll; Robert Risley, Rush U
Med Ctr; Derek Stiles, Rush
U Med Ctr
A clinical test of environmental sound cognition has been developed based on previous
work that demonstrated differences in perceptual processing of contextually related and
unrelated everyday sounds. Initial results demonstrate the clinical utility of this test as a
nonlinguistic measure of real world auditory cognition in young and older adults.
11:30AM- Hyatt/
12:00PM Hyde
The Effect of Memory Load

on Intensity Resolution in
Individuals With Parkinsons
Disease
Intermediate
Kelly Richardson, U at
Buffalo; Joan Sussman,
U at Buffalo; Elaine
Stathopoulos, U at
Buffalo; James Sawusch,
U at Buffalo
Individuals with Parkinsons disease (PD) show evidence of sensory and cognitive
impairments that may account, in part, for limited progress during speech treatment.
Thi study of individuals with PD aims to investigate their ability to perceive changes in
speech loudness levels under low and high memory load conditions.
12:00PM- Hyatt/
12:30PM Hyde
Speech-on-Speech Masking
for Children & Adults: Effects
of Target/Masker Language
Mismatch
Intermediate
Lauren Calandruccio,
U of North Carolina;
Bianca Gomez, U of North
Carolina; Emily Buss, U
of North Carolina; Lori
Leibold, U of North Carolina
Data will be presented for monolingual children and adults describing their ability
to recognize English speech in competing English two-talker, Spanish two-talker, or
spectrally shaped noise maskers. Child-adult performance differences and linguisticmasking differences caused by the English and Spanish maskers will be discussed.
Park
5523
Park
5524
Park
5525
Park
1:30PM2:00PM
5514
Code Time
Fluency (SLP)
5509
5511

Code Time
Room
Title
Level
Author(s)
Abstract
Intervention/Habilitation for Infants and Children with Hearing Loss (Aud)

5526
5527
5528
10:30AM- Hyatt/
11:00AM Clark
The Impact of Childhood

Hearing Loss on Grandparents:
An Exploration of Third-Party
Hearing Disability
Intermediate
11:00AM- Hyatt/
11:30AM Clark
Signal Detection of LipReading Visemes Using 2D &

3D Images
Intermediate
3:00PM3:30PM
Hyatt/
Burnham
Use of Linguistic Processes

& Visual Images in Written
Expression of Students Who
Are Deaf
Introductory
Code Time

Room
Hyatt/
Field
This study aimed to explore the lived experience of childhood hearing loss from the
perspective of grandparents. The data reveal a range of effects on grandparents and
highlights the importance of including grandparents in early intervention services for
children with hearing loss.
Rita Quigley, U of
Montana; Al Yonovitz,
U of Montana; Kortney
Kemmis, U of Montana;
Sarah Hansen, U of
Montana; Heather
Manson, U of Montana
The main purpose of this study is to investigate lip-reading responses using the effect of
improved video through 3D presentation and the use of signal detection. Subjects used
a two-alternative forced-choice method of response. We provide evidence that subtle
differences in production allow discrimination between visemes.
Hannah Dostal, U
of Connecticut; Lisa
Bowers, U of Arkansas
There is much debate regarding the relationship between linguistic processing skills and
the spelling skills of deaf children. Writing samples of middle school deaf students were
analyzed for specific spelling error patterns. Results showed that deaf students rely on
visual representations and integrate linguistic information differently than students with
typical hearing.
5530
2:00PM2:30PM
5531
5532
Sharynne McLeod,
Charles Sturt U; Sarah
Verdon, Charles Sturt U
Increasingly, multilingual caseloads require SLPs assessment of children from

culturally and linguistically diverse backgrounds. A systematic review identified 96
speech assessment tools in languages other than English, including Spanish, Turkish,
Cantonese, and German. Commercially available tests were evaluated regarding their
conceptualization and operationalization to determine applicability for English-speaking
SLPs practice.
Intermediate
Elin Thordardottir,
McGill U/CRIR - Montreal
The study examined the L2 learning of Icelandic by school-age children in Iceland

at 3 grade levels (n=266), including native speakers of Icelandic and L2 speakers
from tonal-language and non-tonal language homes. The rate of L2 learning was
substantially slower than would be predicted based on previous English findings.
A Longitudinal Study of
Intermediate
English Narrative Development
in Spanish-English Bilinguals
Abbie Olszewski, Utah

St U; Raul Rojas, U of
Texas - Dallas; Sandra
Gillam, Utah St U; Aquiles
Iglesias, Temple U; Hugo
Segura, Utah St U;
Cathy Maahs-Fladung,
Utah St U
This study examined the longitudinal growth patterns of fictional English narrative
macrostructure (initiating event, action, obstacle, consequence) in narrative retells of
190 Spanish-English bilinguals (SEBs) who matriculated from kindergarten through the
end of 2nd grade.
Language Choice for Children

With Hearing Loss: Influences
on Caregiver Decision-Making
Kathryn Crowe, Charles

Sturt U; Sharynne
McLeod, Charles Sturt
U; David McKinnon,
Charles Sturt U; Loraine
Fordham, Charles Sturt
U; Teresa Ching, HEARing
CRC/Natl Acoustic Lab
Caregivers of young children with hearing loss make decisions about which
communication mode(s) and spoken language(s) their children and family will use.
Influences on decision-making about communication were examined for 177 caregivers
of children with hearing loss about the use of speech, sign, monolingualism, and
multilingualism.
A Systematic Review of Tools

to Assess Childrens Speech in
Languages Other Than English
Intermediate
Hyatt/
Field
How Much Time to Learn an L2

Thats Not English? The Impact
of Economic Value
3:00PM3:30PM
Hyatt/
Field
3:30PM4:00PM
Hyatt/
Field
Introductory
5533
6:30PM7:00PM
Hyatt/
DuSable
Integration of Literacy in
Speech-Language Therapy:
A Descriptive Analysis of
Treatment Practices
Intermediate
Sherine Tambyraja,
Ohio St U; Mary Beth
Schmitt, Ohio St U; Laura
Justice, Ohio St U; Jessica
Logan, Ohio St U
This study examined the extent to which literacy is targeted in school-based speechlanguage therapy sessions. Utilizing observational data, we found considerable
variability in the percentage of therapy time spent targeting literacy, and that time spent
in literacy was most closely associated with the SLPs primary therapy location.
5534
6:30PM7:00PM
Hyatt/
Clark
The Effect of Response to

Intervention on School
Amidst Implementation
Intermediate
Lynne Telesca, U of
Central Florida; Barbara
Ehren, U of Central
Florida
School speech-language pathologists (SLPs) in central Florida completed a survey

about the effect of Response to Intervention (RtI). Data were collected on participation
and activities for all tiers of RtI, SLPs time commitment for collaborative activities,
opinions of preferred service delivery and professional development, and perceptions of
collaborative environment.
7:00PM7:30PM
Hyatt/
DuSable
Under the Hood:

Characterizing SpeechLanguage Therapy in the
Public Schools
Intermediate
Mary Beth Schmitt,

Ohio St U; Laura Justice,
Ohio St U
This study was a comprehensive exploration of key features of therapy for children
with LI in public schools. Participants included 294 children served by 74 SLPs; data
from weekly therapy logs and videotaped therapy sessions were analyzed. Clinical
implications and future research directions will be discussed.
7:00PM7:30PM
Hyatt/
Clark
Narrative Ability, Phonological

Awareness, & Reading
Comprehension in Students
With Mild Intellectual
Disabilities
Intermediate
Andrea Barton-Hulsey,
Georgia St U; Rose Sevcik,
Georgia St U; MaryAnn
Romski, Georgia St U;
William Kerr, Georgia St U
Past research shows correlations between narrative ability, phonological awareness, and
reading comprehension. Little is known about this relationship in students with mild
intellectual disabilities. This study examined the moderating effects of phonological
awareness on the relationship between narrative language and reading comprehension
in 102 students with mild intellectual disabilities.
5536
Abstract
10:30AM- Hyatt/
11:00AM Grant
Barriers & Facilitators

Influencing Speech-Language
Pathologists Use of Stroke
Clinical Guidelines: A National
Descriptive Study
Intermediate
Emma Power, U of
Sydney; Kathleen Hadely,
U of Sydney; Robyn
OHalloran, LaTrobe U
Implementation of evidence-based stroke clinical practice guidelines (CPGs) can

improve stroke care outcomes. However, CPGs are often not successfully implemented
in clinical practice. This national descriptive study of 320 speech pathologists describes
their experiences with stroke CPGs, and identifies barriers and facilitators that influence
their implementation of stroke CPGs.
11:30AM- Hyatt/
12:00PM Grant
Aphasia Knowledge in Health

Care Settings
Introductory
Katelyn Welfle, Bowling

Green St U; Megan Joy,
Bowling Green St U; Jill
Rieman, Bowling Green
St U; Jenna Brosious,
Bowling Green St U;
Alison Nutter, Bowling
Green St U; Ellyn Riley,
Bowling Green St U
This study sought to determine knowledge of aphasia, associated symptoms, and

successful communication strategies that can be applied in health care settings. An
online survey was conducted with health care professionals across Ohio regarding their
knowledge in these areas. This presentation will discuss the results of this survey.
12:00PM- Hyatt/
12:30PM Grant
A Qualitative Thematic
Analysis of Factors
Affecting Speech-Language
Pathologists Implementation
of Stroke Clinical Practice
Guidelines
Intermediate
Emma Power, U of
Sydney; Melissa Miao,
U of Sydney; Robyn
OHalloran, LaTrobe U
This qualitative study is the first in-depth investigation into barriers and facilitators of
stroke guideline implementation as experienced by speech-language pathologists.
Novel findings include a need to make implementation explicit, consider demand vs.
ability to change and promote significant speech-language pathologist motivation to
implement guidelines. Subsequent implementation strategies are suggested.
5540
1:30PM2:00PM
Hyatt/
Grant
Park CD
Clinical Measures Associated

With Competitive Work
Outcomes in Persons With
Traumatic Brain Injury
Intermediate
Peter Meulenbroek, U
of Wisconsin - Madison;
Lyn Turkstra, U of
Wisconsin - Madison;
Leanne Togher, U of
Sydney
Communication is important for successful employment generally, but little is known

about how communication after traumatic brain injury (TBI) affects employment
outcomes. Thirty-one participants with TBI were divided into two groups--successfully
vs. unsuccessfully employed adults with TB--and were administered communication
measures that differentiated these groups.
5541
2:00PM2:30PM
Hyatt/
Grant
Park CD
Coherence & Cohesion in the

Recounts of Individuals With
Non-Aphasic Brain Injury
Intermediate
Katherine Maddy,
U of Kentucky; Gilson
J. Capilouto, U of
Kentucky; Martha Bailey,
U of Kentucky; Melissa
Sustar, U of Kentucky
Local coherence, global coherence, and cohesion were examined in the discourse of
individuals with non-aphasic brain injury (NABI) and healthy controls (HC) matched for
age, gender, and education. NABI participants had significantly poorer maintenance of
global coherence compared to HC. Local coherence and cohesion were preserved in the
NABI group.
5542
3:00PM3:30PM
Hyatt/
Grant
Park CD
Auditory vs. Visual

Presentation Modality: Effects
on Recall Performance by
Persons With Dementia
Intermediate
Natalie Sanford,
California St U - East
Bay; Nidhi Mahendra,
California St U - East Bay
Episodic memory assessment by testing story recall is central to evaluating memory in

healthy older adults and persons with dementia. The purpose of this ongoing study is
to investigate how presentation modality influences immediate and delayed story recall
performance in healthy older adults and persons diagnosed with dementia.
5543
3:30PM4:00PM
Hyatt/
Grant
Park CD
Semantic Priming of PictureNaming in Neurologically

Healthy Younger & Older
Adults
Intermediate
Christina del Toro,

Midwestern U; Lisa
Edmonds, U of Florida;
Bruce Crosson, Emory U;
Leslie Gonzalez Rothi, U
of Florida - Gainesville;
Diane Kendall, U of
Washington
The aim of this study was to determine the type of semantic feature with the strongest
facilitation effect on the lexical-semantic system. A priming experiment was conducted
on healthy adults. Speech-reaction time was measured during picture naming. Results
suggest distinctive features have the strongest facilitation effect on the lexical-semantic
system.
5537
Park CD
5538
Park CD
5539
Park CD
5535
Author(s)
1:30PM2:00PM
Level
Nerina Scarinci, U
of Queensland; Ennur
Yanbay, U of Queensland;
Louise Hickson, U of
Queensland

5529
Title
5544
6:30PM7:00PM
Hyatt/
Grant
Park AB
The Role of Adult Responses

in Speech-Language
Development in Autism:
New Evidence From LENA
Recordings
Intermediate
Anne S. Warlaumont,
U of California - Merced;
Jeffrey A. Richards, LENA
Research Foundation;
Jill Gilkerson, LENA
Research Foundation;
D. Kimbrough Oller, U of
Memphis
We provide evidence from child-adult interactions during naturalistic recordings

for a social feedback loop that supports speech development. More mature child
vocalizations are more likely to receive adult responses. Receiving a response positively
affects childrens subsequent vocalizations. There are both similarities and differences
between typical development and autism.
5545
7:00PM7:30PM
Hyatt/
Grant
Park AB
Early Intervention & Cognitive

Readiness: When to Begin
Treatment?
Intermediate
Karyn Searcy, Crimson

Ctr for Speech &
Language/California St
U - San Marcos; Deanna
Hughes, Crimson Ctr for
Speech & Language
Although early intervention for communication disorders is available for children with
autism, therapy for children with Down syndrome (DS) is not universally accessible.
This presentation will review a treatment designed to help families jump start
communication skills of children with DS and discuss efficacy of early intervention for
this population.
5546
7:00PM7:30PM
Hyatt/
Field
A Language Screener for

Identifying Spanish-Speaking
Children With SLI
Intermediate
Alejandra Auza, Hosp

General Dr. Manuel
Gea Gonzlez; Gareth
Morgan, Morgan
Scientific
A screener for identifying Spanish-speaking children with SLI was developed. Results
indicated significant differences (TLD>SLI) on the scores of the morphology and the
sentence repetition tasks. They seem to work better together as a tool for identifying
children with SLI, as evidenced by high levels of classification accuracy.

Code Time
Room
Title
Level
Author(s)
Abstract
3:00PM3:30PM
Hyatt/
Grant
Park AB
The Role of Working Memory

Storage & Attention FocusSwitching in Childrens
Complex Sentence
Comprehension
Intermediate
Mianisha Finney, Ohio

U; James Montgomery,
Ohio U
Role of working memory storage and attention focus-switching in childrens objectrelative sentence comprehension was examined. Beyond age, storage and switching
each accounted for unique variance in comprehension. Individual differences analyses
showed higher-WM children were better at switching and comprehension, implicating
switching as the more critical factor in comprehension.
5548
3:30PM4:00PM
Hyatt/
Grant
Park AB
Verbal Memory Performance

in Simultaneous & Sequential
Bilingual Children
Introductory
Ishanti
Gangopadhyay, U of
Megan Gross, U of
Milijana Buac, U of
Margarita Kaushanskaya,
This study examined verbal memory performance in monolingual children and two
types of bilingual children on two verbal memory tasks--the word-span task and the
listening-span task. We found that monolingual children outperformed sequential but
not simultaneous bilinguals, and that the difficulty level of the task mediated group
differences.
5551
Speech Improvement Over

Practice in Persons With
Parkinsons Disease: An Evoked
Response Potential Study
Intermediate
Whitney Holman,
St. Cloud St U; Sarah
Smits-Bandstra, St.
Cloud St U
This study investigated the timing and integrity of neurological processes underlying
speech improvements over practice of persons with Parkinsons disease (PPD). The
Bereitschaftspotential (BP) of PPD was examined while participants practiced a syllable
reaction time task. Changes in BP coincided with PPDs improved performance late in
the session.
11:00AM- Hyatt/
11:30AM Grant
Effects of EMST on Dysprosody

in Individuals With Parkinsons
Disease
Intermediate
Meghan White,
Purdue U; Jessica Huber,
Purdue U
Parkinsons disease (PD) results in dysprosody, which negatively affects speech

naturalness and intelligibility. This study examined the impact of expiratory muscle
strength training on dysprosody in individuals with PD. Findings related to acoustic and
perceptual prosodic differences as a result of training will be discussed.
11:30AM- Hyatt/
12:00PM Grant
The Effects of Sentence

Completion on Word
Production in Individuals With
Apraxia of Speech
Intermediate
Angela Van Sickle,

Texas Tech U Health Scis
Ctr; James Dembowski,
Texas Tech U Health
Scis Ctr
This study examined whether sentence completion could improve word production
in individuals with apraxia of speech. The target word was provided, and participants
produced words in a repetition and a sentence-completion condition. One speaker was
strongly facilitated by sentence completion; others responded in a complex manner.
12:00PM- Hyatt/
12:30PM Grant
Randomized Clinical Trial

(RCT) of Voice Treatment for
Parkinsons Disease
Intermediate
Lorraine Ramig, U
of Colorado; Cynthia
Fox, LSVT Global;
Jennifer Spielman,
NCVS - Denver; Angela
Halpern, NCVS; Katherine
Freeman, Extrapolate
Statistics
This RCT was designed to evaluate the short- and long-term impact of intensive voice
treatment in PD. Sixty-four Ss were randomized to: LSVT LOUD, ARTIC, or no treatment;
20 age-matched healthy control subjects were also studied. Ss who received LSVT LOUD
had the greatest magnitude and duration of treatment effects.
Jeffrey Weihing,
U of Louisville;
Linda Guenette, U
of Connecticut; Gail
Chermak, Washington
St U; Mallory Brown, U
of Connecticut; Julianne
Ceruti, U of Connecticut;
Krista Fitzgerald, U of
Connecticut; Kristin
Geissler, U of Connecticut;
Jennifer Gonzalez, U
of Connecticut; Frank
Musiek, U of Connecticut
This retrospective study applied a factor analysis to the central auditory processing test
battery performance of a group of children being evaluated for CAPD. Results of children
diagnosed with CAPD showed a factor structure that was consistent with the decoding
deficit and integration deficit CAPD subtypes proposed by Bellis and Ferre.
Nathan Maxfield, U of
South Florida
In typically fluent adults, activation of semantic codes during picture naming is

subserved by domain-general attentional resources, while phonological code activation
is more domain-specific. We adapted an experiment by Ferreira and Pashler to
investigate what event-related potentials reveal about attentional resources subserving
word production in children.
Park AB
5552
Park AB
5:00PM5:30PM
Hyatt/
Burnham
Factor Analysis of Central

Auditory Processing Test
Performance in Children Being
Evaluated for CAPD
Intermediate
5555
11:30AM- Hyatt/
12:00PM Adler
12:00PM- Hyatt/
12:30PM Adler
Abstract
The Development of PhonemeAwareness Skills in Typically

Developing 3-Year-Olds
Intermediate
Cecilia Kirk, U of Oregon
This study investigated phoneme identification and phoneme blending skills in 3-yearolds with typical development. If participants lacked these skills at initial testing, parents
practiced with their child at home. After 1 week, more than half performed with greater
than 50% accuracy on initial phoneme identification and phoneme blending.
5557
11:00AM- Hyatt/
11:30AM Adler
A Generalized ComputerAnalysis Program for Assessing

Speech Sound Disorders in
Children
Introductory
Justin Dvorak, U of
Oklahoma Health Scis
Ctr; Eunsun Park, U of
Oklahoma Health Scis
Ctr; Frank Boutsen,
U of Oklahoma Health
Scis Ctr
Speech sound disorders make up a large proportion of SLP caseloads. Unfortunately,

phonologic-phonetic assessment diverts valuable time from client-therapist interaction.
Current computer tools are restricted to specific standardized tests and fail to capture
clients performance in authentic settings. We demonstrate a generalized analysis
program and its user-friendly modification for various situations.
Intermediate
Derek Headley, Florida

St U; Julie Stierwalt,
Florida St U
Researchers have investigated temporal correlates of swallowing and lingual pressure in

isolation. No published studies have examined relationships between lingual pressure
and oral phase timing. Because the tongue is highly involved during the oral phase, this
research explores the contributions of lingual pressure to oral phase timing in healthy
adults.
11:00AM- Hyatt/
11:30AM Burn-
The Relation Between

Tongue Strength & Oral Phase
Duration in the Normal Adult
Swallow
Notes _______________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5554
Author(s)
______________________________________________________________________

5553
Level
10:30AM- Hyatt/
11:00AM Adler
ham
10:30AM- Hyatt/
11:00AM Grant
Park AB
Title
5550
Room
5556
5558
Park AB
Code Time
5547
5549
Central Bottleneck Influences

on Word-Production Stages in
Children: ERP Evidence
Neurocognitive Processing
Bottlenecks in Speech
Multitasking
Intermediate
Intermediate
Nathan Maxfield, U of
South Florida
Ferreira and Pashler (2002) showed that activation of semantic codes during picturenaming is subserved by domain-general attentional resources, while phonological code
activation is more domain-specific. We adapted their experiment to investigate what
event-related potentials reveal about central bottleneck influences on word production
in typically fluent speakers.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Friday Technical Research Sessions

Code Time
Room
Title
Level
Author(s)
Abstract
Code Time

Room
Title
Level
Author(s)
Abstract
5570
9:30AM10:00AM
Hyatt/
Hyde
Park
Wireless Technology:
Improving Signal-toNoise Ratio for Children in
Challenging Situations
Intermediate
Astrid Haastrup, GN
ReSound
Children who are learning language require very favorable signal-to-noise ratios for
optimum speech recognition. This course will present the benefits of using the ReSound
Unite Mini MicrophoneTM, which transmits the speakers voice directly to the childs
hearing instruments, improving signal-to-noise ratio in many daily situations.
5571
9:30AM10:00AM
Hyatt/
Field
Auditory-Cognitive Training
Improves Language
Performance in Prelingually
Deafened Cochlear Implant
Recipients
Intermediate
Erin Ingvalson,
Northwestern U; Nancy
Young, Ann & Robert H.
Lurie Childrens Hosp of
Chicago; Patrick Wong,
Chinese U of Hong Kong
CI recipient children show deficits in their auditory and cognitive abilities, which support
language learning. Improving the functioning of those underlying skills may result in
improved language performance. We tested this by providing children with combined
auditory-cognitive training. Children improved in their expressive and overall language
abilities following training.
5559
5560
9:00AM9:30AM
9:30AM10:00AM
Hyatt/
Burnham
Intermediate
Using Communication
Coaching to Enhance
Interactions Between
Individuals With Rett
Syndrome & Their
Communication Partners
Intermediate
The Effects of Grammatical

Development on Disfluencies
in Children Who Persist &
Recover From Stuttering
Intermediate
Verbal & Nonverbal Auditory

Inhibition in Children Who
Stutter: Preliminary Results
Intermediate
Forward vs. Inverse Internal

Models in Stuttering
Individuals Nonspeech
Movements
Intermediate
Sensory Gating in Adults Who

Stutter
Intermediate
Hyatt/
Hyde
Park
Benefit From Integration of

Auditory & Visual Speech Cues
in Preschoolers
Intermediate
Hyatt/
Burnham
John McCarthy, Ohio U;

Joann Benigno, Ohio
U; MacKenzie Snyder,
Ohio U; Abigail Adams,
Ohio U; Jamie Cooley,
Belpre Sch Dist
In two studies, children aged 4-12 with ASD and age-matched children without
disabilities were asked to either draw 10 early emerging concepts or sort line-drawn
symbols onto pages. Both studies revealed age-related changes and variability in
conceptualizations sufficient to warrant individualized solutions for children with ASD.
Theresa Bartolotta,
Seton Hall U; Patricia
Remshifski, Seton Hall
U; Amanda Russo,
Seton Hall U; Jamie
Hyler, Seton Hall U; Kerri
Rogers, Seton Hall U;
Alexandra Arena, Seton
Hall U
Rett syndrome (RTT) is characterized by deficits in communication, cognition, and

hand use. This study explored the use of a coaching program to increase communicative
behaviors in individuals with RTT and their communication partners. Results revealed
that communication coaching is a valuable tool for enhancing communication
interaction for this population.
Julia Hollister, U of
Iowa; Amanda Van
Horne, U of Iowa; Patricia
Zebrowski, U of Iowa
We examined the effects of emerging grammatical development on the speech

disfluencies of children who recovered from and persisted in developmental stuttering.
Using Rispoli and Hadleys leading edge framework, we predicted that as capacity to
utilize grammar increased, the types and locations of disfluencies would differentiate
children across groups.
Julie Anderson, Indiana

U - Bloomington; Stacy
Wagovich, U of Missouri
Verbal and nonverbal auditory inhibition were examined in preschool children

who do and do not stutter using two Stroop-like tasks, with speed and accuracy as
dependent variables. Preliminary findings suggest that inhibitory control for verbal
information may be less efficient in children who stutter. (Funding source: NIH grant
[R01DC012517])
Ayoub Daliri, U of
Washington; J. Randall
Flanagan, Queens
U; Ludo Max, U of
Washington

5572
11:00AM- Hyatt/
11:30AM Field
Examining the Cognitive

Mechanisms Predicting
Typically Developing SchoolAge Childrens Grammatical
Comprehension
Advanced
Beula Magimairaj,
Ohio U; James
Montgomery, Ohio U
The role of storage, updating accuracy and speed, sustained attention, switching, and
working memory in predicting childrens grammatical comprehension was examined.
Controlling age, comprehension, and three attention variables were significantly
correlated. Modeling revealed that only sustained attention contributed uniquely.
Implications include better modeling comprehension difficulties in children with
language impairments.
5573
1:30PM2:00PM
Hyatt/
Clark
Does Teaching Narrative

Structure to Children With
Language Impairments
Improve Comprehension of
Expository Text?
Introductory
Brynne Evans, Utah St

U; Sandra Gillam, Utah
St U - Emma Eccles Jones
Early Childhood Edu &
Research Ctr
Research has shown that knowledge of narrative text structure enhances students
abilities to comprehend and produce narrative discourse. The current study was
designed to determine if training in narrative text structure was associated with
improved comprehension for expository passages that adhered to a narrative structure.
5574
2:00PM2:30PM
Hyatt/
DuSable
A Neglected or Forgotten
Group? SLP Service Provision
to Adolescents in the Republic
of Ireland
Intermediate
Stuttering and nonstuttering adults made arm movements to slide an object, held under
the index finger, to radially oriented targets. We analyzed movement kinematics and the
coupling of sliding and grip forces applied to the object. The stuttering groups impaired
accuracy but unimpaired force prediction suggests deficient inverse internal models.
James Degabriele,
Trinity College - U of
Dubln; Irene Walsh,
Trinity College - U of
Dubln
This paper explores speech-language pathology (SLP) provision to adolescents. A survey

was conducted among SLPs working in Ireland regarding levels of current provision to
adolescents and factors influencing this provision. Implications for adolescent clients are
discussed, with consideration given to how these services can be significantly improved
upon.
5575
2:00PM2:30PM
Hyatt/
Clark
Intermediate
Lauren White, U of
Illinois; Torrey Loucks,
U of Illinois; David
Gooler, U of Illinois Urbana-Champaign; Ron
Chambers, U of Illinois
Auditory processing was tested in 10 adults who stutter and 10 adult controls by
recording sensory gating of P50 and N100 amplitude in response to paired clicks.
Suppression to the second click was reliably evident in controls, but the degree of
suppression was reduced or less consistent in stuttering participants.
Comparison of the Methods

Used for Research & Clinical
Purposes to Identify Specific
Language Impairment
Stacy Betz, Western

Illinois U; Courtney
Richardson, Western
Illinois U
Previous research has shown that researchers and clinicians differ in how they identify
children with specific language impairment (SLI). This study compared the methods
used by researchers and clinicians to diagnose SLI. Results will be used to determine
how SLI research can relate to practice despite differences in diagnostic methodology.
5576
2:30PM3:00PM
Hyatt/
DuSable
Executive Function
Development in Typically
Developing Australian Children
as Measured by Semantic
Fluency
Intermediate
Executive function development was investigated in typically developing children

(4-10 yrs) using a semantic fluency task. Measures of fluency, clustering, and switching
were sensitive to developmental changes. The findings offer insight into the typical
acquisition and assessment of executive function in children.
Kaylah Lalonde,
Indiana U; Rachael Holt,
Indiana U
Twelve adults and 12 4-year-olds completed three audiovisual integration tasks that require
varying levels of perceptual processing. Both groups exhibited audiovisual integration across
all tasks, demonstrating that preschoolers can use visual speech cues across these levels of
processing. Preliminary results from 3-year-olds will also be discussed.
Sara Chami, U of
Sydney; Natalie Munro,
U of Sydney; Kimberley
Docking, U of Sydney;
Karla McGregor, U of
Iowa; Joanne Arciuli, U
of Sydney; Elise Baker, U
of Sydney
5577
2:30PM3:00PM
Hyatt/
Clark
The Auxiliary System: Full

Bloom
Advanced
John Muma, U of
Southern Mississippi;
Jennifer Corie, U of
Southern Mississippi;
Steven Cloud, U of
Southern Mississippi
This study addresses acquisition of the auxiliary system, analyzing spontaneous speech
of males of specific ages. Results show acquisition of auxiliary system is governed
largely by tense, present tense domain is acquired before past tense domain, and
combinations of modals with progressives and participles are acquired later than other
combinations.
Fluency (SLP)
5561
5562
5563
5564
1:00PM1:30PM
Hyatt/
Field
1:30PM2:00PM
Hyatt/
Field
2:00PM2:30PM
Hyatt/
Field
2:30PM3:00PM
Hyatt/
Field

5565
8:00AM8:30AM
5566
8:30AM9:00AM
Hyatt/
Hyde
Park
Effects of Noise on Cognitive

Function During Dual Tasks
Across Normally Aging Adults
Advanced
Jennine Harvey, Illinios

St U; Deborah Von
Hapsburg, U of Tennessee
Health Sci Ctr; Kristin
King, U of Tennessee
Health Sci Ctr
This study investigates the effects of speech in noise on dual tasks across two groups
of normally aging individuals. Results will be discussed in the context of how cognitive
tasks and noise representative of everyday life may yield increased understanding of
cognitive function in noise with age.
5567
9:00AM9:30AM
Hyatt/
Hyde
Park
Working Memory &

Development of the
Audiovisual Advantage in
Intermediate
Derek Stiles, Rush

U Med Ctr; Cheryl
Robinson, Rush U
Med Ctr
This study investigated whether children with hearing loss use visual cues to understand
speech in broadband noise and speech babble earlier than children with normal hearing
and whether working memory plays a role in the development of the audiovisual
advantage in children.

5568
5569
8:00AM8:30AM
8:30AM9:00AM
Hyatt/
Field
Hyatt/
Field
Development of a Pediatric
High-Frequency Word
Recognition Test
Intermediate
Universal Newborn Hearing

Screening: Findings on
Risk Indicators, Etiology of
Hearing Loss, Intervention, &
Management
Intermediate
Symbol Organization &

Representation in Children
With Autism Spectrum
Disorders Using AAC
Notes _______________________________________________________________
______________________________________________________________________
Gwendolyn Dillman,
U of Northern Colorado;
Julie Hanks, U of
Northern Colorado;
Donald Finan, U of
Northern Colorado
While word recognition lists used in audiologic evaluations are used to assess high
frequency speech sounds in adults, no similar assessment has been developed for
children. The current study used a new word recognition test with male, female, and
child speakers. Differences in performance among the three conditions were compared.
______________________________________________________________________
Lori Van Riper, U

of Michigan Health
System; Paul Kileny, U of
Michigan Health System
There is limited information regarding risk indicators and associated infant hearing loss.
Although professionals believe that earlier intervention is better, few studies support
this. This study assessed evolution of risk indicators, etiologies of hearing loss, and
success of intervention in a newborn population with hearing loss.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Code Time
Room
Title
Level
Author(s)
Abstract
Handheld devices such as iPads combine powerful microprocessors, refreshable

displays, user-friendly interfaces, and mobile connectivity. Work continues to integrate
such devices into medical service delivery. We discuss here how networked apps can be
combined with stimulating interactive content and learning analytics to improve remote
service delivery of aphasia therapy.
Combining Apps, Interaction

Design, & Learning Analytics
for Aphasia Therapy
Introductory
Richard Steele,
Lingraphica
5579
9:30AM10:00AM
Hyatt/
Grant
Park CD
The Outcome of Semantic

Feature Analysis Treatment
in Aphasia With & Without
Apraxia of Speech
Intermediate
Dominique Isabelle
Scholl, U of Sydney;
Kirrie Ballard, U of
Sydney; Patricia McCabe,
U of Sydney; Lyndsey
Nickels, Macquarie U
This nonrandomized controlled trial aims to investigate potential differential effects

of Semantic Feature Analysis Treatment (SFA), a language-based treatment, in 20
individuals with aphasia post-stroke, 10 with apraxia of speech, and 10 without.
Preliminary analysis of 14 participants suggests both groups benefit from SFA, with
positive response generalization and maintenance.
5580
10:30AM- Hyatt/
11:00AM Grant
Construct Validity & Reliability

of Working Memory Tasks for
People With Aphasia
Intermediate
Gayle DeDe, U of
Arizona; Jessica Knilans,
U of Arizona; Matthew
Ricca, U of Arizona
This study describes a working memory battery for people with a range of aphasia
severities and examines the construct validity and reliability of the battery in non-braindamaged individuals. We identify two tasks that do not require verbal production and
have acceptable reliability and validity.
How Do Communication
Difficulties Impact the Social
Lives of Older Adults?
Intermediate
Andrew Palmer,
Oregon Health & Sci U;
Jason Newsom, Portland
St U Inst on Aging; Karen
Rook, U of California
- Irvine
Data were analyzed from a national sample of older adults (N = 742) to investigate the
relative impact of communication difficulties in this population. Results indicated that
communication difficulty was significantly associated with several important aspects
of social relationships even after controlling for multiple health and demographic
variables.
Gayle DeDe, U of
Arizona
Studies about comprehension impairments in aphasia typically focus on complex

sentences (e.g., passives), but these impairments can also affect simple active
structures. The Lexical Bias Hypothesis (LBH) provides a possible account of these
impairments. This session will present data that support the LBH and clinical
implications of the results.
Park AB
5581
10:30AM- Hyatt/
11:00AM Grant
Park CD
5582
11:00AM- Hyatt/
11:30AM Grant
Park AB
5583
11:00AM- Hyatt/
11:30AM Grant
Park CD
5584
5585
5586
5587
1:00PM1:30PM
1:30PM2:00PM
2:00PM2:30PM
2:30PM3:00PM
Satisfying Constraints: A
(Relatively) New Approach
to Understanding SentenceComprehension Impairments
in Aphasia
Intermediate
Effects of Age &

Working Memory on the
Comprehension of Anaphora
Advanced
Hyatt/
Grant
Park CD
Core Lexicon Analysis: Efficient

Assessment of Narrative
Discourse in Persons With
Aphasia
Introductory
Hyatt/
Grant
Park CD
Changes in CategoryGeneration but Not PictureNaming Predict Discourse

Changes Following Anomia
Treatment
Intermediate
Language Sampling With

Adults: Establishing a
Normative Database
Intermediate
Reliability & Validity of

the Verbal Activity Log for
Assessment of Speech in
Aphasia
Introductory
Hyatt/
Grant
Park CD
Hyatt/
Grant
Park CD
Maryam Ghaleh,
U of Canterbury;
Megan McAuliffe, U of
Canterbury; Catherine
Moran, U of Canterbury;
Ewald Neumann, U of
Canterbury; Patrick
LaShell, U of Canterbury
We tested the hypothesis that age-related declines in working memory would

negatively affect comprehension of written anaphora. Healthy adults (30 younger, 31
older) completed a working memory test and comprehension experiment. Statistical
analysis confirmed our hypotheses. Theoretical and practical implications for the
assessment of high-level language in aging are discussed.
Jessica Richardson,
U of South Carolina;
Emily Dillow, U of South
Carolina; Sarah Grace
Hudspeth, U of South
Carolina
This session reviews the development and application of a core lexicon (CL) for
the Cinderella story (utilizing AphasiaBank). CL differences between persons with
aphasia (PWAs) and controls were evident; further, CL values predicted main concept
production. We introduce this analysis as an efficient method of determining narrative
adequacy in PWAs.
Lori Altmann, U of
Florida; Audrey A.
Hazamy, U of Florida;
Michelle Benjamin, U of
Alabama; Bruce Crosson,
Emory U
An intensive treatment for anomia in aphasia using a meaningless left-hand gesture

elicited long-term changes in discourse describing pictures, but not answering openended questions. Discourse improvements correlated positively with improvements in
a category fluency intervention task. Long-term improvements in the picture-naming
intervention predicted poorer long-term discourse production.
Marilyn Nippold, U of
Oregon; Paige Cramond,
U of Oregon; Christine
Hayward-Mayhew, U of
Oregon
This study examined age-related differences in the syntactic complexity of spoken

discourse in young, middle-age, and older adults (n = 60). Each participant spoke
in conversational and expository discourse. No age-related differences occurred in
syntactic complexity, indicating that adults employ robust spoken language skills well
into their 60s.
Michelle Haddad, U of
Alabama - Birmingham;
Edward Taub, U of
Victor Mark, U of Alabama
- Birmingham; Margaret
Johnson, U of Montevallo;
Jamie Wade, U of
Alabama - Birmingham
Speech & Hearing
Clinic; Leslie Harper, U of
Speech & Hearing Clinic;
Ameen Barghi, U of
Gitendra Uswatte, U of
Improvement in real-world speech is an important outcome for aphasia rehabilitation.

The Verbal Activity Log (VAL) is a novel measure to assess patients current speech
amount and quality during activities of daily living compared to before their stroke. This
study quantified the reliability and validity of the VAL.
Code Time

Room
Title
Level
Author(s)
Abstract
5588
3:30PM4:00PM
Hyatt/
Grant
Park CD
Supported Reading
Comprehension for People
With Aphasia: Photographic &
Linguistic Supports
Intermediate
Aimee Dietz, U of
Cincinnati; Kelly
Knollman-Porter,
Miami U; Karen Hux,
U of Nebraska - Lincoln;
Karyn Toth, U of
Cincinnati; Bridget
Brown, Ohio St U
Variable results regarding the helpfulness of pictures in aphasia-friendly materials exist.

Further, linguistic supportsorganizational headings and keywordsmay bolster
the reading comprehension of people with aphasia. This study examined the individual
and combined effects of photographic and linguistic supports on the narrative reading
comprehension of people with aphasia.
5589
4:00PM4:30PM
Hyatt/
Grant
Park CD
The Impact of Communication

Partner Variables on
Supported Conversation in
Aphasia
Intermediate
Phillip Sechtem, Wichita

St U; Julie Scherz,
Wichita St U; Anthony
DiLollo, Wichita St U;
Louis Medvene, Wichita
St U; Douglas F. Parham,
Wichita St U; Randy
Ellsworth, Wichita St U;
Lyn Goldberg, Wichita St U
The impact of three communication partner variables on the effectiveness of supported

conversation parameters related to persons with aphasia were studied. Results
showed significant differences for two of the measures. Two of the three variables were
significantly correlated with positive changes in the parameters measured for the person
with aphasia.
5590
5:00PM5:30PM
Hyatt/
Grant
Park CD
Dose-Response Relationships
in Sentence-Production
Treatment for Aphasia
Intermediate
Michael Dickey, U of
Pittsburgh; Hyun Soo
Yoo, U of Pittsburgh
Treatment of underlying forms (TUF) promotes both acquisition of treated sentences and
generalization to untreated sentences. This study tests the dose-response relationships
for acquisition and generalization for TUF by analyzing existing TUF treatment studies.
Results show that acquisition and generalization exhibit different learning curves, and
therefore reflect different learning processes.
5591
5:30PM6:00PM
Hyatt/
Grant
Park CD
Cognitive Control in Bilingual

Aphasia
Introductory
Teresa Gray, Boston U;

Swathi Kiran, Boston U
This study examines non-linguistic and linguistic processing in 8 Spanish-English

bilingual adults with aphasia and 28 Spanish-English neurologically healthy controls.
Patient performance mirrors controls on the non-linguistic task but diverges on the
linguistic task. Results suggest that the bilingual language control network is not
completely subsidiary to domain-general cognitive control.
10:30AM- Hyatt/
11:00AM Burn-
The Impact of Word Form on

Typical & Atypical Emerging
Lexicons
Intermediate
Stephanie Stokes, U of
Canterbury
The characteristics of late talkers (LT) and typically developing (TD) childrens receptive
and expressive lexicons were compared. LTs differed from their TD peers on some,
but not all, properties, suggesting difficulties with forming robust phonological
representations for word production. Implications for language intervention are
discussed.
11:00AM- Hyatt/
11:30AM Burn-
More Than ABCs: Skill

Development of Alphabet
Knowledge in Preschool
Children
Intermediate
Lucy Hart Paulson, U

of Montana; Kendra
Emmett, U of Montana;
Jane Reynolds, U of
Montana
Alphabet knowledge, an important early literacy skill, begins developing in the

preschool years. This presentation describes study results looking at the relationship of
what 3- to 5-year-olds know about upper- and lower-case letter names, letter sounds,
letters in their name, and the alphabet song. Intervention implications will be discussed.
5594
1:00PM1:30PM
Hyatt/
Burnham
Barney, Sesame Street, &

Pronouns: A Discussion of
Pronoun Modeling on Two
Popular Cartoons
Introductory
Valerie Boyer, Southern

Illinois U - Carbondale;
Melissa Norris,
Sangamon Area Special
Education Dist; Kathryn
Martin, Southern Illinois
U - Carbondale
Pronoun modeling occurs through television targeting preschoolers. We will discuss the
influence of television viewing, acquisition and significance of pronoun development,
and an analysis of two television programs. Analysis yielded highly accurate models, but
differed in types of pronouns modeled. The methods used could be adapted for further
language analysis.
5595
1:30PM2:00PM
Hyatt/
Burnham
Elicited Production of
Complement-Taking Verbs
Across Complement Clause
Types in Typically Developing
Preschool Children
Intermediate
Karen Barako Arndt,

Vanderbilt U; C. Melanie
Schuele, Vanderbilt U
The purpose of this study is to target production of the same complement-taking verbs
across three elicited-language tasks: simple sentences, infinitival complements, full
propositional complement and WH-complement clauses. Of specific interest is the
development of complement-taking verbs across complement clause types for typically
developing preschoolers (ages 2;10-4;11).
5596
2:00PM2:30PM
Hyatt/
Burnham
The Effects of a ParentImplemented Language

Intervention for Children With
Language Impairments
Introductory
Megan Roberts,
Vanderbilt U; Ann
Kaiser, Vanderbilt U
The purpose of this study was to examine the effects of a parent-implemented

intervention for toddlers with language impairments. Eighty children were randomly
assigned to a treatment or business-as-usual control group. Results indicate that
children who received treatment had greater receptive and expressive vocabulary than
children in the control group.
5597
5:00PM5:30PM
Hyatt/
Burnham
Withdrawn Linguistic
Profile of Persian-Speaking
Children With Primary
Language Impairment: A
Report on Clinical Applicability
Advanced
Yalda Kazemi, Isfahan

U of Med Scics; Thomas
Klee, U of Canterbury;
Helen Stringer,
Newcastle U
This study tries to improve the limited access of Iranian SLPs to reliable ways of
evaluating language through novel clinical research frameworks like evidence-based
practice. It examines the diagnostic accuracy of language sample measures derived
from Persian-speaking childrens language production and introduces the most clinically
applicable measures.
5598
5:30PM6:00PM
Hyatt/
Burnham
Performance of Preschool
Children With Language
Impairment on an Arabic
Sentence-Repetition Test:
Assessment & Implications
Intermediate
Ashwag Wallan, City

U; Shula Chiat , City U;
Penny Roy , City U
The study compared the performance of 16 preschool Saudi children with language
impairment on a sentence-repetition test, a short-term memory test, and an anomalous
sentence-repetition test with 16 typically developing children matched on age and
nonverbal IQ.
5592
ham
5593
ham
9:00AM9:30AM
Hyatt/
Grant
Park CD
5578

Code Time
Room
Title
Level
Author(s)
Abstract
Code Time

Room
Title
Hyatt/
Grant
Park AB
Therapy for Sesotho Speakers

With Anomia: Toward a
Parametric Aphasiology
Intermediate
Brent Archer, U of
Nicole Mller, U of
Claire Penn, U of the
Witwatersrand
This case study investigated the efficacy of two cuing techniques in anomia therapy
for two speakers of Sesotho, a South African language: initial phoneme cuing and
root-based cuing, a novel technique. Statistical analysis revealed a greater effect for
root-based phoneme cuing, a more parametrically informed technique.
5600
1:30PM2:00PM
Hyatt/
Grant
Park AB
Contemporary Evidence
of Typical Conversational
Discourse
Intermediate
Dana Kuehn, Pro Step

Rehab; Jerry Hoepner,
U of Wisconsin - Eau
Claire
This study characterizes conversational discourse behaviors of 20 non-brain-injured

dyads using the Partner Support Behavior Profile. The tool was designed for examining
conversational exchanges between individuals with TBI and their partners. Findings
suggest that contemporary conversation behaviors are similar to those identified in prior
investigations from the 1970s.
5601
2:00PM2:30PM
Hyatt/
Grant
Park AB
Real-Time Language
Processing by Toddlers,
Adults, & School-Age Children
Learning Spanish
Intermediate
Casey Lew-Williams,
Northwestern U
Child and adult native speakers process spoken language incrementally, using
phonological, semantic, and grammatical information to make moment-to-moment
predictions about what comes next in the speech stream. Here, five eye-tracking
experiments reveal how maturation and experience interact with the nature of
referential contexts to shape learners efficiency in language processing.
5602
2:30PM3:00PM
Hyatt/
Grant
Park AB
Bilinguals & Monolinguals

Linguistic Ambiguity
Resolution During
Comprehension & Production:
Similar Patterns but Different
Pathways
Intermediate
Henrike Blumenfeld,
San Diego St U; Noriko
Hoshino, Kobe City
U of Foreign Studies
; Guillaume Thierry,
Bangor U
Bilinguals and monolinguals ability to resolve linguistic ambiguities were examined

at the phonological-lexical level (e.g., cloud-clown) during comprehension and at
the lexical-semantic level (e.g., cat-dog) during production. Proficient bilinguals and
monolinguals performed similarly on the linguistic tasks, but bilinguals made more use
of domain-general cognitive skills in resolving linguistic competition.
5603
5:30PM6:00PM
Hyatt/
Adler
English Stress Knowledge

& Reading Ability in Adult
Mandarin-Speaking English
Learners
Introductory
Wei-Lun Chung, U
of Memphis; Linda
Jarmulowicz, U of
Memphis
Pitch may signal syllable stress in English (e.g., CONtract and conTRACT), but functions
as phonemic tone in Mandarin (e.g., tang1soup and tang2sugar). In this study,
English stress perception and production in derivation and oral reading by adult
Mandarin-speaking English-learners will be discussed.
5610
3:30PM4:00PM
Hyatt/
Hyde
Park
Differing Diagnostic Outcomes

Based on Choice of Auditory
Processing Screening & Test
Battery Selection
Intermediate
Tina Stoody, U of
Northern Colorado;
Gwendolyn Dillman, U
of Northern Colorado
The SCAN-3:C and Buffalo Model Central Test Battery were administered to 18 children
ages 7-12. Three screening questionnaires were also administered to parents to establish
risk for APD. The similarities/differences between the outcomes of the two batteries as
well as the relationship between screening tools will be discussed.
5611
4:00PM4:30PM
Hyatt/
Grant
Park AB
The Comorbidity of Reading

Disabilities (RD) & Central
Auditory Processing Disorders
(CAPD): A Meta-Analytic
Investigation
Intermediate
Jane A. Baran, U of
Massachusetts - Amherst
Conflicting findings exist regarding the co-occurrence of CAPD in individuals with RD.
The presentation will discuss the results of the current analysis and show that CAPD is
prevalent among a subset of individuals with RD. Implications of the findings for the
assessment and management of these individuals will be discussed.

5612
9:00AM9:30AM
Hyatt/
Adler
Bilingual Treatment Effect for

English-Mandarin Bilingual
Children With Speech Sound
Disorders
Intermediate
Tao-yuan Li, Yinghua

Academy
There has been very little research with group data available on intervention with
bilingual children. This seminar will present group data on intervention of speech sound
disorders in a group of English-Mandarin bilinguals. Evidence of positive transfer will be
examined on the shared phoneme sounds between the two languages.
5613
9:30AM10:00AM
Hyatt/
Adler
Relations Between Babble

& Words for Toddlers With
Williams Syndrome
Intermediate
Shelley Velleman, U of
Vermont; Lauren Jones, U
of Vermont; Lynn Osborn
Varley, U of Vermont;
Myra Huffman, U of
Louisville; Carolyn Mervis,
U of Louisville
Children with Williams syndrome (WS) demonstrate delays in language development,

but little is known about their early speech. The babble and words of five children with
WS at 18 and 24 months were compared. Both babble and words followed similar
developmental speech trajectories as typically developing children.
5614
3:30PM4:00PM
Hyatt/
Adler
Speech Perception
Processes in Children With
Phonological Deficits:
Evidence From Behavioral &
Electrophysiological (ERP)
Measures
Intermediate
Kathryn Cabbage, U
of Nebraska - Lincoln;
Thomas Carrell, U of
Nebraska - Lincoln;
Tiffany Hogan, U of
Nebraska - Lincoln;
Dennis Molfese, U of
Nebraska - Lincoln
Phonological deficits are associated with both SSD and dyslexia. Although
both populations exhibit speech perception deficits, the relationship between
these perceptual deficits is not well understood. This study used behavioral and
electrophysiological (ERP) methods to compare speech perception skills in 40 children
(ages 7;6-9;6) with SSD, dyslexia, or both.
4:00PM4:30PM
Hyatt/
Adler
Phonological Representations
in Children With & Without
Intermediate
Edwin Maas, U of
Arizona; Erin Phillips, U
of Arizona
This study investigated phonological knowledge in children with speech sound

disorders (SSD), typically developing (TD) children, and adults. Data from a
mispronunciation detection task with 25 adults and 30 children (15 TD, 15 SSD, age
5-10) suggest that all three groups have segmental representations. This research was
supported by NIH-NIDCD (5K01-DC010216).

5604
8:00AM8:30AM
Hyatt/
Grant
Park AB
Automated Lexical Stress

Intermediate
Classification Tool for Assessing
& Treating Dysprosody in
Childhood Apraxia of Speech
Jacqueline McKechnie,
U of Sydney; Kirrie
Ballard, U of Sydney;
Mostafa Shahin, Texas A
& M U; Elizabeth Murray,
U of Sydney; Beena
Ahmed, Texas A & M U
This paper compares tool-based and perceptual judgment of stress patterns in polysyllabic
words for typically developing children and children with childhood apraxia of speech.
Such automated tools have potential to increase objectivity, accuracy, and efficiency of
speech analysis both for diagnosis and monitoring treatment-related change.
5615
5605
8:30AM9:00AM
Hyatt/
Grant
Park AB
Exploring Factors for

Treatment Success in
Childhood Apraxia of Speech:
Data from an RCT
Intermediate
Elizabeth Murray, U of
U of Sydney; Kirrie
Ballard, U of Sydney
A recent randomized control trial (RCT) for childhood apraxia of speech (n=26) indicated
large treatment effects for the Rapid Syllable Transition Treatment and the Nuffield Dyspraxia
Programme-Third Edition. This paper explores potential factors that affected treatment
response. Age and severity were not predictive. Client and treatment factors are discussed.
5606
9:00AM9:30AM
Hyatt/
Grant
Park AB
Novel Word-Learning in
Children With CAS: Changes in
Speech Motor Control
Intermediate
Julie Case, New York U;

Maria Grigos, New York U
Evidence of speech motor control deficits has been demonstrated in CAS. This work examined
whether children with CAS use different speech motor control strategies than typically
developing peers when learning an unfamiliar word. Changes in segmental accuracy and
movement patterns will be discussed, in addition to clinical implications of findings.
5607
9:30AM10:00AM
Hyatt/
Grant
Park AB
Effect of Auditory Masking

in Children With CAS, Speech
Delay, & Typical Speech
Development
Intermediate
Jenya Iuzzini, MGH Inst

of Health Professions;
Allison Hanen, U of
Nebraska - Lincoln;
Jordan Green, MGH Inst
Tiffany Hogan, MGH Inst
of Health Professions
Children with CAS have been hypothesized to over-rely on auditory feedback

while speaking, which may engender abnormal speech features (e.g., distortions,
inconsistencies). To investigate this hypothesis, we examined effects of masking on
speech in children with CAS, speech delay, and typical development. Preliminary results
showed masking effects for the CAS group.
Sydney; Julie Wambaugh,
U of Utah; Joseph Duffy,
Mayo Clinic; Claire Layfield,
U of Sydney/Royal Prince
Alfred Hosp; Edwin Maas,
U of Arizona; Shannon
Mauszycki, VA Salt Lake
City Health Care System;
Malcolm McNeil, U of
Pittsburgh
This systematic review by appointed committee of the Academy of Neurological

Communication Disorders and Sciences presents updated evidence-based practice
guidelines for treatment of acquired apraxia of speech from the guidelines published
in 2006. Twenty-nine new studies met criteria for review. Emerging research reports
promising intervention findings for this population.
Jun Wang, U of Texas Dallas; Jordan Green, MGH

Inst of Health Professions;
Ashok Samal, U of
Nebraska - Lincoln; Yana
Yunusova, U of Toronto
Neurodegenerative diseases (e.g., amyotrophic lateral sclerosis) have a differential effect on

individual articulators. This study investigated the individual contributions of four articulators-tongue tip, tongue body back, upper lip, and lower lip--to vowel production by persons
with ALS. The findings may have clinical implications for speech assessment and treatment.
5609
5:30PM6:00PM
Hyatt/
Grant
Park AB
Hyatt/
Grant
Park AB
Abstract
Updated Treatment Guidelines Introductory

for Acquired Apraxia of Speech:
Systematic Review of Studies
2004 to 2012
Individual Articulators
Contribution to Vowel
Production by Persons With
ALS
Intermediate
5616
8:00AM8:30AM
Hyatt/
Adler
Viscosity Measurements of
Fortified Breast Milk
Intermediate
Emily Mayfield, Mercy

Med Ctr; Colleen Gould,
U of Kansas Hosp; Kylie
Bullock, U of Kansas
Hosp; Leah Woods,
Mercy Med Ctr; Jenny
Walters, U of Kansas
Hosp
Infants born prematurely frequently have impaired swallowing. Thickening is one

treatment option for aspiration. The use of commercial thickeners in this population is
controversial, especially with expressed breast milk. This study investigated the viscosity
of fortified breast milk to determine the clinical relevancy of its use for dysphagia
management.
5617
8:30AM9:00AM
Hyatt/
Adler
Factors Affecting Transition

to Oral Feeding in Preterm
Neonates: Changing Trends
With Advancing Medical
Management
Intermediate
Pamela Dodrill, Royal

Childrens Hosp; Tim
Donovan, Royal Brisbane
& Womens Hosp
This study (n=821) replicates earlier studies that examined factors affecting transition
to oral feeding in preterm neonates born 10 years ago. Throughout the last decade,
many changes have occurred in the management of preterm neonates. This study
examines the impact these changes have had on feeding patterns in preterm neonates.
5618
9:00AM9:30AM
Hyatt/
DuSable
Comparison of Timing
Abnormalities Leading to
Penetration vs. Aspiration
During the Oropharyngeal
Swallow
Intermediate
Nogah Nativ,
Northwestern U; Jerilyn
Logemann, Northwestern
U; Peter Kahrilas,
Northwestern U
Penetration and aspiration during the oropharyngeal swallow can have different clinical
implications. This study examined the pathophysiologic mechanism that differentiates
penetration from aspiration during the swallow. Results indicate that both events
involve a timing deficit; however, aspiration was not associated with a more severe
timing disorder than penetration.
5619
9:30AM10:00AM
Hyatt/
DuSable
PD-Related Dysphagia &

the Effectiveness of Online
Compensatory Strategies
During Modified Barium
Swallow Studies
Intermediate
Laura Gingrich, Rehab

Inst of Chicago; Kristin
Larsen, Northwestern
U; Jerilyn Logemann,
Northwestern U
A retrospective analysis of 41 modified barium swallow studies (MBS) conducted

between June 2010 and June 2011 for persons with PD were evaluated to classify the
occurrence and causes of aspiration. For occurrences of aspiration, the effectiveness of
strategies applied to reduce or eliminate aspiration during the MBS was explored.
5620
2:00PM2:30PM
Hyatt/
Adler
Virtual Simulation Training for

Clinical Competence in FEES
Advanced
Dale Gregore,
Christiana Care Health
System; Janet Sechrist,
Christiana Care Health
System
The use of anatomically accurate manikins in virtual simulation programming as an

initial step in FEES training resulted in increased confidence and skill proficiency by the
clinician-in-training (CIT); timeliness of scope insertion; and clinical decision-making as
measured by the FEES Skill and Confidence Index (FSCI).
1:00PM1:30PM
5:00PM5:30PM
Author(s)
5599
5608
Level

Code Time
Room
Title
Level
Author(s)
Abstract
2:30PM3:00PM
Hyatt/
Adler
Dysphagia Severity & Its

Impact on Clinical Swallow
Assessments Conducted via
Telerehabilitation
Intermediate
Elizabeth Ward,
Ctr for Functioning
& Health Research/U
of Queensland; Clare
Burns, Royal Brisbane
& Womens Hosp;
Deborah Theodoros, U
of Queensland; Trevor
Russell, U of Queensland
This study examined whether dysphagia severity affected clinical decision-making and/
or clinician perceptions of clinical swallow assessments conducted via telerehabilitation.
The data support the ability to make comparable clinical decisions via telerehabilitation
to those made via traditional clinical practice, regardless of dysphagia severity.
5622
3:30PM4:00PM
Hyatt/
Burnham
Dysphagia Following Head &

Neck Cancer Management: The
Caregivers Perspective
Introductory
Rebecca Nund, U of
Queensland/Ctr for
Functioning & Health
Research; Elizabeth Ward,
U of Queensland/Ctr for
Research; Nerina Scarinci,
U of Queensland;
Bena Cartmill, Ctr for
Research/Princess
Alexandra Hosp;
Pim Kuipers, Ctr for
Research/Griffith U;
Sandro Porceddu, U of
Queensland/Princess
Alexandra Hosp
This study describes the lived experience of dysphagia following head and neck cancer
(HNC) from the perspective of the family caregiver. The data support the importance of
including caregivers in the management of people with dysphagia following HNC and
highlights the need for a dysphagia-related caregiver assessment tool.
Gintas Krisciunas,
Boston U Med Ctr; Edel
McNally, Boston U Med
Ctr; Susan Langmore,
Boston U Med Ctr
There are 300,000 cases of HAP annually, with a mortality rate of 30%-70%, costing
up to $40,000 per episode. Oral care is proven to reduce HAP in the ICU, but not on
non-ICU/acute floors. This study determined whether aggressive oral care reduces the
incidence of HAP in this population.
Lisa LaGorio, U of
Florida; Isaac Sia, U of
Florida; Michael Crary,
U of Florida; Giselle
Carnaby, U of Florida
Bolus accommodation (BA) is the process of involuntary physiologic adjustment

to varying bolus characteristics. BA may be quantified using swallowing pressure
measures. Aging-related swallowing pressure decline may increase dysphagia risk. This
study examined swallowing pressure changes as a function of increasing swallowing
effort, volume, viscosity, and age in older adults.
Kim Churness, U of
Wisconsin/William S.
Middleton Memorial
Veterans Hosp; Jacqueline
Hind, U of Wisconsin/
William S. Middleton
Memorial Veterans Hosp;
Kelsey Banaszynski, U
of Wisconsin; JoAnne
Robbins, U of Wisconsin/
William S. Middleton
Memorial Veterans Hosp
This session will compare patterns of lingual pressure generation at five locations on the
tongue using a novel intra-oral manometric device for 72 healthy subjects. Gross motor
(whole tongue press) versus discrete fine motor lingual movements (individual sensor
press) will be analyzed relative to task, sensor location, and age.
Kristal Riska, James H

Quillen VA Med Ctr
Dizziness is one of the most common reasons patients seek medical attention in the
United States. We will present preliminary results of a study utilizing electronic medical
records and natural language processing (a mechanism to transform nonstructured text
into structured coded data) to better understand the incidence of dizziness.
5623
5624
5625
4:00PM4:30PM
Hyatt/
Burnham
Effectiveness of Aggressive
Oral Care in Reducing HospitalAcquired Pneumonia in NonICU Patients
Intermediate
5:00PM5:30PM
Hyatt/
Hyde
Park
The Effects of Age &

Swallowing Effort on Bolus
Accommodation in Healthy
Older Adults
Intermediate
Hyatt/
Hyde
Park
Outcomes of Lingual Pressure

Generation During Isometric
Gross & Fine Tongue Motor
Tasks
Intermediate
5:30PM6:00PM
3:30PM4:00PM
Hyatt/
Field
Use of Natural Language

Processing to Evaluate
Incidence of Dizziness
Introductory
5628
3:30PM4:00PM
Hyatt/
DuSable
Acoustic Landmark-Based
Analysis of Intelligibility in
Speakers With Vocal Pathology
Intermediate
4:00PM4:30PM
Hyatt/
DuSable
Effects of Sample Duration

on Cepstral Measures of
Continuous Speech in Speakers
With Dysphonia
Intermediate
Title
Level
Author(s)
Abstract
5629
5:00PM5:30PM
Hyatt/
Field
Normal Listeners Reactions

to Phonotraumatic Voice:
Cognitive Work Load,
Speech Intelligibility, &
Comprehensibility
Intermediate
Paul Michael Evitts,

Towson U; Heather
Starmer, Johns Hopkins
Med Ctr; Kristine Teets,
Johns Hopkins Med Inst;
Christen Montgomery,
Towson U; Lauren
Calhoun, Towson U;
Allison Schulze, Towson
U; Jenna MacKenzie,
Towson U; Lauren
Adams, Towson U
Studies have shown that voice disorders in professional voice users have a significant
effect on the speaker. However, it is of equal importance to understand the impact of a
disordered voice on the ability of the listener to decipher, process, and comprehend the
intended message.
5630
5:00PM5:30PM
Hyatt/
DuSable
Comparison of Relative
Fundamental Frequency
Estimates Using Neck Skin
Vibration & Acoustics
Intermediate
Yu-An Stephanie Lien,

Boston U; Cara Stepp,
Boston U
Relative fundamental frequency (RFF) estimates using neck acceleration (skin

vibrations) showed significantly lower mean RFF in vocal offset and higher interrater
reliability relative to acoustic estimates. Using neck acceleration is a viable method for
estimating RFF and may improve reliability of estimates, particularly for more difficult to
analyze speech productions.
5631
5:30PM6:00PM
Hyatt/
DuSable
Fatigue & Sense of Effort

During Alaryngeal Speech
Intermediate
Jeff Searl, U of Kansas

Med Ctr; Brittany
Boddicker, U of Kansas
Med Ctr; Molly Thurman,
U of Kansas Med Ctr
An online survey regarding fatigue and sense of effort with talking was completed by
427 people with and 165 without total laryngectomy. More frequent and severe fatigue
and higher levels of effort were reported for those with a laryngectomy. Magnitude and
localization of effort differed across alaryngeal speech modes.
Notes _______________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5627
Room
______________________________________________________________________
Vestibular/Balance Assessment and Rehabilitation (Aud)

5626
Code Time
5621
Marisha Speights,
U of Cincinnati; Keiko
Ishikawa, U of
Cincinnati; Suzanne
Boyce, U of Cincinnati
One area of voice that has not been widely investigated is the acoustic aspects in the
speech signal that affect intelligibility. This study examines differences in voicing, vowel
landmarks, and vowel space using The SpeechMarkTM landmark analysis system for
three types of vocal pathologies.
Christopher Watts,
Texas Christian U;
Shaheen Awan,
Bloomsburg U
This study investigated effects of speech sample duration on acoustic estimates of

dysphonia, fundamental frequency, and vocalization time within the context of a
common clinical stimulus used for voice evaluations. Results support the hypothesis
that dysphonia increases in severity with increased duration of vocalization, even within
a short temporal frame.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Saturday Technical Research Sessions

Code Time
Room
Title
Level
Author(s)
Abstract
Code Time

Room
Title
Level
Author(s)
Abstract
5643
8:00AM8:30AM
Hyatt/
DuSable
Brazilian Version of the

Detailed Assessment of
Speed of Handwriting (DASH):
Conceptual & Semantic
Equivalence
Advanced
Simone Capellini, So
Paulo St U; Monique
Cardoso, So Paulo St U
In Brazil, there are few studies that investigate handwriting. This work constitutes the
translation and cultural adaptation of the procedure Detailed Assessment of Speed of
Handwriting (DASH) for Brazilian Portuguese. The results showed easy applicability and
can be applied in the Brazilian population.
5644
8:30AM9:00AM
Hyatt/
DuSable
The Effectiveness of an
Intervention Focused on
Engaging Teenage Parents
With Literacy
Introductory
Amy Collings, U of
Canterbury; Brigid
McNeill, U of Canterbury
Teenage parents are likely to experience reading difficulties that inhibit educational
achievement and facilitation of their childrens emergent literacy development. This
study evaluated the effectiveness of a literacy intervention in promoting vocabulary and
reading development in teenage parents. Implications for intergenerational effects on
literacy development are discussed.
5645
9:00AM9:30AM
Hyatt/
DuSable
An Exploratory Study of
the Narrative Production of
African American & European
American 5th Graders
Intermediate
Megan Mahowald,
Indiana U - Bloomington;
R. Danielle Scott,
Indiana U
In this study, we explore the differences in childrens language samples across two
cultural and linguistic groups of 5th grade students (African American-urban and
European American-rural). We analyzed narrative production across several tasks
utilizing both quantitative and qualitative analysis.
5646
9:00AM9:30AM
Hyatt/
Burnham
Role of Phonological Opacity

& Morphological Knowledge
in Predicting Reading Skills in
School-Age Children
Intermediate
Gayatri Ram, Ohio U;

Sally Marinellie, Ohio U
The contribution of different aspects of morphological knowledge (i.e., relational,

syntactic, distributional) to reading skills was investigated in typically developing
3rd graders for phonologically transparent and opaque derived words. The results
highlighted the differences in childrens performance on the two types of derived words.
5647
9:30AM10:00AM
Hyatt/
DuSable
Attention Skills in Syntactic

Processing in Children With
ADHD & Their Typically
Developing Peers
Introductory
Milijana Buac, U of
Margarita Kaushanskaya,
We examined attention skills and syntactic processing in school-age children with

ADHD and their typically developing peers. A measure of linguistic processing
(grammaticality-judgment task) and a measure of non-linguistic inhibitory control
(flanker) were administered. Differences were observed in non-linguistic performance,
but not in the linguistic performance between the two groups.
5648
9:30AM10:00AM
Hyatt/
Burnham
The Predictive Value

of Preschool Language
Assessment on Academic
Achievement & Experience in
Compulsory Schools
Intermediate
Johanna Einarsdottir,
U of Iceland; Amala
Bjrnsdttir, U of Iceland;
Ingibjrg Smonardttir,
Inst for Educational
Research
Reported are the result of a longitudinal study showing that language measurements
at 5 years significantly correlates with academic performance on the national tests in
grades 4, 7, and 10 in Iceland, but also predicts the overall well-being during the school
years. The importance of language intervention is discussed.
5632
5633
9:00AM9:30AM
9:30AM10:00AM
Hyatt/
Field
Hyatt/
Field
Clinical Assessment
of Spectral-Pattern
Discrimination Ability
Measures of Audiovisual
Speech Integration Ability in
Normal Hearing & Hearing
Impaired Adults
Intermediate
Intermediate
Stanley Sheft, Rush U

Med Ctr; Valeriy Shafiro,
Rush U Med Ctr; George
Spanos, Rush U Med Ctr;
Monika Tiido, Rush U
Med Ctr
This study evaluated discrimination ability for both static and dynamic spectral patterns
characterized by low-rate modulation, a speech characteristic that conveys intelligibility.
Stimuli were recorded on a CD for clinic use. Results showed a relationship between
spectral discrimination and speech-in-noise ability, suggesting clinical utility of the
procedures.
Nicholas Altieri, Idaho

St U; Daniel Hudock,
Idaho St U
Previous assessments of audiovisual integration skills have relied almost exclusively on

accuracy. This study aimed to implement a capacity measure of audiovisual integration that
included both reaction time (RT) and accuracy. Capacity was applied to normal hearing
individuals and individuals with bilateral hearing loss in a speeded word-recognition task.

5634
5635
5636
10:30AM- Hyatt/
11:00AM DuSable
Interrater Reliability for

Transcription & Analysis of
Naturalistic AAC Language
Samples for Two Clinical
Studies
Intermediate
11:00AM- Hyatt/
11:30AM DuSable
Acquisition of Auxiliary Syntax

in Twins Using AAC
Advanced
1:00PM1:30PM
Using Sign Language to

Prompt Vocal Speech Forms
Intermediate
Hyatt/
DuSable
Katya Hill, U of
Pittsburgh; Tom
Kovacs, U of Pittsburgh;
Sangeun Shin, U of
Pittsburgh
Interrater reliability procedures for two studies involving transcription and analysis of
naturalistic AAC language samples. First, a prospective study sampled language from
adults with ALS. Second, a retrospective study investigated grammatical development
in twins during childhood. Results show high reliability of transcription and analysis of
AAC language samples.
Tom Kovacs, U of
Pittsburgh; Katya Hill, U
of Pittsburgh
Acquisition of auxiliary syntax in identical twins using matched speech-generating

devices was studied using a retrospective analysis of naturalistic data. The
developmental sequence observed in these twins was similar to the developmental
sequence reported for typically developing children. Children using AAC may acquire
syntactic skills in a typical sequence.
Emily Schott, Applied

Behavior Ctr for Autism;
Janine Shapiro, Applied
Maggie Curry, Applied
Ryanne Slavens,
Applied Behavior Ctr for
Autism
This presentation describes a successful intervention that uses sign language to prompt
vocal productions in minimally vocal children. The features of speech sounds were
represented by the topography of the sign in order to facilitate speech acquisition and
self-prompting of vocalizations.
4:00PM4:30PM
Hyatt/
Grant
Park AB
Auditory Hypersensitivity/
Hyperreactivity in Autism:
Five Cases
Intermediate
Lillian Stiegler,
U; Rebecca Davis,
Since the publication of two articles on managing sound sensitivity in people with
ASD, the authors have received 11 requests for assistance with relevant issues. This
presentation details five of these cases, including the initial problems, recommendations
provided, and feedback received.
5638
9:00AM9:30AM
Hyatt/
Hyde
Park
An App for the Dynamic

Assessment of Hearing Aids
Intermediate
Kathleen Cienkowski,
U of Connecticut
The Dynamic Assessment of Hearing Aids (DAHA) uses touchscreen technology to

record visual analogue ratings of satisfaction with amplification. The DAHA assesses
satisfaction within four domains: communication, physical features, sound quality, and
personal reactions. The use of this technology to facilitate outcome assessment among
elderly clients will be discussed.
5639
5640
9:30AM10:00AM
Hyatt/
Hyde
Park
11:00AM- Hyatt/
11:30AM Hyde
Park
Family-Centered Care in
Adult Hearing Services: The
Perspectives of Audiologists,
Clients, & Family Members
Intermediate
The Effects of the Listening &

Communication Enhancement
Program on Acceptable Noise
Levels
Introductory
Nerina Scarinci, U
of Queensland; Carly
Meyer, U of Queensland;
Louise Hickson, U of
Queensland; Paul Bunn,
U of Queensland
This study aimed to explore the role of family members in hearing rehabilitation from
the perspectives of older people with hearing loss, family members, and audiologists.
The data indicate that although family involvement is currently limited, all stakeholder
groups would value greater involvement of family in hearing rehabilitation.
Alisha Jones, Auburn

U - Montgomery
Adult hearing aid users were recruited and completed the Listening and Communication
Enhancement (LACE) program. Testing was conducted before and after the completion
of the LACE program and included acceptable noise level testing, hearing aid satisfaction
questionnaires, speech understanding in noise testing, and cognitive processing testing.

5641
10:30AM- Hyatt/
11:00AM Field
Aspirations of an International
Expert Panel for Working With
Multilingual Children With
Intermediate
Sharynne McLeod,
Charles Sturt U; Sarah
Verdon, Charles Sturt
U; Caroline Bowen,
Macquarie U
The International Expert Panel on Multilingual Childrens Speech consisted of 57 researchers

who worked in 33 countries and used 26 languages. A thematic analysis of issues
arising during panel discussions was undertaken to create a position paper incorporating
recommendations for practice with multilingual children, families, and other professionals.
5642
11:00AM- Hyatt/
11:30AM Field
L2 Speech Intelligibility Can

Be Affected by Speech Rate &
Linguistic Proficiency
Intermediate
Sridhar Krishnamurti,
Auburn U; Almitra
Medina, Auburn U;
Gilda Socarras, Auburn
U; Michelle Huebner ,
Auburn U
This study explored factors influencing speech intelligibility for second-language (L2)
Spanish in native-English speakers enrolled in upper-level university Spanish courses.
10:30AM- Hyatt/
11:00AM Grant
Self-Awareness of Cognitive
Deficits in TBI
Intermediate
Magdalen Balz,
Spaulding Rehab Hosp;
Linda L. Garrity,
Jennifer Leighton,
Lauryn Zipse, MGH Inst
Lynne Brady Wagner,
Spaulding Rehab Hosp
Deficits in self-awareness after TBI have been well documented. This study investigated
risk factors of impaired self-awareness (ISA) using responses on a 5-point symptom
Likert scale compared to performance on formal assessments (WJ-III). Results indicated
that time post-onset and gender can be predictors of ISA.
11:00AM- Hyatt/
11:30AM Grant
Intermediate
Park CD
Successful Strategies for

Recovery From Significant
Acquired Brain injury: Hints
From Survivors
Mary-Ellen Thompson,
Private Practice;
Fahmida Pardhan,
Private Practice
Survivors of significant ABI, living independently, completed the Quality of Life

Questionnaire and structured interviews. Many survivors rated their life satisfaction as
high, despite their losses. Content analysis of the structured interviews revealed several
consistent themes that were important for reintegration into family and community life
and aided psychosocial adjustment.
5651
1:00PM1:30PM
Hyatt/
Grant
Park CD
The Effects of Morphological

Complexity on a Single-Word
Decoding Task Among Adults
Intermediate
Laura Frye, East

Carolina U; Marianna
Walker, East Carolina
U; Kevin OBrien, East
Carolina U
Decoding efficiency (accuracy/rate) of single words was investigated as a function of

word type/morphological complexity in adults with impaired and average reading.
The RI group exhibited longer decoding times for words with phonological shifts when
compared to neutral suffixes. Both groups took longer to decode adjectives than nouns.
5652
1:30PM2:00PM
Hyatt/
Grant
Park CD
Delayed Lexical Access in

Anomic & Brocas Aphasia
Intermediate
Jungwon Choy, U of
Kansas; Julie Schrader, U
of Kansas
Difficulty accessing words is the most prevalent aphasic deficit. While word production
has been extensively investigated, word comprehension has largely been ignored.
This study uses eye-tracking to test lexical access during comprehension in individuals
with anomic and Brocas aphasia to assess how lexical access is affected during
comprehension.
5649
5637
Park CD
5650

Code Time
Room
Title
Author(s)
Abstract
Effects of a Narrative
Intervention During
Interactive Book-Reading
on the Macrostructure of
Preschoolers Retellings
Intermediate
Allison Dawn Breit

Smith, U of Cincinnati;
Jo-Anne Prendeville, U
of Cincinnati; Ying Guo, U
of Cincinnati
Oral narration in the early years lays the groundwork for later successful reading
comprehension during the school-age years. This experimental study explored the
impact of a parent-implemented narrative language intervention delivered during
interactive book-reading on the macrostructural elements of typically developing
preschoolers retellings.
Narrative Intervention for

Bilingual Preschoolers: An
Exploratory Intervention Study
Intermediate
Ulla Licandro, Leibniz U

- Hanover; Ulrike Luedtke,
Leibniz U - Hanover
As the ability to tell a coherent narrative predicts and influences later academic
performance, emerging narrative skills should be supported in bilinguals. This study
describes and discusses how bilingual preschoolers decontextualized language and
use of story elements changed over time in the context of a peer-mediated narrative
intervention.
Developing Pre-Literacy,
Language, & Social-Emotional
Competence in Low-Income,
Urban Preschoolers:
Preliminary Findings & Lessons
Learned
Intermediate
Maura Jones Moyle,

Marquette U; Kathleen
Clark, Marquette U
This pilot research project examined the effectiveness of an innovative curriculum for
low-income, urban preschoolers. This researcher-designed intervention simultaneously
focused on oral language, vocabulary, letter knowledge, and social-emotional
competence. The effectiveness of the intervention differed by gender. Findings, lessons
learned, and challenges in implementation will be discussed.
Relationship Between
Phonological Awareness
& Auditory Attentional
Strategies in Preschool-Age
Children
Intermediate

5653
5654
5655
5656
8:00AM8:30AM
8:30AM9:00AM
9:00AM9:30AM
9:30AM10:00AM
Hyatt/
Adler
Hyatt/
Adler
Hyatt/
Adler
Hyatt/
Adler
Jessica Messersmith,
U of South Dakota;
Kyle Brouwer, U of
South Dakota; Lindsey
Montileaux, U of South
Dakota; Erin Nielsen, U of
South Dakota
Development of phonological awareness is dependent on sensitivity to sound patterns

within speech. This study evaluates the relationship between auditory attentional
strategies and phonological awareness in preschool-age children. Results suggest that
children with more advanced phonological skills attended to lower frequencies less than
children with less-developed phonological skills.
5657
1:30PM2:00PM
Hyatt/
Clark
Acquisition of Triadic Gaze by

Young Children With Severe
Disabilities: Examining Growth
Trajectories
Advanced
Julie Feuerstein,
U of Washington;
Patricia Dowden,
U of Washington;
Lesley Olswang, U of
Washington
Growth trajectories were examined for children with severe disabilities, 1024 months
of age, learning triadic gaze (TG) as a communication signal. Children in TG treatment
(n=9) and control (n=10) groups were observed over 6 months. Mean growth
trajectories and individual variation are reported for both groups.
5658
2:30PM3:00PM
Hyatt/
Adler
Executive Skills of Preschool

Children With SLI: Impact on
Service Provision
Introductory
Elizabeth Tyler, U of
Connecticut; Tammie
Spaulding, U of
Connecticut
The purpose is to compare parent and teacher perceptions of the executive skills
of preschool children with SLI relative to typical peers and to discuss how adults
perceptions of the executive skills of preschool children with SLI assists in predicting
who does and does not receive language intervention services.
5659
3:00PM3:30PM
Hyatt/
Adler
Relationship Between
Young Childrens Gestures &
Intermediate
Eileen Brann, U of
Illinois/Private Practice
The relationships among gesture use, sociocultural variables, risk for autism, and
language development in young children was assessed using a newly devised parent
report measure of early gesture use. Results suggest that clinicians may find it valuable
to assess childrens gestures in language assessment.
5660
4:00PM4:30PM
Hyatt/
Adler
The KidsWords Project: The

Early Language Development
of Children in New Zealand
Intermediate
Thomas Klee, U of
Canterbury; Stephanie
Stokes, U of Canterbury;
Elaine Reese, U of Otago;
Rune Nrgaard Jrgensen
, U of Southern Denmark;
Dorthe Bleses, U of
Southern Denmark
We report a new national study of the vocabulary and grammatical development of 16to 30-month-old children living in New Zealand based on data from the MacArthurBates Communicative Development Inventory: Words and Sentences. New Zealand
norms will be presented in relation to selected demographic, family, and child variables.
Johanna Rudolph,
Purdue U
The preferential-looking paradigm has long been used to investigate infant knowledge
of language meaning and structure and to predict language outcomes. Preferentiallooking measures are typically linguistic in nature. In this study, non-linguistic measures
were derived from a preferential-looking task and validated in a longitudinal design.
5661
4:30PM5:00PM
Hyatt/
Adler
Deriving Non-Linguistic
Measures From the
Preferential-Looking Paradigm
Intermediate
Code Time
5663
8:00AM8:30AM
Hyatt/
Grant
Park CD
Verbal Fluency in Chinese

Speakers: Beyond FAS
9:00AM9:30AM
Hyatt/
Grant
Park CD
The Phonetic Acquisition of a

Palatal Lateral by L2 Speakers
Intermediate
Intermediate
Nancy Eng, Hunter Coll
Daniela Santos
Oliveira, U of Tennessee
Health Sci Ctr; Molly
Erickson, U of Tennessee
Health Sci Ctr; Ferenc
Bunta, U of Houston;
Devin Casenhiser, U of
Tennessee Health Sci
Ctr - Knoxville; Antnio
Teixeira, U de Aveiro
Room
Title
Level
Author(s)
Abstract
5664
9:30AM10:00AM
Hyatt/
Grant
Park CD
Cross-linguistic transfer effects Intermediate

as a by-product of grammatical
word class and language
proficiency
Maria Kambanaros,
Cyprus U of Technology
Cross-linguistic transfer effects in the non-treated language (English) were investigated

after verb/noun naming therapy in the dominant language (Greek) in a post-stroke
bilingual male diagnosed with anomic aphasia in both languages. Treated and untreated
verbs/nouns were measured pre-and post therapy in both languages.
5665
2:30PM3:00PM
Hyatt/
Grant
Park AB
Linguistic Working Memory:

A New Working Memory
Construct
Intermediate
Suzanne M. Miller,
Bridgewater St U
The separation between working memory capacity and linguistic knowledge recently
has been challenged as artificial within the working memory construct. This session will
review a new linguistic WM model and will offer a random-number generation task as
a more accurate measure of linguistic working memory.
5666
3:00PM3:30PM
Hyatt/
Grant
Park AB
An Update on the Contribution

of Cerebellum to Verbal
Working Memory: An ALE Meta
Analysis
Introductory
Selen Gunduz, Texas

Dwayne Paschall, Texas
The aim of this study is to map the activations in cerebellum during verbal working
memory tasks. Consistent with the literature, results showed bilateral activations in
cerebellar lobules VII (Crus II), which provides evidence for functional topography in
cerebellum for verbal working memory tasks.

5667
8:00AM8:30AM
Hyatt/
Grant
Park AB
Documenting Intelligibility in
Speakers With Aphasia: How
Many Listeners Do I Need?
Intermediate
Katarina Haley, U of
Hill; Adam Jacks, U of
Hill; Young Truong, U of
North Carolina
Previous work has demonstrated reliable single-word intelligibility when identification

scores are averaged across 10 listeners. We used statistical bootstrapping to estimate
inter-listener variance in a sample of 23 speakers with aphasia and 10 listeners, given
varying listener sample sizes. The results show that four listeners are adequate for strong
reliability.
5668
8:30AM9:00AM
Hyatt/
Grant
Park AB
Intelligibility Benefits
Associated With Listener
Knowledge of Topic Keywords
Intermediate
Ben Rutter, U of
Sheffield
This talk discusses research findings resulting from the study of the relationship between
listener intelligibility ratings of dysarthric speech when topic keywords have been given
to the listener before exposure to the speech signal.
5669
9:00AM9:30AM
Hyatt/
Grant
Park AB
Increasing the Reliability of

Speech Naturalness Data in
Perceptual Research
Intermediate
Marie Klopfenstein,
Southern Illinois
U - Edwardsville;
Elizabeth Paquin,
Southern Illinois U Edwardsville; Jennifer
Davis, Southern Illinois
U - Edwardsville; Ariel
Hagemann, Southern
Illinois U - Edwardsville;
Noel Williams,
Southern Illinois U Edwardsville
Speech naturalness is a perceptual measure in widespread clinical and research use.

Methods of obtaining naturalness ratings vary and inter- and intrarater reliability can be
low. In this study, reliability data are compared between groups that both used 9-point
interval scales, but received differing amounts of instruction on scale use.
5670
9:30AM10:00AM
Hyatt/
Grant
Park AB
Familiarization Effects on Word

& Phoneme Transcriptions of
Dysarthric Speech
Intermediate
Heejin Kim, Beckman

Inst - U of Illinois Urbana-Champaign;
Suzanne Nanney, U
of Illinois
This study investigates the naive listeners transcription of dysarthric speech produced
by individuals with cerebral palsy. Word and phoneme transcriptions are investigated
in relation to dysarthria severity and familiarization paradigms. Findings will provide
empirical evidence for the efficacy of each paradigm as an intervention technique in the
management of dysarthria.
5671
10:30AM- Hyatt/
11:00AM Grant
Logopenic & Nonfluent

Primary Progressive Aphasia
Are Reliably Differentiated by
Acoustic Measures of Speech
Production
Intermediate
Sydney; Cristian Leyton,
Neuroscience Research
Australia; Adam Vogel,
U of Melbourne; Sharon
Savage, Neuroscience
Research Australia; John
Hodges, Neuroscience
Research Australia
Differential diagnosis of the logopenic (lvPPA) and nonfluent (nfvPPA) variants of

primary progressive aphasia relies on expert perceptual judgment. lvPPA is associated
with phonological speech errors (e.g., sound substitutions); nfvPPA, with distorted,
effortful, and halting apraxic speech. We identify two acoustic measures that, in
combination, predict diagnosis with 84% accuracy.
11:00AM- Hyatt/
11:30AM Grant
Intermediate
Park AB
Does an Objective Measure of

Lexical Stress Differentiate
Apraxia of Speech & Aphasia?
Sydney; Marianne Vergis,
U of Sydney; Joseph
Duffy, Mayo Clinic;
Malcolm McNeil, U of
Pittsburgh
Perceived equal and excess stress across syllables in words is considered a core feature of
stroke-related apraxia of speech (AOS). The Pairwise Variability Index (PVI), an objective
acoustic measure of stress, revealed reliable differences between individuals with
aphasia versus aphasia plus AOS. PVI is a potential diagnostic marker of AOS.
Park AB
5672

5662
Organization of the mental lexicon is a central focus of investigation in psycholinguistics.

While use of FAS is appropriate for alphabet language speakers, novel tasks will
presented and argued as more sensitive means of evaluating this function in Chinese, a
non-alphabetic language.
5673
1:00PM1:30PM
Hyatt/
Grant
Park AB
Advanced
This study investigates the acquisition of the Portuguese palatal lateral by American
English (AE) speakers learning Portuguese as a second language. Results indicate that
AE speakers are not able to produce the palatal lateral, but have an understanding of the
phonological features involved in its production.
Speech Intelligibility Loss as a

Function of Speech Subsystem
Motor Decline Due to ALS
Panying Rong, U of
Nebraska - Lincoln;
Jordan Green, U of
Nebraska - Lincoln; Yana
Yunusova, U of Toronto
The goal of this study was to determine the contribution of individual speech
subsystems to speech intelligibility declines in persons with amyotrophic lateral
sclerosis (ALS). A set of principal components was derived from multiple measures of
speech subsystem involvement and then related to changes in speech intelligibility.
5674
1:30PM2:00PM
Hyatt/
Grant
Park AB
The Relation Between Acoustic

Characteristics of Lexical Stress
& Their Perceptual Effects in
Greek Dysarthria
Intermediate
Ioannis Papakyritsis, U
of Louisiana - Lafayette
This study reports on the ability of Greek speakers with dysarthria to signal stress
placement, by acoustically analyzing the typical and atypical cues used to signal
stress location in single words and by examining the effects of these cues on a stress
identification task.
Level

Code Time
Room
Title
Level
Author(s)
Abstract
Voice-Related Modulation of
Laryngeal Mechanosensory
Detection Thresholds in the
Human Larynx
Intermediate
Michael Hammer, U
Mallory Krueger, U of
Krystal Simpraphone, U
of Wisconsin - Madison
Assessment of laryngeal mechanosensory detection thresholds in healthy adults during

tidal breathing and a voice task revealed higher thresholds for all subjects during the
voice task. Changes were more modest in women. The laryngeal sensorium modulates
mechanosensory detection during voice. Between-sex differences have important
clinical implications for voice disturbances.
5676
8:30AM9:00AM
Hyatt/
Field
The Larynx & Voice Fine Motor

Control: A Touchy Subject
Intermediate
Michael Hammer, U
Matthew Hoffman, U of
Elliot Eklund, U of
Nikala Wickstrom, U of
Wisconsin - Madison
The laryngeal somatosensorium (sense of touch in the larynx) has typically been
associated with more ballistic or defensive gestures, including cough, throat clear, or
airway closure. We demonstrate that the laryngeal somatosensorium may be directly
involved in the regulation of fine motor control of the larynx.
5680
8:30AM9:00AM
Hyatt/
Grant
Park CD
Adjustments in Mandarin
Tone Production in Response
to Pitch-Shifted Auditory
Feedback
Intermediate
Yongqiang Feng, Inst

of Acoustics - Chinese
Academy of Scis;
Yonghong Yan, Inst
of Acoustics - Chinese
Academy of Scis; Ludo
Max, U of Washington
Auditory feedback is critical for phonation and articulation. We investigated whether

Mandarin speakers are able to adapt, simultaneously, to two different pitch-shift
manipulations (decreased vs. increased F0) applied to the auditory feedback associated
with productions of high flat and low dipping tones, respectively. Results suggest
considerable inter-individual differences in adaptation.
The Acoustic & Perceptual

Effects of Left-Right Vocal
Fold Asymmetries Based on
Computational Modeling
Intermediate
Robin Samlan, U of
California - Los Angeles;
Brad Story, U of Arizona;
Andrew Lotto, U of
Arizona; Kate Bunton, U
of Arizona
A computational model was used to individually introduce five asymmetries to

otherwise symmetric vocal fold surfaces, and assess the impact on vocal function and
voice quality. Increasingly, asymmetric adduction, bulging, and nodal point worsened
vocal function and voice quality, while asymmetric vibratory amplitude and phase did
not.
Acoustic & Perceptual Effects

of Left-Right Asymmetries in
Simulated Vocal Fold Paralysis
Intermediate
Robin Samlan, U of
Brad Story, U of Arizona;
Kate Bunton, U of
Arizona; Andrew Lotto, U
of Arizona
A computational model was used to produce three baseline vocal fold vibration
patterns: mildly, moderately, and severely disordered. Five vibrational asymmetries were
individually incrementally modified to determine the effect of each on voice. Adduction
influenced voice quality most, followed by bulging, nodal point, amplitude of vibration,
and starting phase.
5678
1:00PM1:30PM
1:30PM2:00PM
Hyatt/
Field
Hyatt/
Field
Room
Title
Level
Author(s)
Abstract
5679
2:30PM3:00PM
Hyatt/
Field
Stop VOT Productions in

Bilingual Spanish-English
Children & Their Monolingual
Peers With Cochlear Implants
Intermediate
Amanda Procter, U of
Houston; Ferenc Bunta,
U of Houston
This study investigates the production of stops by Spanish-English bilingual and

monolingual English children with cochlear implants. Initial stops were elicited in single
words and their VOTs analyzed. Results indicate effects of voicing, place, and language
with a two-way interaction between language and voicing in the bilingual children.
5681
3:00PM3:30PM
Hyatt/
Field
Allophony in Bilingual
Learners: A Longitudinal Study
Intermediate
Lauren Burrows, U
of Memphis; Linda
Jarmulowicz, U of
Memphis; D. Kimbrough
Oller, U of Memphis
Allophonic differences across languages may be potentially confusing for young

bilingual learners. English has more extensive allophonic variation than Spanish. This
study investigates allophony by examining flap production in English and Spanish by
30 bilingual learners. Results suggest bilingual learners adapt quickly to allophonic
variations in English.
5682
4:00PM4:30PM
Hyatt/
Field
Effects of Syntactic Complexity

on Speech Motor Performance
Intermediate
Christopher Dromey,
Brigham Young U;
Kelsey Boyce, Brigham
Young U
We examined the influence of linguistic demands on speech motor control by

measuring lip movement stability as participants spoke sentences of increasing
grammatical complexity. Sentence length affected movements more than complexity.
Older adults spoke more slowly, but had more stable articulation than young adults.
5683
4:30PM5:00PM
Hyatt/
Field
Age-Related Demyelination
Predicts Changes in Oral &
Manual Fine Force Control
Advanced
Christina BronsonLowe, U of Illinois

- Urbana-Champaign;
Torrey Loucks, U of Illinois
- Urbana-Champaign;
Joseph Holtrop, U of
Illinois - UrbanaChampaign; Jacob
Sosnoff, U of Illinois
- Urbana-Champaign;
Bradley Sutton, U of
Illinois - UrbanaChampaign
We investigated the relationships between age (healthy young vs. older adults), motor
tract myelination, and fine force control in a force-pulse task. Myelination and force
control differed across effectors (finger, lip, and tongue) for both age groups. Significant
myelination breakdown in older adults contributed to their worsening fine force control.
5684
10:30AM- Hyatt/
11:00AM Burn-
Application of the ICF to

People With Dysphagia
Following Head & Neck Cancer
Treatment
Introductory
Rebecca Nund, U of
Queensland/Ctr for
Research; Elizabeth
Ward, Ctr for Functioning
& Health Research/U
of Queensland;
Nerina Scarinci, U of
Queensland; Bena
Cartmill, Ctr for
Research/Princess
Alexandra Hosp;
Pim Kuipers, Ctr for
Research/Griffith U;
Sandro Porceddu, U of
Queensland/Princess
Alexandra Hosp
Patient perceptions of the impact of dysphagia following head and neck cancer
treatment were coded using the International Classification of Functioning, Disability,
and Health (ICF). Data revealed the effects of dysphagia impact all components of the
ICF, highlighting the importance of taking a holistic approach to patient care.
11:00AM- Hyatt/
11:30AM Burn-
Show Me the Outcomes: A

Pilot Study of Ultrasound
Biofeedback in Therapy After
Partial Glossectomy
Intermediate
Katrina Blyth, U of
U of Sydney; Kirrie
Ballard, U of Sydney
The accessibility of clinical ultrasound is rapidly expanding; however, while our physical
therapy colleagues are using it on a daily basis, SLPs lag behind. This paper presents the
functional outcomes of tongue ultrasound visual biofeedback in swallow and speech
therapy for patients after partial glossectomy.
ham
5685
ham

5686
8:30AM9:00AM
Hyatt/
Clark
Perceptual Consequences
of Ventricular Fold &
Aryepiglottic Fold Constriction
Intermediate
Robin Samlan, U of
Jody Kreiman, U of
California - Los Angeles
The perceptual consequences of ventricular fold versus aryepiglottic fold constriction

were examined using a computational vocal tract model. Fourteen listeners completed
a sort and rate task analyzed using multidimensional scaling. Every epilaryngeal cavity
shape alteration caused a voice quality change, with the magnitude of change related
to multiple factors.
5687
9:00AM9:30AM
Hyatt/
Clark
Measures of Muscle Function

in Individuals With Voice
Disorders
Intermediate
Clark Rosen, U of
Pittsburgh Med Ctr
Voice Ctr; Thomas
Carroll, Tufts Med Ctr;
Jeanette Perucca,
Misericordia U; Victoria
Flormann, Misericordia
U; Ashley Zimmerman,
Misericordia U
Visible light spectroscopy (VLS) is used to monitor tissue oxygen (StO2) and total
hemoglobin (rtHb) by shining visible light onto tissue. This study evaluated the
reliability and validity of VLS in measuring these levels in the human thyroarytenoid/
lateral cricoarytenoid muscle complex in individuals with voice disorders.
5688
9:30AM10:00AM
Hyatt/
Clark
Voice Therapy Practice

Patterns Following Vocal Fold
Mucosal Resection
Intermediate
Jaime Moore, U of
Jeffrey Havlena, U of
Qianqian Zhao, U of
Seth Dailey, U of
Maureen Smith, U of
Paul Rathouz, U of
Caprice Greenberg, U of
Nathan Welham, U of
Wisconsin - Madison
Mucosal resection for vocal fold disease often leads to chronic dysphonia. The objective
of this presentation is to introduce the application of Medicare claims data to the study
of voice therapy practice patterns in this patient population.
5689
1:30PM2:00PM
Hyatt/
Burnham
Using Technology for

Communication After
Laryngectomy: Four Patterns
of Utilization
Advanced
Jana Childes, Oregon

Health & Sci U; Andrew
Palmer, Oregon Health
& Sci U; Melanie FriedOken, Oregon Health &
Sci U; Donna Graville,
Oregon Health & Sci U
Data from a paired sample of laryngectomees (n=34) was analyzed to investigate

the use of speech-generating technology by this population. Various technologies
were being used to meet diverse communication needs, often very successfully.
Characteristics of technology users differed from non-users, and four distinct patterns of
utilization were found.
5690
1:30PM2:00PM
Hyatt/
Adler
Limits of Agreement &

Test-Retest Reliability for
Aerodynamic Measures of
Voice
Intermediate
Carolyn Novaleski,
Vanderbilt U; Julie
Yingling, Hanover
Hosp; Shaheen Awan,
Bloomsburg U
To measure the intrasubject reliability of aerodynamic measures of the voice, 60 normal

adult speakers were tested via the PAS 6600 and retested 1 week later. Reliability was
good to excellent for most measures. Clinical applicability of glottal resistance, power,
and efficiency may be weakened due to increased between-subject variability.
5691
2:30PM3:00PM
Hyatt/
DuSable
Behavior Assessment Battery:

Multidimensional Diagnostic
Approach & Therapeutic
Decision-Making for Adults
With Spasmodic Dysphonia
Introductory
Martine
Vanryckeghem, U of
Central Florida; Bari
Hoffman Ruddy, U of
Central Florida; Danielle
Hills, U of Central Florida
The affective, behavioral, and cognitive variables that may play a part in adults with
spasmodic dysphonia were assessed with the Behavior Assessment Battery. On each
subtest, SD individuals scored statistically significantly higher than typical speakers,
indicating the presence of negative speech-associated attitude, emotional reaction, and
the use of coping behaviors.
Hyatt/
Field
5677
Code Time
8:00AM8:30AM
5675

Code Time
5692
5693
2:30PM3:00PM
3:00PM3:30PM
Room
Title
Level
Author(s)
Abstract
Hyatt/
Burnham
Is Communicative Exchange
at Risk in Individuals With
Dysphonia? Can This Be
Evaluated?
Intermediate
Keiko Ishikawa, U of
Cincinnati; Lisa Kelchner,
U of Cincinnati; Stephanie
Zacharias, Cincinnati
Childrens Hosp Med Ctr;
Susan Baker, Miami U;
Barbara Weinrich, Miami
U; Alessandro de Alarcon,
Cincinnati Childrens Hosp
Med Ctr
Individuals with dysphonia often report a difficulty with being understood. We report
findings from a retrospective chart review study on how voice quality and severity of
dysphonia relate with self-perception of communicative difficulty among adults and
children.
Katherine Marks,
MGH Inst of Health
Professions; Edie
Hapner, Emory Voice Ctr;
Michael Johns, Emory
U; Ann Marie Finley,
Emory Voice Ctr; Hannah
Duke, Emory Voice Ctr
The purpose of this study was to validate a 10-point equal interval scale measuring
vocal effort. The scale will be used to determine outcomes following botulinum toxin
injections and assist with operationalizing subsequent doses in patients with adductor
spasmodic dysphonia.
Hyatt/
DuSable
Validation of an Effort Scale

in Determining Outcomes
in Spasmodic Dysphonia
Following Botulinum Toxin
Injections
Intermediate
5695
8:00AM8:30AM
8:30AM9:00AM
Hyatt/
Clark
Dialectical Effects on
Nasalance: A Multicenter,
Cross-Continental Study
Intermediate
Hyatt/
Hyde
Park
Application of Normalized
Nasal Acceleration to Children
With & Without Cleft Palate
Intermediate
Poster Sessions
Poster Sessions
Poster Presentations
Poster Presentation Schedule
CC, Exhibit Hall F2
Poster presentations are an excellent mechanism to facilitate the rapid

communication of scientific ideas. Viewers visually guide themselves
through the basics of the study displayed on the poster board while the
presenter focuses on explanation and clarification of the key elements of
the work and answers viewer questions. The poster presentation format is
less formal and more interactive than an oral seminar because it provides
the opportunity for viewers to engage in discussion and to have oneon-one interactions with both fellow viewers and the presenter. There
are hundreds of posters on display each day of the ASHA Convention
covering topics relevant to virtually all professional interests.
Meritorious Posters
5694
Shaheen Awan,
Bloomsburg U; Tim
Bressman, U of Toronto;
Bruce Poburka,
Minnesota St U; Nelson
Roy, U of Utah; Helen
Sharp, Western
Michigan U; Christopher
Watts, Texas Christian U
This study investigated patterns of nasal resonance in speakers from six different
dialectal regions across North America. Results showed that larger differences in
nasalance tend to occur between speakers from distinctly different geographical regions
and have clinical implications for the development of normal vs. disordered cutoff
scores.
Maia Braden, U of
Wisconsin; Lenny
Varghese, Boston U; Cara
Stepp, Boston U
Normalized nasal acceleration (NNA) is highly sensitive and specific to vowel

nasalization in healthy adults, but has not been studied in children with velopharyngeal
disorders. In this study, we determined the usability of NNA and compared values of
NNA and nasalance in children with and without cleft palate.
1:30PM2:00PM
Hyatt/
Hyde
Park
Endoscopic Photosensor
Quantification of
Velopharyngeal Closure for
Speech: Preliminary Results
Advanced
Michael Karnell, U of
Iowa; Jerald Moon, U
of Iowa
Photodetection has been proposed as a tool that could lead to quantification of

endoscopic assessment of velopharyngeal closure for speech. Technological advances
have made the possibility a reality. This report describes preliminary velopharyngeal
profile findings from adult normal speakers, including average percentage of
velopharyngeal closure for specific test sentences.
5697
3:00PM3:30PM
Hyatt/
Hyde
Park
The Effect of Loudness

Variation on Velopharyngeal
Function in Children With
22q11.2 Deletion Syndrome
Introductory
Caitlin Cummings,
Ohio St U; Adriane Baylis,
Nationwide Childrens
Hosp; Rebecca McCauley,
Ohio St U
Children with 22q11.2 deletion syndrome (22qDS) typically present with

velopharyngeal dysfunction during speech, causing hypernasality, reduced volume, and
nasal emission. In this pilot study, pressure-flow methodology is used to examine the
effect of increased vocal effort on velopharyngeal function in children with 22qDS.
Earning CEUs at Poster Presentations

Although posters may be viewed at any time throughout day, CEUs may
only be claimed for posters viewed during the 90-minute published
session time when the authors are required to be present to discuss their
work. Each poster counts for 15 minutes of credit and a maximum of six
poster sessions may be claimed for credit in each 90-minute time block.
Credit may also be claimed for posters viewed in between attending oral
seminars, provided the visit occurs during the 90-minute period when
the author is present. Presenters may claim 15 minutes of credit for their
own session, earning the same amount of credit as participants.
11:00 a.m. 12:30 p.m.

1:30 p.m. 3:00 p.m.
3:00 p.m. 4:30 p.m.
4:30 p.m. 6:00 p.m.
Friday Presentations
8:30 a.m. 10:00 a.m.
10:00 a.m. 11:30 a.m.
1:00 p.m. 2:30 p.m.
2:30 p.m. 4:00 p.m.
4:00 p.m. 5:30 p.m.
Saturday Presentations
8:00 a.m. 9:30 a.m.
9:30 a.m. 11:00 a.m.
11:00 a.m. 12:30 p.m.
12:30 p.m. 2:00 p.m.
Presenters are only required to be available at their poster

board during the scheduled time of their poster presentation.
Poster Session Codes & Pages
Notes _______________________________________________________________
Audiology
General Interest
11:00AM-12:30PM
7000-7010 (page 170)
7044-7070 (pages 170-171)
7172-7252 (pages 171-175)
1:30PM-3:00PM
7011-6016 (page 175)
7071-7113 (pages 175-177)
7253-7322 (pages 177-180)
3:00PM-4:30PM
7017-7030 (page 180)
7114-7142 (pages 180-182)
7323-7398 (pages 182-185)
4:30PM-6:00PM
7031-7043 (pages 185-186)
7143-7171 (pages 186-187)
7399-7483 (pages 187-190)
8:30AM-10:00AM
7484-7493 (page 191)
7529-7546 (pages 191-192)
7647-7714 (pages 192-195)
10:00AM-11:30AM
7494-7503 (pages 195)
7547-7576 (pages 196-197)
7715-7771 (pages 197-199)
______________________________________________________________________
1:00PM-2:30PM
7504-7509 (page 200)
7577-7603 (pages 200-201)
7772-7837 (pages 201-204)
2:30PM-4:00PM
7510-7514 (page 204)
7604-7624 (pages 204-205)
7838-7903 (pages 205-208)
______________________________________________________________________
4:00PM-5:30PM
7515-7528 (pages 208-209)
7625-7646 (pages 209-210)
7904-7967 (pages 210-213)
______________________________________________________________________
8:00AM-9:30AM
7968-7974 (page 214)
7986-8012 (pages 214-215)
8082-8166 (pages 215-219)
9:30AM-11:00AM
7975-7982 (page 219)
8013-8038 (pages 219-220)
8167-8253 (pages 221-224)
______________________________________________________________________
11:00AM-12:30PM
7983 (page 224)
8039-8062 (pages 224-225)
8254-8348 (pages 226-230)
12:30PM-2:00PM
7984-7985 (page 230)
8063-8081 (pages 230-231)
8349-8449 (pages 231-235)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Thursday Poster Sessions
5696
The Meritorious Poster recognition is for submissions judged by

Convention Program Committee to be exceptional. These posters
received the highest ratings from Topic Committee reviewers across
both submission categories of professional education and research. Each
Topic Committee has the option of recommending one or two top-rated
posters for this special distinction. The Meritorious Posters are noted
in the Convention Program Book with a ribbon icon and identified in
the Poster Hall with a ribbon displayed on the poster board during the
presentation.
Thursday Presentations
THURSDAY
FRIDAY
SATURDAY
Poster Sessions
Code
Poster #
Title
Level
Author(s)
Audiology Thursday 11:00AM-12:30PM

7000
Poster Board 100
Procedural Variation in Speech Recognition

Testing
Introductory
Noah Eggebraaten, New Mexico St U; Youkyung Bae, New Mexico St U
7001
Poster Board 101
Microstructure of Auditory Sensitivity Within

Audiometric Frequencies
Intermediate
Al Yonovitz, U of Montana; Rita Quigley, U of Montana
7002
Poster Board 102
No Learning Effect With Reception Thresholds for

Sentences in Noise
Intermediate
Andrew Stuart, East Carolina U; Alyson Butler, East Carolina U
Intermediate
Naveen Nagaraj, Ohio U; Jeffrey DiGiovanni, Ohio U; James Montgomery, Ohio U
Title
Level
Author(s)
Advanced
Kristen Cortese, Rush U; Stan Sheft, Rush U; Valeriy Shafiro, Rush U; Derek Stiles, Rush U
7054
Poster Board 154
Interdisciplinary Tracheostomy & Follow-up Team

(TAFT)
Intermediate
Ann Sparker, Memorial Hermann Healthcare System - TMC; Adam Mullaly, Memorial Hermann Healthcare System
- TMC; Jennifer Amos, Memorial Hermann Healthcare System - TMC; Lisa Kainer, Memorial Hermann Healthcare
System - TMC; Eryn Cillis, Memorial Hermann Healthcare System - TMC
7055
Poster Board 155
Withdrawn The Neuropsychologist: The Handy

Tool to Have in Your SLP Back Pocket
Introductory
Kristen Schreier, Healthsouth Rehab Hosp of Toms River; Joseph Conroy, Coastal Neuropsychology
7056
Poster Board 156
Characterizing the Outcomes for Patients With

Brain Injury in Acute Care Rehabilitation
Introductory
Carla Tierney Hendricks, Spaulding Rehab Hosp; Eri Sugiyama, Spaulding Rehab Hosp; Nina Robins, Rush U Med Ctr;
Lynne Brady Wagner, Spaulding Rehab Hosp; Marjorie Nicholas, MGH Inst of Health Professions
7057
Poster Board 157
Comparing Arabic Communication Participation

Between Individuals With Progressive Dysarthria
& Two Control Groups
Intermediate
Aseel Alabdulkarim, U Coll London; Steven Bloch, U Coll London; Jane Maxim, U Coll London
7058
Poster Board 158
Attitudes of Arab Students & General Public

Toward Stuttering
Intermediate
Fauzia Abdalla, Kuwait U; Farzan Irani, Texas St U - San Marcos; Stephanie Hughes, U of Toledo
Gina Flores, Texas Tech U Health Scis Ctr; Tori Gustafson, Texas Tech U Health Scis Ctr; Candace Hicks, Texas Tech U
Health Scis Ctr; Leigh Ann Reel, Texas Tech U Health Scis Ctr
7059
Poster Board 159
Intermediate
Asma Abul Qasim Rizvi, Jeddah Inst of Speech & Hearing; Auhood Arab, Jeddah Inst of Speech & Hearing
Intermediate
Lucy Mitchell, U of South Alabama; Julie Estis, U of South Alabama; Robert Moore, U of South Alabama; Mark
Yates, U of South Alabama; Tara Davis, U of South Alabama
Speech-Language Pathology Pathways in Saudi

Arabia: Challenges & Breakthroughs
7060
Poster Board 160
Introductory
Areej Aseeri, Dar Al-Hekma Coll; Maram Al Darwish, Dar Al-Hekma Coll; Amnah AlSakooti, Dar Al-Hekma Coll;
Roaa Al-Zubaidy, Dar Al-Hekma Coll; Manar Haddad, Dar Al-Hekma Coll
Intermediate
Hanna Rogers, Missouri St U; Letitia White, Missouri St U; Thomas Clay Franklin, Missouri St U
Community Awareness of Communication

Disorders in Saudi Arabia: A Red Sea Campaign
7003
Poster Board 103
Auditory Attention Switching & Listening

Comprehension in Noise
7004
Poster Board 104
Frequency Pattern Training & Speech

Perception
7005
Poster Board 105
iPhone Sound Level Meter Apps
Introductory
7006
Poster Board 106
Phonological, Pitch, & Visual Working Memory

Performance for Musicians & Nonmusicians
7007
Poster Board 107
Effects of a Visual Primer on the Auditory P300 in

Normal Hearing Listeners
Plain Clothes Hearing Clinics in Rural Areas of

Wisconsin
Poster #
Global Issues and Practices Across the Discipline (GI)
Poster Board 108
Code
Poster Sessions
7008
Introductory
Cynthia Fowler, U of Wisconsin - Madison; Amy Hartman, U of Wisconsin - Madison; Jon Douglas, U of Wisconsin
- Madison
Poster Board 161
How Central American Parents Cope With

Children With Communication Disorders
Intermediate
Nancy Martino, Xavier U of Louisiana; Jade Romain, Xavier U of Louisiana
7062
Poster Board 162
Disproportion of Culturally & Linguistically

Diverse Children in Early Childhood Special
Education
Introductory
Emily Bendoraitis, St. Cloud St U; Theresa Estrem, St. Cloud St U
7063
Poster Board 163
Facilitating Literacy Development: A DualLanguage Perspective
Intermediate
Jennifer Vaughn, Wichita St U; Kathy Strattman, Wichita St U
7064
Poster Board 164
Comparing Language Screening Procedures for

Children From Linguistically Diverse Backgrounds
Introductory
Peggy Jacobson, St. Johns U; Deanna Kokotos, St. Johns U; Sapna Narang, St. Johns U; Amanda Pellegrino, St.
Johns U
7065
Poster Board 165
Parents Perspectives of Special Education

Services in South India
Intermediate
Marilynn Pathiyil, Saint Louis U; Travis Threats, Saint Louis U
7066
Poster Board 166
Conversational Topics in Transsexuals
Intermediate
John Van Borsel, Ghent U
7067
Poster Board 167
Comparison of Access Modes Between English &

Mandarin Speakers on the Computerized Revised
Token Test
Intermediate
Szu-Han Kay Chen, U of Pittsburgh; Ming-Chung Chen, Natl Chiayi U; Laura Heilman, Pennsbury Sch Dist; Malcolm
McNeil, U of Pittsburgh

7009
Poster Board 109
Outcome of Cochlear Implant in a Child With

Bacterial Meningitis: A Case Study
Intermediate
Deepak Sathyanarayanan. V, Sri Ramachandra U; Heramba Ganapathy. S, Sri Ramachandra U; Gladys Prathiba
Dawson, Sri Ramachandra U; A. Ravi Kumar, Sri Ramachandra U; Madhavi Patnaik, Sri Ramachandra U; Roopa
Nagarajan, Sri Ramachandra U
7010
Poster Board 110
Measures of Fatigue in Children With & Without

Hearing Loss
Introductory
Lindsey Rentmeester, Vanderbilt U; Amelia Shuster, Vanderbilt U; Benjamin Hornsby, Vanderbilt U; Fred Bess,
Vanderbilt U
General Interest Thursday 11:00AM-12:30PM

Academic and Clinical Education: Clinical Education and Supervision (GI)
7044
Poster Board 144
Video Self-Assessment: How Do I Look?
Intermediate
Laura Willis, Auburn U; Embry Burrus, Auburn U; Elizabeth Zylla-Jones, Auburn U
7045
Poster Board 145
Integrating Counseling Techniques in Neurogenic

Group Therapy
Intermediate
Chelsea Carr, Coll of Saint Rose; John Pickering, Coll of Saint Rose; Julie Hart, Coll of Saint Rose
7046
Poster Board 146
Clinical Instructors & Beginning Clinicians: The

Clinicians Hierarchy for Advancing Treatment
Intermediate
Jill Duthie, U of the Pacific; Christine Merriman, U of Montana; Nicholaus Brock, Lincoln Unified Sch Dist
7068
Poster Board 168
The Impact of Dialect Use, Executive Functioning,

& Metalinguistic Awareness on Dialect Awareness
Intermediate
Lakeisha Johnson, Florida Ctr for Reading Research; Shurita Thomas-Tate, Missouri St U; Kenn Apel, U of South
Carolina
7047
Poster Board 147
Impact of K-TEAM Participation on Clinical

Practice: A Follow-Up Study
Intermediate
Jane Wegner, U of Kansas; Betty Bunce, U of Kansas; William Gillispie, U of Kansas; Neil Kinsey, U of Kansas;
Stephanie Meehan, U of Kansas; Kristin Pedersen, U of Kansas
7069
Poster Board 169
The Effect of Visual Feedback on SecondLanguage Learners
Intermediate
Mallori Jurgenson, U of Minnesota - Duluth; Anna Schuman, U of Minnesota - Duluth
7070
Poster Board 170
Vocal Characteristics Associated With MandarinEnglish & English-Mandarin Bilingual Speakers
Intermediate
Manwa Ng, U of Hong Kong; Yang Chen, Duquesne U
Academic and Clinical Education: Scholarship of Teaching and Learning (SoTL) in CSD (GI)
7048
7049
Poster Board 148
Poster Board 149
Why Cant We Just Have Tests? Students

Reactions to Application Quests, a Case-Based
Learning Activity
Intermediate
Evidence for Using Problem-Based Learning:

Student Perceptions & Learning
Intermediate
Tim Brackenbury, Bowling Green St U
Speech-Language Pathology Thursday 11:00AM-12:30PM

Colleen F. Visconti, Baldwin Wallace U

7050
Poster Board 150
7051
Poster Board 151
7052
Poster Board 152
7053
Poster Board 153
Introductory
Nikki Curtis, St U of New York - Cortland
Chicago Public Schools Speech-Language

Pathology Cohort Program: Research to
Practice
Intermediate
Sarah Dentz, Chicago Pub Sch; Tara Bailey, Chicago Pub Sch; Jennifer Tarle-Pakulski, Chicago Pub Sch; Megan
Wallace, Chicago Pub Sch; Jennifer Clayton, Chicago Pub Sch
Creating a Framework to Ensure Translation

of Evidence to Clinical Practice in
Intermediate
Doreen Kelly Izaguirre, Rehab Inst of Chicago; Julia Carpenter, Rehab Inst of Chicago; Anne Marie Doyle, Rehab
Inst of Chicago; Anita S. Halper, Rehab Inst of Chicago
Withdrawn
SLP Service Delivery & Childhood

Cancer: A Case Study
Types of Ethical Issues Faced by Speech-Language

Pathologists
7061
Introductory
Kristen Schneider, St. Cloud St U; Margery Whites, St. Cloud St U; Molly Bruner, St. Cloud St U; Jillian Daleiden,
St. Cloud St U; Kristen Weidner, St. Cloud St U; Samantha Yang, St. Cloud St U
7172
Poster Board 272
Remote Evaluation & AAC Use: A Case Study
Introductory
Sarah Holmes, Uof Pittsburgh Rehab Engineering Research Ctr
7173
Poster Board 273
Picture Schedules, Language, & Conversations
Intermediate
Richard Lytton, Nemours/A.I duPont Hosp for Children; Heidi Santo, Chestnut Hill Coll
7174
Poster Board 274
Comparison of Popular & AAC Apps: Increasing

the Appeal
Intermediate
Caroline Snyder, Ohio U; John McCarthy, Ohio U
7175
Poster Board 275
Working With Children With Severe

Communication Problems in the Classroom:
Cross-Cultural Perspectives
Intermediate
Erna Alant, Indiana U; Lindsey Ogle, Indiana U
7176
Poster Board 276
Training Teachers to Foster Communication Skills

in AAC Users With Autism
Introductory
Denelee Thomas, New England Ctr for Children; Jessica Gibson, New England Ctr for Children
7177
Poster Board 277
Increasing Academic Participation of Nonverbal

Students in a Separate Setting Classroom
Introductory
Shawn Giffin-Dean, Durham Pub Schs
Intermediate
Ingrid Sun, U of So Paulo; Fernanda Fernandes, U of So Paulo

7178
Poster Board 278
Difficulties With Communication Perceived by

Parents of Children With Different Disorders of
Development
Poster Sessions
Code
Poster #
Poster Sessions
Title
Level
Author(s)
Code
7179
Poster Board 279
The Experience of Military Families With Autism

Diagnostic & Therapeutic Services
Introductory
Jennifer Davis, Pennsylvania St U; Erinn Finke, Pennsylvania St U
7180
Poster Board 280
Using Creative Dance to Facilitate Communication Introductory

Development in Children With Autism Spectrum
Disorder
Lisa Gresch, California St U - Fullerton; Hye Kyeung Seung, California State U - Fullerton
7181
Poster Board 281
Mothers Knowledge of Prelinguistic

Communication Development: Promoting the
Early Diagnosis of Autism Spectrum Disorder
Introductory
Ashleigh Gauntner, Texas St U; Alisha Richmond, Texas St U - San Marcos
7182
Poster Board 282
Social Differences of Adolescents With HighFunctioning Autism & Asperger Syndrome
Introductory
Miranda Clark, Western Illinois U; Tina K. Veale, Midwestern U
7183
Poster Board 283
Withdrawn
Intermediate
Christine Maul, California St U - Fresno; Lindsey Yager, T.A.L.K. Team
7184
Poster Board 284
Efficacy of a Fading Sentence Strip

Program in Teaching Variegated Responses to
Children With Autism
Social Communication in Children With Autism:

Intermediate
Relating Teaching Style, Child Affect, & Expressive
Nonverbal Behavior
Margaret Fitch, U of North Carolina - Chapel Hill; Jessica Dykstra, U of North Carolina - Chapel Hill/FPG
Developmental Inst
Fluency (SLP)
7185
Poster Board 285
Withdrawn
The Effects of Group Disclosure in

Fluency Therapy
Introductory
Cara Singer, U of Iowa; Lindsey Hom, U of Iowa; Patricia Zebrowski, U of Iowa
7186
Poster Board 286
Avoidance Reduction Therapy for Stuttering

(ARTS): A Preliminary Assessment of Treatment
Outcomes
Intermediate
Molly Beiting, U of Maryland; Lucy Chadis, U of Maryland; Vivian Sisskin, U of Maryland
7187
Poster Board 287
A Diagnostic Therapy Protocol for Adults Who

Stutter
Intermediate
Lee Ellis, U of Toledo
7188
Poster Board 288
Effects of a Performing Arts Group on

Communication Skills in Children Who Stutter
Introductory
Caryn Herring, Our Time; Ryan Millager, Massachusetts General Hosp; J. Scott Yaruss, U of Pittsburgh
7189
Poster Board 289
Teletherapy for Children Who Stutter
Introductory
Craig Coleman, Marshall U; Emma McCullough, Marshall U; Frances Elvins, Marshall U
7190
Poster Board 290
Promoting Acceptance in Stuttering Therapy
Intermediate
Megan Doran, Duquesne U; Gary Rentschler, Duquesne U
7191
Poster Board 291
The Complex Therapy of Stuttering in Czech

Republic
Intermediate
Ilona Kejklickova, Clinic LOGO; Eva Prikrylova, Clinic LOGO
Discourse Abilities in Monolingual & Bilingual

School-Age Children
Intermediate
Patricia Cleave, Dalhousie U; Elizabeth Kay-Raining Bird, Dalhousie U; Pierre Cormier, U de Moncton; Bonita
Squires, Dalhousie U; Meghan Roach, Dalhousie U; Sophie Lynn Chiasson, Dalhousie U; Taylor Rushbrook-Dickey,
Dalhousie U
7193
Poster Board 293
Executive Functions & Social Interactions: The

Development of Social Vignettes
Intermediate
Mackenzie Waite, Western Michigan U; Yvette Hyter, Western Michigan U
7194
Poster Board 294
Phoneme Blending & Phoneme Transposition in

7- to 9-Year-Old Typically Developing EnglishSpeaking Children
Advanced
Neethu Susan Chacko, Dr.M.V.Shetty Coll of Speech & Hearing; Rijesh Abraham K, Dr.M.V.Shetty Coll of Speech &
Hearing; Viji Mary Varghese, Dr.M.V.Shetty Coll of Speech & Hearing; Satish Kumaraswamy, Dr.M.V.Shetty Coll of Speech
& Hearing
7195
Poster Board 295
Measuring Reading Comprehension in Young

Adults With Down Syndrome
Introductory
Stephanie McMillen, U of Memphis; Linda Jarmulowicz, U of Memphis
7196
Poster Board 296
Examining the Effects of Length & Context on

Measures of Narratives for School-Age Bilingual
Children
Intermediate
Mia Shawhan, U of Wyoming; Douglas Petersen, U of Wyoming
7197
Poster Board 297
Spelling as a Window of Phonological

Development in Children With Diverse Learning
Backgrounds
Intermediate
Deborah Rhein, New Mexico St U; Christianne Jones, New Mexico St U; Genevieve Muoz, New Mexico St U;
Stephanie Morales, New Mexico St U
7198
Poster Board 298
Transition Education & the SLP: A Journey to

Support Students With Learning Disabilities
Intermediate
Vicky Britton, Norman Howard Sch
7199
Poster Board 299
Childrens Expression of Emotional & Cognitive

Mental States in Their Story Generation From
Pictures
Introductory
Aseea Babar, U of Alberta; Shelby Baird, U of Alberta; Bretton Lang, U of Alberta; Andrea Ortlieb, U of Alberta; Phyllis
Schneider, U of Alberta
Author(s)
7202
Poster Board 302
Performance of Older Adults on Executive

Function Tests
Intermediate
Emily Andersen, U of Northern Iowa; Marissa Berryman, U of Northern Iowa; Angela Burda, U of Northern Iowa
7203
Poster Board 303
Communication Difficulty & Neuroplasticity in

Cognitively Impaired Older Adults
Intermediate
Melissa Johnson, U of Rochester; Feng Lin, U of Rochester
7204
Poster Board 304
Effect of Depressive Symptom on Language

Performance in Elderly Persons
Intermediate
Yun Kyung Hwang, Yonsei U; HyangHee Kim, Severance Hosp; SooRyon Kim, Yonsei U
7205
Poster Board 305
Effects of Minds in Action Program in Quality of

Life, Cognitive & Language Skills of Elders
Introductory
Maria Fernanda Lara-Daz, U Nacional de Colombia; Luisa Fernanda Angel, U Nacional de Colombia
7206
Poster Board 306
Current Evidence-Based Practice for Assessment

& Treatment in Right-Hemisphere Damage
Introductory
Richard Adler, Minnesota St U - Moorhead; Aubrie Patchen, Minnesota St U - Moorhead
7207
Poster Board 307
Cognitive-Motor Dual-Task Training Following

Stroke
Intermediate
Michael Fraas, Western Washington U; Sarah Wallace, Duquesne U; Prudence Plummer-DAmato, Northeastern U;
Gail Eskes, Dalhousie U; Elizabeth Skidmore, U of Pittsburgh
7208
Poster Board 308
Applying Crystalized & Fluid Intelligence Theory

to Activities That May Promote Optimal Aging of
Communication
Intermediate
Mackenzie Schorn, Minnesota St U - Moorhead; Nancy Paul, Minnesota St U - Moorhead
7209
Poster Board 309
Treatment Effects of Attention Process Training

for an Individual with Parkinsons Disease
Intermediate
Kristen Ferguson, Lousiana St U; Neila Donovan, Louisiana St U; Brittan Barker, Louisiana St U; Paul Hoffman,
Lousiana St U
7210
Poster Board 310
Relations Between Genotypes & CognitiveLanguage Phenotypes in ALS
Advanced
Mili Kuruvilla, U of Nebraska Med Ctr; Jennifer Sanmann, U of Nebraska Med Ctr; Warren Sanger, U of Nebraska Med
Ctr; Jordan Green, Massachusetts General Hosp
7211
Poster Board 311
Using fNIR Spectroscopy to Explore Prefrontal

Cortex Involvement in Speech & Language
Rehabilitation
Intermediate
Rachel Johnson, Florida St U; Julie Stierwalt, Florida St U
7212
Poster Board 312
Browns Morphological Skills in Typically

Developing Bilingual Children
Advanced
Viji Mary Varghese, Dr.M.V.Shetty Coll of Speech & Hearing; Neethu Chacko, Dr.M.V.Shetty Coll of Speech & Hearing;
Rijesh Abraham K, Dr.M.V.Shetty Coll of Speech & Hearing; Deepthi James, Dr.M.V.Shetty Coll of Speech & Hearing;
Satish Kumaraswamy, Dr.M.V.Shetty Coll of Speech & Hearing
7213
Poster Board 313
Musical Working Memory, a Nonlinguistic Tool for

SLI Diagnostics?
Intermediate
Stephan Sallat, U of Leipzig
7214
Poster Board 314
Verb Usage in Subgroups of Preschoolers With

Speech-Language Impairment
Intermediate
Sarah Williams, Augustana Coll; Allison Haskill, Augustana Coll
7215
Poster Board 315
A Comparison of Written & Oral Language Early

Literacy Abilities in Preschool Children
Introductory
Emily Diehm, Florida St U; Carla Jackson, Florida St U; Anna Shumaker, Florida St U; Samantha Lupu, Florida St U;
Mireille Magee, Florida St U
7216
Poster Board 316
Developing a Computer-Administered Language

Assessment for Bilingual Preschoolers
Intermediate
Max Freeman, Temple U; Athulya Aravind, Smith Coll; Neha Mahajan, Temple U; Megan Johanson, U of Delaware;
Katherine Ridge, U of Delaware; Jennifer Damonte, U of Delaware; Roberta Golinkoff, U of Delaware; Kathy Hirsh-Pasek,
Temple U; Jill de Villiers, Smith Coll; Aquiles Iglesias, Temple U; Mary Wilson, Laureate Learning Systems

7217
Poster Board 317
Spanish Phonological Patterns & Dialectal

Features in Typically Developing Bilingual
Children of Dominican Descent
Advanced
Marissa Taveras, Kean U
7218
Poster Board 318
Mean Length of Utterance: Other Side of the Coin
Advanced
John Muma, University of Southern Mississippi; Jennifer Salgo Corie, U of Southern Mississippi
7219
Poster Board 319
Descriptive Study of Syntactic Constructions Used

by 5-Year-Old Hispanic Children in Puerto Rico
Intermediate
Michelle L. Ocasio-Feliciano, U of Puerto Rico; Victoria Reyes-Valentn, U of Puerto Rico; Liza Rodrguez-Acevedo, U
of Puerto Rico; Melissa del R. Ruiz-Valentn, U of Puerto Rico; Albert Villanueva-Reyes, U of Puerto Rico
7200
Poster Board 300
Vocabulary & Reading Comprehension

Assessment: A Comparison of Academic & Clinical
Measures
Intermediate
Emily Frueh, U of North Dakota; Lindsay Anderson, U of North Dakota; Sarah Robinson, U of North Dakota
7201
Poster Board 301
Comprehensive Communication Rehabilitation

After Hemispherectomy: A Case Example of
Language, Literacy, & Cognition
Intermediate
Beverly Anawalt Miller, Marshall U; Madeline Bieler, Marshall U
Level
Poster Board 292
Title

7192
Poster #
7220
Poster Board 320
The Many Faces of Childhood Apraxia of Speech:

Exploring Severity Levels in CAS
Intermediate
Anne Van Zelst, Garnet Valley Sch Dist; Lisa Beth Mitchell, Clearly Speaking LLC; Pooja Aggarwal, Progressive Speech
Therapy
7221
Poster Board 321
Evoked Potentials to Altered Auditory Feedback

in Parkinsons Disease
Intermediate
Sona Patel, Northwestern U; Charles Larson, Northwestern U
7222
Poster Board 322
Childhood Apraxia of Speech: Effect of Prepractice

Condition on Retention of Treatment Effect
Intermediate
Susan Rvachew, McGill U; Tanya Matthews, McGill U
7223
Poster Board 323
CHAMP Camp: An Intensive Model of Speech

Therapy for Childhood Apraxia of Speech
Intermediate
Jodi Kumar, George Washington U
7224
Poster Board 324
Application of Melodic Intonation Therapy to

Adult Down Syndrome: A Case Study
Intermediate
Stephanie Jones, Northwestern U; Aaron Wilkins, Northwestern U
7225
Poster Board 325
Motor Learning-Guided Treatment for Apraxia

of Speech: Lessons About Candidacy From Three
Case Studies
Intermediate
Joanne Lasker, Emerson Coll; Laura Glufling-Tham, Emerson Coll; Marie Kay Rimshaw, Emerson Coll; Suzanne
Pennington, MGH Inst of Health Professions; Anne Carney, Boston U; Laura Ball, MGH Inst of Health Professions;
Hannah Kifle, Emerson Coll; Rhys McGovern, Emerson Coll; Alicia Morrel, Emerson Coll
7226
Poster Board 326
Timing of Respiration & Vocalization During the

First Year of Life
Intermediate
Alissa Brady, Wichita St U; Douglas F. Parham, Wichita St U; Antje Sabine Mefferd, Wichita St U; Elaine
Bernstorf, Wichita St U
Poster Sessions
Code
Poster #
Title
Level
Author(s)
Code
Poster #
Poster Board 327
Cineradiographic Examination of Compensatory

Articulation in a Case of Isolated Congenital
Aglossia
Advanced
Betty McMicken, California St U - Long Beach; Shelley Von Berg, California St U - Chico; Margaret Vento Wilson,
Cerritos Sch Dist
7228
Poster Board 328
Comparing Fundamental Frequency of Speakers

of Korean & English
Introductory
Gregory Turner, U of Central Missouri; Carlotta Kimble, U of Central Missouri; Robert DeJonge, U of Central
Missouri; Autumn Rives, U of Central Missouri
7229
Poster Board 329
Adult Perception of Sibilant Fricatives Produced

by Children With Normal Hearing & Cochlear
Implants
Intermediate
Sara Bernstein, U of Wisconsin - Madison; Ann Todd, U of Wisconsin - Madison; Jan Edwards, U of Wisconsin Madison
7231
Poster Board 331
7232
Poster Board 332
Level
Author(s)
7251
Poster Board 351
Comparison of Expert & Student Resonance

Ratings in Cleft Palate
Intermediate
Katherine Johnson, Little Tesoros Therapy Svcs; Thomas Marquardt, U of Texas
7252
Poster Board 352
Audio-Visual Stimulation for Reinforcing Speech

Intervention in Children With Cleft Palate
Intermediate
Maria del Carmen Pamplona, Hosp Gea Gonzalez
Intermediate
Erika Lindgren, U of Illinois - Urbana-Champaign
Intermediate
Gilbert Herer, Chapman U; Judith Montgomery, Chapman U; Melissa Larson, Kara Dodds & Assoc; Jessie Sinnet,
Playworks Speech Therapy; Kaitlin Quon, AlohaVista Svcs
Intermediate
Barbara Weinstein, Graduate Ctr - City U of New York; Sapna Mehta, Graduate

2013 ASHA Convention Program Book

Uploaded by

Document Information

Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Description:

Copyright:

Available Formats

2013 ASHA Convention Program Book

Uploaded by

Description:

Copyright:

Available Formats

Understanding Your Audiogram

Frequency (Pitch) in Hertz (Hz)

Hearing level in decibels (dB)

Reprinted with permission.

Understanding Your Audiogram

Recommend Hamilton CapTel to your

Join Hamilton CapTel at the 2013

Proven. Trusted. Simple.

2013 ASHA Convention Program Book 1

FEED YOUR MIND

Our sponsors are helping to make the

Earn ASHA CEUs

Please take a moment to stop by to say thanks!

Save 10% on all ASHA CEU Courses!

Get nourished. Be enriched.

About the ASHA Convention

Welcome From the ASHA President

The 2013 ASHA Convention theme, The Magic of Teamwork:

Join your colleagues for the comprehensive programming,

On behalf of the ASHA Board of Directors, I am

2013 Board of Directors

ASHA is the national professional, scientific, and credentialing

ASHA National Office

4 2013 ASHA Convention Program Book

Shelly S. Chabon, PhD, CCC-SLP

Welcome From the ASHA President

About the American

Robert E. Novak, PhD, CCC-A

Patty Prelock, PhD

Delivering Nutritional Needs

Helps to successfully transition babies from non-oral to oral feeds.

Assists with the prevention of aspiration when drinking fluids

Controlled flow of nutrition utilizing six, easy to adjust, settings

The 2013 ASHA Convention Program, The Magic of Teamwork:

Assist with the prevention of aspiration while the baby

The Convention Program Committee and the National Office Convention

SafeStraw: Patent Pending Controlled Flow: US Patent No. 6,966,904

Join Our Network

Scan to view our distant

Welcome From the Convention Co-Chairs

PROMO CODE: TS-03-13 2013 Bionix Medical Technologies.

Welcome to Chicagoits our kind of town!

Disassembles for easy cleaning with hot water and

Welcome From the Convention Co-Chairs

Boys Town National Research Hospital

2013 ASHA Convention Program Book 7

2013 Convention Program Committee

8 2013 ASHA Convention Program Book

Language and Learning

Anthony Pak-Hin Kong

Amanda Owen Van

Voice, Resonance, and

2013 Convention Program Committee

Academic and Clinical

Voice, Resonance, and

2013 ASHA Convention Program Book 9

ASHA Board, Committee and Council Meetings; Affiliate Meetings

Registration and Materials Pick-up

8:00 a.m. 6:00 p.m.

7:00 a.m. 6:00 p.m.

Registration and Materials Pick-up Open