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2019 CSHA Annual Convention Learning Outcomes and Speaker Disclosures


MS 1 - Building Culturally-Sustaining Supervisor/Supervisee Relationships in Graduate School

1. Participants will learn to define the terms of cultural incongruency and culturally-sustaining.

2. Develop tools for self-reflection in their supervision of culturally and linguistically diverse students.

3. Identify evidence-based strategies to engage in discussions related to cultural and linguistic differences with students.

MS 3 - SAY-IT Naturelle: Preliminary revision for the Fluency Development System for young children

1. Participants will explain the terminology for judging fluency (voicing onset, rate of speech, pitch, and intensity measurements using PRAAT), understand perceptual naturalness (highly natural or highly unnatural speech production), intonation (the rise and fall in pitch within an utterance), prosody (melodic configuration marking the naturalness of a phrase), and modulation (a fall or rise in inflection in a speaker’s voice such as at the end of a sentence).

2. Describe how the suprasegmentals (prosody, pitch, intonation, rate of speech) of speech production are essential to incorporate in any fluency treatment program.

3. Demonstrate an app, using your own voice, to see if the game's feedback can support a client's goals of producing fluent speech which will be measured in terms of voicing, pitch, intensity, rate of speech, and quality when talking.

MS 5 - Face-to-Face (F2F) Concussion Education

1. As a result of this presentation, the participant will be able to describe signs/symptoms of concussion.

2. Describe how a concussion education program could be implemented in their community/school.

3. Explain what to do about concussions and why they should care.

MS 6 - SLP services for children with ASD: Perspectives from Latino emergent bilingual parents.

1. The Participants will be able to learn three factors that prevent Latino families with LEP from accessing early intervention and special education services for their child with ASD.

2. Explain three considerations when working with Latino families with LEP.

3. List three things to improve clinician’s cultural competence when working with clients with LEP

MS 7 - Critical Concepts in Head and Neck SLP Rehabiliation

1. The participant will be able to identify salient anatomic structures and functions in order to understand changes in function post cancer treatment

2. List various objective and patient reported outcome tools used in the head and neck patient population

3. Describe changes in function post head and neck cancer treatment on imaging post cancer treatment using objective evaluation tools.

MS 8 - Coaching communication partners to support students who use AAC in classroom settings

1. Describe an evidence-based intervention to promote communication partner competence in supporting children who use AAC as their primary mode of communication.

2. Identify aspects of a coaching based approach that promotes collaboration between SLPs and paraeducators in classroom settings.

3. Identify regional challenges in implementing evidence-based interventions for training communication partners to support children who use AAC

MS 26 - A Tiered Model of AAC Training for Providers in the School Setting

1. Identify three relevant implementation drivers that are critical to developing an effective training model for school-based staff supporting students with complex communication needs.

2. Describe three methods or activities that enable training participants to effectively demonstrate evidence-based practice-related skills.

3. Define an AAC needs assessment process that builds consensus among team members on effective implementation strategies and supports outcomes driven decision making.

MS 91 - From Research to Practice in AAC: Developing Communication Through Engagement

1. As a result of this presentation, the participant will be able to describe current research that supports “engagement” as the common denominator for individuals learning to communicate independently through the use of AAC tools and supports.

2. Explain how to tap into strategies and resources that effectively engage learners at all developmental levels: emergent through proficient

3. List 10 engaging activities that recruit the learner's use of developing competencies in: linguistic, operational, strategic, and emotional areas.

SC 3 - Cleft Palate, Craniofacial and Resonance Disorders: Treatment Strategies That Work!

1. Describe the normal embryology and development of the facial complex as well as the cleft process along with craniofacial anomalies.

2. Describe the techniques for diagnosing as well as planning speech therapy for patients with articulation and resonance disorders with and without overt cleft palate.

3. Describe common syndromes, including 22Q Deletion syndrome which may be associated with speech and resonance disorders.

SC 4 - YouCue Bootcamp: Pathways for Four Social Learning Concepts

1. Explain why using materials that contain social movement makes sense when working with students on the Autism Spectrum.

2. Demonstrate how to work on inference using a YouTube video with a student with whom they work.

3. Explain how a framework can help students with social learning challenges understand the consistent features of problems, making them easier to deal with.

SC 5 - Fairness in the Assessment of English Learners: Toward True Peer Group Measurement

1. Explain the inherent limitations in typical methods of evaluating English Learners’ English language development and acquisition.

2. Describe the importance of exposure to and opportunity to learn English, in predicting test performance for English Learners, above and beyond demographic variables such as race/ethnicity.

3. Articulate an appropriate method for evaluating English Learners’ English language acquisition and how advances in fairness in testing begins to answer the question of “language difference vs. language disorder.

SC 6 - Nucleus Candidacy and Technology for Schools and Practical Resource Applications

1. As a result of this presentation, the participant will be able to describe details on most recent cochlear implant technology and ancillary assistive devices

2. Monitor a child's cochlear implant on a daily basis and ensure clear, consistent access to sound and spoken language.

3. Explain the benefits and limitations of cochlear implant technology in difficult listening situations and overcome the signal to noise ratio gap using remote microphone hearing assistive technology.

SC 7 - The Time is Now: Early Identification and Intervention Until Everyone Can Read

1. As a result of this presentation, the participant will be able to describe Screening Tools that identify struggling readers

2. Identify multisensory language-based reading programs that are effective

3. Define the key points that each teacher/speech personnel should know to enhance and improve reading for all students

MS 63 - Closing the Gap: Evaluation and Management of Unilateral Vocal Fold Paralysis

1. Identify and describe the hallmarks of the medical and behavioral voice evaluation of patients with vocal fold motion paralysis

2. Define steps to assess stimulability for change and candidacy for voice therapy

3. Explain the role of surgical intervention in the management of vocal fold paralysis and assist in identifying appropriate surgical candidates

MS 9 - What’s our Piece? Navigating Parents Through the Special Needs Puzzle

1. As a result of this presentation, the participant will be able to identify 7 fundamental challenges that parents face when their child is beginning to show signs of having special needs.

2. Explain the resources available in all developmental domains and explain how to navigate parents to available resources through both government and fee based options.

3. State how Ask, Explain, Educate, Navigate, Empower will result in better outcomes for their clients.

MS 10 - Save Lives! Better Chewing Prevents Choking in Children and Adults

1. Review worldwide statistics on choking deaths in otherwise healthy children and adults.

2. Identify foods and circumstances more likely to be involved in accidental choking.

3. Apply the concept of chewing efficiency in therapy and in lifestyle.

MS 11 - Got R Problems? A Phonemic Approach to R Remediation

1. Explain an effective and implementable approach to evaluating and treating /r/ articulation disorders. Be able to evaluate /r/ in all contexts including, consonantal, vocalic, and blends combinations.

2. Implement at least three phonetically consistent treatment strategies for /r/ disorders.

3. Evaluate /r/ in all contexts including, consonantal, vocalic, and blends combinations.

MS 12 - A Kinesthetic, Visual Approach to Decoding

1. As a result of this presentation, the participant will be able to identify students who have not responded to traditional approaches to sound decoding who may benefit from a specialized, linguistic approach to sound decoding.

2. Will be able to use the the International Phonetic Alphabet and the American Sign Language alphabet to demonstrate knowledge of the visual and kinesthetic cues for English sound production.

3. The participant will be able to create language and speech articulation and/or phonological goals that conform with Common Core state standards.

MS 13 - Vocal Function Exercises (VFEs): How can these improve trained singers’ vocal quality?

1. As a result of this presentation, participants will demonstrate proper performance of the VFEs the way Dr. Stemple intended them to be performed in order to obtain the best possible outcomes for the client.

2. Describe current research on VFEs with different age groups, genders, normal voices, disordered voices, and trained singers.

3. Implement VFEs in order to benefit normal, healthy trained adult singers who want to improve their vocal performance.

MS 14 - They’re Kind of Verbal

1. Describe functionally non-verbal children.

2. Identify the intervention needs of children who are functionally nonverbal.

3. Identify how evidence-based practices borrowed from interventions for speech-sound disorders, autism, and augmentative and alternative communication (AAC) can be “layered” to customize an intervention to meet the needs of children who are functionally non-verbal

MS 16 - Adventures in Leadership: Experiences of a CSHA Leadership Academy Learning Team

1. As a result of this presentation, the participant will be able to Identify elements of the CSHA Leadership Academy and describe how they were implemented by learning team

2. Discuss benefits of the leadership academy and how learning team members can use acquired skills in their professional and personal lives

3. Describe various leadership projects completed by leadership academy participants

MS 17 - CAS: Assessment, Planning, and Integration of Principles of Motor Learning

1. Will be able to list key diagnostic indicators for differential diagnosis of childhood apraxia of speech.

2. Apply the principles of motor learning.

3. list three evidence based practices relating to the treatment of childhood apraxia of speech.

MS 25 - 200 by Two: A CSHA-Developed Resource on Early Intervention

1. Describe developmental milestones for communication, speech and language in typically developing 2-year olds and data concerning speech-language developmental screenings by healthcare providers in California

2. Explain a process for providing educational information for healthcare providers, caregivers, professionals, and consumers

3. Identify about recent research that supports the effectiveness of EI services by SLPs

MS 18 - The Perils of Using Untrained Interpreters in Clinical Environments

1. As a result of this presentation, the participant will explain 2 reasons related to how the current culturally and linguistically population in California has increased the need for trained interpreters and translators in clinical settings related to Audiology and Speech-Language Pathology.

2. List 3 limitations when using untrained interpreters and how this can influence diagnostic and treatment planning.

3. Describe alternate wording to utilize common clinical terms than can be easily translated by an untrained interpreter.

MS 19 - Identifying and Managing High-Risk Aspiration Patients in Acute Care: Assessment and Intervention

1. Identify at least 5 patient population who are at a high risk for aspiration based on research, and describe factors/rationale contributing to that increased risk (red flags)

2. Summarize 2 objective assessment options (VFSS/FEES), and describe at least 3 considerations for determining which test is most appropriate for a patient

3. Describe at least 3 evidence-based intervention approaches useful in the management of high-risk aspiration patient populations

MS 20 - The Social/Pragmatic Impact of Auditory Processing Disorders: Evaluation and Management

1. The participant will describe the typical social-pragmatic language deficits found in the population of APD.

2. List the various tests that examine social-pragmatic skills and know when to employ each in an overall assessment of APD.

3. Describe the emotional consequences of youngsters that result from having APD.

MS 22 - That's SO Annoying! Helping Students With Social Learning Challenges Face Frustration

1. Explain a continuum for the feeling "annoyed" that can be used as a visual aid with students with whom they work.

2. Explain how our experiences feeling annoyed can often serve to form conversational and social bonds - a positive result.

3. List 2 YouTube videos that portray "annoyed" that would be appropriate to use with students with whom they work.

MS 121 - Improve Adolescent Writing Skills and Confidence: Teach Access to Pertinent Cognitive-linguistic Skills

1. Participants will be able to state one or more techniques useful for teaching written expression to adolescents

2. State one or more techniques useful for teaching written expression to adolescents

3. Identify one or more references that support use of the techniques discussed.

MS 122 - TeleHealth in the Clinic Setting: Providing Services for Successful Outcomes

1. - Identify the barriers to treatment in the clinic setting.

2. - Discuss benefits of teletherapy in improving access to care.

3. - Describe 3 different patient profiles and how teletherapy would benefit them.

MS 27 - Selective Mutism and the SLP

1. As a result of this presentation, the participant will be able to identify the nature and incidence of Selective Mutism.

2. To differentiate the various roles that the SLP can take in working with individuals who exhibit Selective Mutism

3. Describe the process of assessment and treatment of selective mutism

MS 65 - Quakes and Shakes of the Voice: Spasmodic Dysphonia and Essential Tremor

1. The learner will identify the three major types of spasmodic dysphonia: adductor, abductor and mixed.

2. Identify the major features of essential tremor of the vocal tract and understand how classification of the disease impacts treatment approach.

3. Differentiate spasmodic dysphonia and essential treatment and list the treatment options for each voice disorder.

SC 10 - The Power of The Communication Matrix

1. As a result of this presentation, the participant will be able to identify where communicative forms and functions fall on The Communication Matrix Profile.

2. Explain sound intervention ideas based on a review of the results of The Communication Matrix and share these strategies with families and teams.

3. Identify at least 2 intervention strategies to use at each level of the Communication Matrix and how to integrate/embed these interventions into the school day.

SC 11 - ABCLOVE: Application to Adult Neurogenic Patients

1. Identify appropriate candidates for ABCLOVE voice therapy program.

2. Describe current medical and behavioral treatments for neurogenic voice disorders.

3. List and summarize the 7 components of ABCLOVE and ways to implement in clinical practice.

SC 12 - Graduate Training for Working With Preschoolers with Autism Spectrum Disorders: STARS Program

1. As a result of this presentation, participants will be able to list skills essential for graduate clinicians to learn in order to work effectively with children with Autism Spectrum Disorder.

2. Explain the supervisory methods found to be effective within the graduate preschool setting.

3. Describe the teaching methods and scheduling arrangement of the graduate STARS preschool model utilized at CSU Fresno.

SC 13 - Individualizing Voice and Communication Training for Transgender and Non-Binary People

1. Following the presentation, the participant will be able to list three areas of communication which convey gender presentation.

2. Describe three exercises for transgender voice modification for developing a more masculine or more feminine voice.

3. Develop activities for generalizing the skills used in treatment to interactions in everyday social communication, and ways that the SLP can support the transfer of skills.

SC 14 - PROMPT Assessment & Treatment: Integrating the Cognitive-Linguistic and Social-Emotional Domains

1. Explain and Understand Communication Deficits as they relate to the Conceptual Framework

2. Identify components of the Cognitive-Linguistic and Social-Emotional Domains

3. Describe how PROMPT integrates the Cognitive-Linguistic and Social-Emotional Domains in Assessment and Treatment

SC 15 - Motivation in aphasia rehabilitation: Theoretical foundation and strategies for contemporary clinical practice

1. As a result of participating in this seminar, the participant will be able to summarize self-determination theory and self-efficacy theory.

2. Define the three motivational states in self-determination theory, and define three types of self-efficacy.

3. Describe and apply at least two clinical techniques that meet self-determination theory psychological needs of autonomy, competence, and relatedness, and promote patient engagement in therapy and motivation.

MS 4 - Cultural-linguistic diverse clinical practice in speech-language pathology: Challenges and solutions

1. As a result of this presentation, the participant will be able to integrate 3 or more evidence-based factors to consider in selecting the language(s) of intervention for bilingual speakers with aphasia.

2. Integrate 3 or more evidence-based considerations in selecting the language(s) of instruction for bilingual children with speech-language impairments.

3. Select experiences that would increase the cultural competence and awareness of undergraduate and graduate students.

MS 28 - Ready, Set, Go With Proloquo2Go

1. As a result of this presentation, the participant will be able to perform basic programming and customizing in PLQ2G.

2. Describe visual supports for modeling language and teaching navigation both in and out of the PLQ2G app.

3. Identify 3 features of the PLQ2G app available in Version 5.

MS 30 - How to Instill Ethical Practice in New Clinicians

1. As a result of this presentation, the participant will be able to identify theories of ethics and ethical practice.

2. Explain the ASHA's Code of Ethics and its impact on all areas of clinical practice.

3. Identify and utilize strategies to facilitate ethical judgment and decision making into their mentorship of new clinicians.

MS 31 - CVES: The Core Vocabulary Exchange System

1. Describe the benefits of removable and returnable icons to increase motor automaticity for language

2. Discuss the relationship between core vocabulary and typical language development

3. Explain how to integrate core and fringe vocabulary into a low-tech AAC system

MS 32 - A Multi-dimensional Approach to Narrative Push-In Intervention: The Macro to the Micro

1. As a result of this presentation, the participant will be able to describe the macro versus the micro structures of narrative intervention.

2. Plan and implement evidence-based narrative intervention within a push-in model.

3. Link narrative-based goal writing to the Common Core State Standards that parallel the intervention.

MS 33 - Leading the Way for Speech Language Pathology Assistants

1. Participants will be able to identify with what it takes to be a leader in our field as an Speech Language Pathology Assistant (SLPA).

2. List specific networking opportunity ideas.

3. List of varying steps they can take as a volunteer with professional organizations.

MS 34 - Childhood Apraxia of Speech: Tips, Tricks, and Strategies for Successful Intervention

1. Identify and implement principles of motor learning for treatment of Childhood Apraxia of Speech.

2. Identify and implement cueing and promoting strategies to support treatment of Childhood Apraxia of Speech.

3. Perform therapy for a child with Apraxia using principles of motor learning and cueing strategies in fun and interactive ways to encourage engagement and progress.

MS 35 - Determining Pediatric Speaking Valve Candidacy: The Relevance of Transtracheal Pressure Manometry

1. Describe two ways that TTP can facilitate differential diagnosis in the presence of poor speaking valve tolerance

2. Describe the procedure and tools necessary for obtaining transtracheal pressures via manometry during speaking valve use

3. Describe three techniques that can facilitate functional speaking valve use when TTP measurements are judged to be unreliable.

MS 36 - Effective Target Selection in Accent Modification

1. As a result of this presentation, the participant will be able to explain the roles of accentedness, intelligibility, comprehensibility, and naturalness in selecting effective targets for accent modification.

2. Select appropriate segmental targets for accent modification to achieve a balance of intelligibility and naturalness.

3. Identify suprasegmental features in non-native speech that have the greatest impact on communication.

MS 98 - Increasing Male Interest and Overall Diversity in SLP

1. Explain the lack of diversity in our field, and many other related health professions.

2. List the importance of all types of diversity as it relates to speech-language pathology but also to any field or discipline who's focus is to create a product or service meant to be made available to the populous

3. Describe how participants can affect meaningful change in this area and make speech-language pathology an even better field while simultaneously giving young people direction and awareness of a career path that they may not have ever heard of before or without our efforts to increase awareness.

MS 38 - Lysdexia. Or However You Spell It.

1. Participants will be able to define and describe dyslexia, language-based reading and spelling disorders and Structured Literacy.

2. Describe the roles SLPs can play as part of a team and list ways to support teachers and parents regarding students with reading disorders.

3. Describe specific activities, following Structured Literacy principles, that an SLP can implement to support students with dyslexia and other language-based reading and spelling problems.

MS 39 - Assessing Joint Attention in Children with Autism for Effective Goal Setting

1. As a result of this presentation, the participant will be able to contrast the development of joint attention in children who have Autism Spectrum Disorder with children who develop social communication typically.

2. Identify the milestones of joint attention during social communication assessments with children who have autism.

3. Identify effective social communication goals within parent-implemented interventions.

MS 41 - Making AAC Fun and Functional Across Settings!

1. Identify and create a core vocabulary appropriate to the individual.

2. Implement modeling and fading prompts to teach multi-word utterances with any AAC system.

3. Identify activities to plan and implement AAC across various settings during the school day.

MS 43 - Concussion/Mild TBI: Assessment and Rehabilitation

1. As a result of this presentation, the participant will be able to describe the neurological processes involved in a concussion/mild TBI.

2. Summarize the evidenced-based practice in cognitive-communication disorders after TBI.

3. Describe assessment and intervention approaches in concussion/mild TBI across all ages and settings.

MS 44 - Diagnostic Assessment of Culturally/Linguistically Diverse Learners: A Step by Step Approach

1. Participants will list the steps necessary to conduct a comprehensive assessment of culturally and linguistically diverse learners.

2. List possible assessment options that are used in the assessment of culturally and linguistically diverse learners such as: standardized measures, informal measures, dynamic assessment, language samples, etc.

3. Explain the components to include in an assessment report in order to adhere to federal, state, and local district guidelines.

MS 45 - Post Mandibular Distraction: Speech/Swallow in a case of Pediatric Congenital Aglossia

1. As a result of this presentation, the participant will be able to Perform an oral and speech assessment on a case without a tongue or with severe tongue movement damage

2. Describe the mandibular distraction procedure, it appropriate for clients and its results

3. Identify means by which tele-practice can assist with speech acquisition with international clients in area not accessible to standard practice

MS 46 - 20 Essential Clinical Skills for Early Interventionists in a Multidisciplinary Setting

1. Learners will be able to identify seminal theoretical underpinnings for multidisciplinary skills needed for successful work in early intervention.

2. Describe critical multidisciplinary skills needed for working in early intervention.

3. Integrate critical multidisciplinary skills into treatment of children in early intervention and their families.

MS 47 - Structured Observation: Guiding our Students in Observations, and Increasing Clinical Competence.

1. As a result of this presentation, the participant will be able to list strategies for supporting students in clinical observations.

2. Identify pitfalls in guided observations.

3. Implement strategies for expanding opportunities to engage in guided clinical observation.

MS 48 - Delays in the identification of spasmodic dysphonia: The role of the SLP

1. Following this presentation, the participant will be able to explain spasmodic dysphonia, muscle tension dysphonia, and tremor.

2. Identify people with spasmodic dysphonia and/or tremor

3. Explain diagnostic methods to identify spasmodic dysphonia and tremor

MS 49 - Dual Diagnosis of Hearing Loss and Autism Spectrum Disorders: A case study

1. As a result of this presentation, the participant will be able to identify the aspects of the current newborn hearing screening, the signs, symptoms, types of hearing loss and ASD, and the overlapping duality of ASD and HL.

2. Identify the global themes and perspectives of a parent with child with dual diagnosis of HL and ASD

3. Summarize three areas to collaborate with other professionals and describe three future areas of study with regard to the dual diagnosis process

MS 50 - Adults with autism in the workforce: evidence-based strategies for success

1. Identify the challenges that adults with autism face in gaining and maintaining employment.

2. Describe evidence-based strategies to promote independence, predictability, and sustained workplace performance in individuals with autism.

3. Explain about stakeholder perspectives (from the employers and the individuals with autism) about expectations and needs of adults with in a workplace setting.

MS 51 - NDT for the SLP: Theory and Practice

1. As a result of this presentation, the participant will be able to describe 3 theories of motor control affecting speech/language/feeding.

2. Describe 2 motor control theories that underlie Neurodevelopmental Treatment (NDT) .

3. Identify 3 treatment techniques that enhance the feeding/speech/language development for a child with a neuro-motor disorder.

MS 52 - Increasing Public Awareness Regarding Passive Screen Time and Communication Development in Children

1. As a result of this presentation, the participant will be able to describe different types of screen time and explain the impact on communication development at all ages (infancy through adolescence).

2. Explain the role of the SLP in understanding and managing screen time.

3. Specify different strategies for educating teachers, families and community members.

MS 53 - Aphasia Couples Therapy (ACT) using narrative discourse

1. Identify eligible candidates for ACT.

2. Develop two goals for ACT candidates

3. Identify relevant variables for documenting progress.

MS 99 - The Value of Building a Team Approach in the Treatment of APD

1. The participant will discuss the co-morbid conditions associated with APD

2. Eescribe the nature and role of each team member and his/her contribution to the collaborative model.

3. List the tests needed to establish a comprehensive assessment of an individual with APD.

MS 54 - Social Language Deficits in Adolescents with ADHD: What Does the Research Say?

1. As a result of this presentation, the participant will be able to identify the diagnosis and comorbidity rates for individuals with ADHD.

2. Explain the social cognitive challenges in individuals with ADHD.

3. Describe one treatment framework used to increase the perspective taking and metacognition in adolescents with ADHD.

MS 55 - Monitoring Therapy Progress Using Language Sample Analysis

1. As a result of this presentation, the participant will be able to identify functional therapy targets for monitoring progress.

2. Differentiate easy-to-measure targets from difficult-to-measure targets in a language sample.

3. Reduce the reticence to use language sample analysis in practice.

MS 56 - Developing culture competency in speech-language pathology: Self-assessment and immersing in different cultures

1. As a result of this presentation, the participant will be able to describe cultural competence and its progression on a continuum

2. Utilize self-assessment tools across professional career to cultivate cultural competence

3. Explain the benefits and limitations of working and study abroad programs in the field of speech-language pathology

MS 57 - Pediatric Voice and Dysphagia: Roadmaps to Navigate Assessment and Treatment After Tracheotomy

1. Participants will be able to list three anatomical/physiological changes that occur as a result of tracheotomy which negatively impact speech and swallow function.

2. Generate two diagnostic considerations specific to speech and swallow function specific to children with a tracheostomy tube with consideration of multiple underlying etiologies.

3. Describe two symptoms of dysphagia commonly identifies with this population through guided opportunities to interpret MBSS and FEES findings.

MS 58 - Comprehending comprehension: Receptive language as an outdated and inaccurate concept

1. As a result of this presentation, the participant will be able to: Describe how the term “receptive language” is an outdated and accurate concept through the paradigm of constructive comprehension.

2. Apply the multidimensional model of reading comprehension across school-age populations during intervention practices.

3. Write four goals across mainstreamed school-age students with both Autism Spectrum disorders (ASD) and Language Learning Disabilities (LLD) that reflect needs in meta-linguistic and inferential interpretations across various academic disciplines.

MS 59 - Therapy Approach for Pragmatic Language Deficits using Real-Life Video-Based Peer Modeling

1. As a result of this presentation, the participant will be able to list and define the six PL areas for the video-based treatment of social communication judgment and performance.

2. Explain how video-based therapy of non-instrumental, higher-order pragmatic skills, along with paralinguistic decoding and use of paralinguistic cues is critical in differential treatment of various neurodevelopmental disorders.

3. Distinguish appropriate therapy target areas for the dynamic treatment of social communication judgment and performance based on the video-based therapy tasks.

MS 60 - Words that Work! Useful Language to Make Social and Emotional Learning Stick!

1. As a result of this presentation, the participant will be able to identify and define the aspects involved with social and emotional learning.

2. Explain the importance of collaboration with parents and teachers to support those with social and emotional challenges.

3. Summarize at least five language strategies to build social and emotional learning.

SC 17 - Mindfulness, Acceptance and Commitment Therapy, and the Brain: A Journey with Stuttering

1. As a result of this presentation, the participant will be able to list the six core principles of Acceptance and Commitment Therapy (ACT).

2. Describe six ways to implement ACT into therapy sessions with people who stutter.

3. Summarize one current finding regarding the ways in which mindfulness physically changes a brain.

SC 18 - Challenging Neurological Cases: Round 6

1. Describe the characteristics of dysarthria associated with one of the case studies

2. Describe the features of the International Classification of Function and its importance to our practice

3. Describe the diagnostic and treatment program for word deafness

SC 19 - "The Winding Road of Professionals: Working with Dementia Patients and Their Families"

1. Identify the symptoms and stages of Dementia and describe the characteristics of Dementia of the Alzheimer’s Type (DAT)

2. List tools to assist the patient and family develop strategies to maintain communication and cognitive attention as the disease progresses

3. Explain different ideas for therapy and resources available to assist the patient and family

SC 40 - Evaluation and Eligibility Determination for English Learners

1. As a result of this presentation, the participant will be able to explain legal and best practice guidelines for determining language(s) of assessment for bilingual students.

2. Describe SLPs’ professional obligations for use of formal vs. informal assessment tools.

3. Identify a number of evidence-based alternative assessment methods, and interpret this informal assessment data along with test data.

SC 50 - An Efficient Hearing Screening Protocol for Your SLP Caseload: Why and How

1. As a result of this presentation, the participant will be able to develop a rationale for conducting hearing screenings for their individual caseloads.

2. Summarize specific strategies for making hearing screenings successful.

3. Apply strategies and training models to their individual work sites.

SC 56 - Autism and Apraxia: Assessment & Treatment from a PROMPT Perspective

1. Identify and list components of the Conceptual Framework

2. Describe how PROMPT is applied in assessment and treatment with children with autism and apraxia

3. Describe PROMPT efficacy studies

MS 61 - Barriers in AAC for CLD Students

1. The participant will be able to differentiate the vocabulary needs of bilingual/multilingual AAC user versus a English-only AAC user.

2. Describe the available AAC tools, both for assessment and intervention, that support CLD populations in becoming effective AAC users across the home and school environments.

3. Describe strategies to overcome issues of cultural mismatch and increase cultural competency in order to connect with communication partners at home.

MS 62 - Resources and Techniques for Bilingual Assessment in Young Children

1. As a result of this presentation, the participant will be able to create intake forms that contain critical questions for clients from culturally and linguistically diverse backgrounds.

2. Identify appropriate non-standardized measures to use with clients from culturally and linguistically diverse backgrounds.

3. Customize a bilingual report template to meet client specific needs.

MS 64 - The perceived roles of SLPs, reading specialists, and teachers in reading intervention

1. The attendees will be able to identify the role of SLP, reading specialist, and general education teacher in reading intervention for elementary students

2. Explain the perceived roles across three professions regarding reading intervention in elementary students

3. Collaborate with other professionals in reading intervention

MS 66 - ABCs of Advocacy and Leadership: What Every Student Needs to Know

1. Describe leadership and advocacy in the field of speech-language pathology and audiology and identify how they positively impact each other.

2. Identify and develop leadership skills in student populations.

3. Explain knowledge about leadership and professional development within state and national organizations.

MS 106 - The Influence of Balance on Oral-Motor Control for Speech

1. As a result of this presentation, the participant will be able to define balance.

2. Identify the influence of postural stability on speech.

3. List two strategies to include in treatment to promote balance for better speech production.

MS 115 - How to Ensure a Successful Interview: From Start to Finish

1. Describe how to write an appropriate and well-formatted resume

2. Explain how to prepare for a professional interview and what critical questions need to be obtained during your interview process

3. Identify to gather the information and review your offers ensuring you are reviewing correctly

PS 1 - Do Minimally Verbal Children with Autism have Childhood Apraxia of Speech?

1. As a result of this presentation, the participant will be able to summarize the correlation between oro-motor impairments in children with autism and childhood apraxia of speech.

2. List possible explanations of the comorbidity of CAS and autism.

3. Explain the reasons why there is a strong need for future research regarding this population.

PS 2 - An Exploratory Analysis of Visual Relatedness in Bilingual Aphasia

1. Discuss cognitive control in relation to bilingual language control.

2. Describe the Inhibitory Control model of how bilinguals manage two languages.

3. Describe the significance of examining nonlinguistic codeswitching in bilingual aphasia

PS 3 - Observing Caregiver-Child Interactions: Experiences Developing and Conducting Research as Undergraduates

1. List characteristics common to children diagnosed with developmental delay.

2. Describe the sequence of steps needed to develop and conduct an undergraduate research project.

3. Compare and contrast features of Social Interactionist and Behaviorist perspectives.

PS 5 - Treatment of Wernicke’s Aphasia: Current Research

1. Describe research-based strategies and the efficacy of early intervention in Wernicke’s aphasia.

2. Identify the different therapy options of Wernicke’s aphasia.

3. Explain the continuing care of Wernicke’s aphasia.

PS 6 - Practical and Clinical Applications of Acoustic Analysis for Speech Language Pathologists

1. Participants will be able to use and recognize acoustical analysis for vowels, consonants, and other aspects of speech.

2. Validate the need for acoustical analysis in the clinical setting, through the data collected through the survey

3. Identify ways to overcome hesitation or lack of training to become comfortable in using acoustic analyses with their clients.

PS 18 - Hearing loss from LOUD Sounds, Teens/Young Adults and Speech-Language Pathologists

1. Identify the sources of loud recreational sounds that cause hearing loss in teenagers/young adults

2. List the warning signs indicating that a person experienced a loud sound environment that could lead to hearing loss

3. Describe the prevention steps to be taken to avoid exposure to loud recreational sounds

PS 7 - mHealth: Achieving Equitable Healthcare in Emerging Countries Using Mobile Technologies

1. Describe one use of mobile technology in healthcare.

2. Describe one case example of use and value of mobile technology in emerging countries.

3. Describe an environment analysis in evaluating the healthcare system of an emerging country.

PS 8 - SLPs & Teachers: Collaborating to Provide Meaningful Push-In Therapy

1. Identify at least three push-in therapy models

2. Discuss the value of push-in therapy for students, therapists, and teachers

3. Name at least three ways therapists can build stronger relationships with collaborating teachers

PS 9 - Accessibility of Children's Books Among Mono- and Multilingual Spanish Speaking Parents

1. Explain accessibility of children's books in English-speaking and English language learner families

2. Identify accessibility of children's books in Spanish monolingual and Spanish/English multilingual families

3. Identify three possible solutions to improve accessibility of children's books in English language learner families

PS 10 - The Use of Picture Cues during Morphological Awareness Assessment with Kindergarteners

1. As a result of this presentation, the participant will be able to identify typical assessments used to evaluate morphological awareness

2. Describe the benefit of using picture cues during morphological assessments

3. Summarize the effects of using picture cues during morphological awareness assessments in children enrolled in Kindergarten.

PS 12 - Experiences with hearing loss within the Hmong older adult community in Sacramento

1. Summarize the current literature on hearing healthcare and minority groups.

2. List the major themes identified through interviews with older adults with hearing loss from the Hmong community in Sacramento.

3. Describe cultural considerations for hearing healthcare services when working with patients who are Hmong.

PS 13 - Pulse Oximetry Levels During Swallowing in Healthy Adults and Individuals With COPD

1. As a result of this presentation, the participant will be able to compare and contrast the effects of bolus consistency, age, and gender on pulse oximetry (PO) levels in a normal healthy adult population.

2. Describe and explain the effects of bolus consistency on pulse oximetry (PO) levels in a chronic obstructive pulmonary disease (COPD) population.

3. Differentiate, compare and contrast pulse oximetry (PO) levels between a normal healthy adult population with individuals in a chronic obstructive pulmonary disease (COPD) population.

PS 14 - State of Dyslexia: Recent Legislation and Guidelines for Serving Students with Dyslexia

1. As a result of this presentation, the participant will be able to discuss recent dyslexia legislation in the state of CA.

2. Describe ways to implement recommendations contained in the CA Dyslexia Guidelines into their professional practice.

3. Discuss clinical implications for SLPs who are supporting students with dyslexia and other types of language-learning disabilities.

PS 38 - Implementation of short-term therapist training in China: Protocol, effects, and future directions

1. As a result of this presentation, the participant will be able to describe a short-term (one-day) and hands-on therapist training protocol implemented at the rehabilitation centers in China.

2. Describe how the training affected the therapists’ perceptions, confidence, and clinical skills.

3. Describe the needs and future directions to consider when one develops a training for these therapists in China.

PS 11 - Effect of collaborative graduate-undergraduate peer-teaching on SLP students learning

1. Participants will explain the quantitative results of a pedagogical model study in which graduate students in speech language pathology provided peer-teaching to undergraduate students across two years of data

2. Describe the procedures for duplicating this peer-teaching and learning among students at the university or continuing education level at schools or clinics where SLPs share knowledge with SLPAs

3. Identify the benefit of implementing a graduate-undergraduate peer teaching and learning format

PS 15 - Competency with Endoscopic Reprocessing While Maintaining Regulatory Standards

1. State the standards associated with reprocessing of endoscopes.

2. List infection control considerations with the handling of fiberoptic endoscopes for swallow.

3. Explain high level disinfection processes.

PS 16 - The Role of the SLP in a High School Concussion Management Program

1. As a result of this poster session the participant will be able to identify ways in which SLPs can assist schools' athletics departments in concussion management.

2. Describe ways in which SLPs can assist in the development of accommodations and modifications that are a part of the Return to Learn protocol after concussion.

3. Describe the trends that were evident with the presenters' student-athletes when pre/post testing was utilized to measure knowledge of and attitudes about concussion,

PS 17 - What's in your iPad? APPs for You Brain

1. Identify free and low cost apps appropriate for specific target areas.

2. Describe how to find additional free and low-cost apps to individualize patient care.

3. Identify specific criteria for selecting apps to use with particular patients.

PS 20 - Facilitating Social Inferencing Skills in Adults with Autism using Drama/Improvisation Techniques

1. List critical social inferencing and perspective taking skills for adults to succeed in higher education and workplace settings.

2. Describe key features of an Improv based intervention to support social inferencing in adults with autism

3. Discuss ecologically valid assessment strategies to measure social inference skills in adults with autism.

PS 4 - The Power of Oral Narrative Skills: Unlocking Immigrant Students’ Stories and Experiences

1. As a result of this presentation, participants will be able to perform an oral narrative language specific to current issues related to immigration policy.

2. Summarize current immigration law that may impact students on their workloads.

3. Integrate an oral narrative language intervention that incorporates macro- and micro-structural components.

PS 21 - Evaluation of Swallow Function in Patient Populations Using High Flow Nasal Cannula

1. The participant will be able identify dysphagia risk factors associated with the use of high flow nasal cannula.

2. Explain the changes in dynamic swallow function in patient populations using high flow nasal cannula.

3. Integrate evidence based knowledge in justification for instrumental evaluations of this patient population.

PS 22 - Navigating Post-Concussion Syndrome: From Research to Reality

1. Participants will list components of post-concussion syndrome as identified by current research.

2. Evaluate two case studies of individuals with persistent post-concussion syndrome addressing the necessity of redefining life after concussion.

3. List strategies that reduce symptoms in individuals with post-concussion syndrome.

PS 23 - SJSU speech pathology students help autistic teens prepare for university life

1. List at least 3 language activities utilized in the autistic teen workshop presentation

2. Name the different strategies that can be used to address autistic teens and social cognition

3. Describe the types of accommodations that can be offered to autistic teens at the university level

PS 24 - Communication Severity Scales (CSS): Service Guidelines for Public School SLPs

1. Participants will be able to synthesize the purpose of implementing the CSS.

2. Participants will be able to identify the five Scales

3. Participants will describe how using service guidelines enhances their therapy practice

PS 26 - Taking Care of You Is Important, Too

1. Identify 3 signs of burnout.

2. List 3 potential negative effects on health related to stress.

3. Describe 3 ways to reduce/manage stress at home and at work.

PS 27 - Systematic Review: Volunteering and Persons with Aphasia

1. Identify the components of inclusive volunteering and what it means to individuals with aphasia

2. Discuss life participation approach to aphasia (LPAA) and its application in providing volunteer experience for individuals with aphasia

3. Explain the importance of community reintegration through volunteering program for individuals with aphasia

PS 55 - Parental perspective on children’s play and its effect on language development

1. As a result of this presentation, the participant will be able to describe four common themes and individual differences that parents define for children’s play.

2. Describe how the type of play activities and the views on positive and negative consequences of play differ among parents with different definitions of play.

3. Describe how their perspectives on play are related to their child’s vocabulary development.

Student Research 1 - Rhythmic Language Training for Verbal Memory in Adults with TBI

1. Participants will identify principles of neuroplasticity related to music as a treatment modality.

2. Summarize the theoretical relationship between different neural frequency "waves" and memory processes.

3. Compare and contrast different treatment approaches, such as rhythmic language training, as components of a rehabilitation treatment plan of care.

Student Research 2- Autism: A look into Vietnamese Culture

1. Participants will describe the screening procedures of the Modified Checklist for Autism in Toddlers-Revised (M-CHAT-R) for screening children with ASD.

2. Identify the different cultural perspectives and attitudes of the Vietnamese Community towards autism spectrum disorders.

3. Clinicians will explain thier understanding of Vietnamese cultural differences regarding ASD to their clinical practice.

Student Research Symposium 3- Students’ perceptions of persons with communication disabilities and its impact

1. As a result of this presentation, the participant will be able to differentiate between the medical and the social model of disability.

2. Explain whether the introduction of material about the social model of disability impacts students’ expression while discussing disability.

3. Compare the nature of discussion between incoming first-year SLP graduate students and second-year SLP graduate students while discussing communicative disorders.

Student Research Symposium 4- Current trends of Asian Pacific-Islander students in the speech-language-hearing sciences

1. Participants will be able to define student self-efficacy as an avenue for retention and recruitment efforts for SLPs

2. Explain the importance of self-efficacy for API populations and how it pertains to retention rates in practice SLPs

3. Identify components of SLHS graduate training programs that contribute to API students’ self-efficacy

Student Research Symposium 5- Let's Talk Access: Parent Perspectives on AAC Accessibility

1. As a result of this presentation, the participant will be able to identify the common themes of parent discussions regarding augmentative and alternative communication (AAC).

2. Explain how access is a foundational factor for provision of AAC services.

3. Specify how parents reported their children’s success with AAC systems.

Student Research Symposium 6 - Perspectives of Non-Specialized Voice Speech-Language Pathologists on Discharge Criteria

1. Describe existing research concerning discharge criteria and the need to develop protocols for guiding discharge and dosage.

2. Examine if clinicians attending a voice workshop changed their opinions on discharge criteria based on a pre- and post- test.

3. Determine if the years of experiences of an SLP treating voice disorders is associated with discharge perspectives.

PS 19 - Effects of clinician speech rate on conversations with preschool-age boys who stutter

1. Identify the fluency facilitating effect of slow rate in prior studies.

2. Summarize the results of these eight participants who stutter in at least two of the five linguistic categories.

3. Explain what the results mean in terms of future studies to propose.

MS 67 - Social Skills Camp for Children with Autism

1. As a result of this presentation, the participant will be able to identify 3 outcomes to the 30 hour socials skills camp.

2. List three studies that provide support for the current research.

3. Describe how this camp was planned so that they may be able to duplicate the camp in a different setting.

MS 69 - Long-Term Dysphagia in Head and Neck Cancer: Role of the Speech-Language Pathologist

1. As a result of this presentation, the participant will be able to explain the physiologic changes in swallowing post-radiation treatment.

2. Perform appropriate assessment and treatment for patients with dysphagia post-head and neck cancer treatment.

3. Identify factors that contribute to dysphagia post-head and neck cancer treatment.

MS 70 - Effects of Language Comprehension Strategies on Students Receiving Tier 3 RTI

1. As a result of this presentation, the participant will be able to use evidence based strategies to help students requiring RTI

2. Assist and train other education professionals in effective RTI strategies from grades 4 through 12

3. Implement an effective RTI program at any school site.

MS 71 - Collaboration, Communication and Classroom Meetings. A Model for Social and Emotional Learning

1. As a result of this presentation, participants will describe the benefits of pushing into the classroom, collaborating with teachers, and developing an RTI model through classroom meetings.

2. Define the concepts of mindfulness, whole body listening and the feeling behavior link.

3. Describe the use of The Kimochis Keys to Communication to address common core and provide a tool for teachers and SLPS to build emotional vocabulary and positive communication that makes social and emotional learning stick!

MS 72 - Grand Rounds: Dysphagia in the Schools

1. As a result of this presentation, the participant will be able to identify red flags/warning signs for dysphagia or feeding disorders in the school setting.

2. Identify team members and their roles in assessment and treatment of dysphagia and feeding disorders in the school setting.

3. Identify techniques to use in management and treatment of the child with dysphagia and/or feeding disorders, and training techniques for staff and support personnel.

MS 73 - When is Enough, Enough? Dealing with Struggling Students in Clinic

1. As a result of this presentation, the participant will be able to define the difference between academic knowledge, clinical skills and profession behaviors in a student’s clinical placement and explain the process for addressing any concerns, how to document those concerns and provide the appropriate support to the student through a clinical coaching plan.

2. Explain the process for dismissing a student from the program due to lack of growth and progress despite the level of support they are receiving.

3. Evaluate their own university’s process for addressing concerns in clinic and practice developing a clinical coaching plan to provide the appropriate support to a struggling student.

MS 74 - Confidence and Joy: Discover Success Strategies for Kids With Learning Differences

1. As a result of this presentation, the participant will be able to describe the importance of confidence and joy for kids with learning differences.

2. List 3 joy and confidence robbers.

3. List 4 ways that a parent can build a team and/or communities of confidence and joy.

MS 126 - The Communication Workshop – Supports for AAC Core Word Strategies

1. As a result of this presentation, the participant will be able to recognize at least three examples of strategies to make core word implementations effective.

2. Identify at least one example of appropriate timing to prevent retention drop-off of prior core words.

3. Understand two features of the Communication Workshop web site.

SC 24 - Whole Body, Whole Brain: Toward Independence for Carryover

1. Analyze how multimodal tools and best practices can be used in various activities for teaching communication skills and academics.

2. Utilize explicit instruction to promote achievement for all students, any grade and content area.

3. Explain how video recording with a tablet, reflective learning, self-rating and explicit goal setting can facilitate carryover in all areas.

SC 25 - Early Intervention: Redefining the Natural Environment and Coaching Parents

1. Participants will list differences (strengths and weaknesses) between in-home versus center-based treatments

2. Compare and contrast behavioral versus development approaches to early intervention

3. List no less than three strategies that parents can use to facilitate communication and interactive skills in children exhibiting delayed skills

SC 26 - Speech and Swallowing Facilitation in the Tracheostomized Patient

1. As a result of this presentation, the participant will be able to identify the components of a tracheostomy tube.

2. List multiple uses and benefits of a speaking/swallowing valve.

3. Describe how a speaking/swallowing valve can improve swallow safety.

SC 31 - Use of FEES in Acute Care Setting

1. Identify anatomy and physiology of structures visualized from an endoscopic image.

2. Determine when to use a FEES vs VFSS for dysphagia management.

3. Explain the benefits of FEES in an acute care setting.

SC 51 - Mentorship in Pediatric Feeding and Swallowing

1. Discuss key elements in a successful mentorship program in pediatric feeding and swallowing

2. Describe the processes necessary to ensure mentors and mentees obtain comprehensive training, resources and tools for best practice in the subspecialty.

3. Execute mentorship through innovative models allowing for the continuum of knowledge base from interns to clinical fellows and established clinicians with introductory dysphagia practice.

SC 55 - “I Didn’t Learn This in School" Part 1: Assessment of Speech Production

1. As a result of this presentation, the participant will be able to describe how articulation, phonological processing, oral motor and motor planning are assessed and specify which assessments should be utilized to determine the likely ‘cause’ of speech sound production errors.

2. Utilize a percentage plan to determine which type of therapy is best suited for each client based on integrating the statistical results with clinical intuition to aid in more effective remediation of sound production disorders.

3. Write reports that reflect the cause and solution to remediating the speech disorder. They will be able to write clear and effective goals that can be easily treated by any SLP or SLPA who works with the child.

SC 60 - SB 210 legislation and the California Newborn Hearing Screening Program

1. Explain the updates in the Newborn Hearing Screening Program

2. Perform assessments using the Language Development Scale

3. Describe the importance of early intervention on language acquisition in Deaf and Hard of Hearing children.

MS 75 - Feeding and Swallowing in Schools With Medically Complex Children

1. Explain the roles and responsibilities of speech-language pathologists in the schools regarding feeding and swallowing

2. Describe potential feeding challenges that can be seen in the medically complex population in the school environment.

3. Explain practical techniques to encourage enjoyable feeding experiences in the school including: positioning, safety techniques, addressing aversion behaviors, reducing defensiveness.

MS 76 - Ethics: How SLPAs can avoid sticky situations

1. Identify elements of the SLPA scope of practice that may be confusing or a concern.

2. Discuss roles and responsibilities of the SLP and SLPA in various settings and how to educate team members and administration on the roles.

3. Given scenarios, participants will be able to describe which ethical code(s) were violated by each participant and how to avoid and resolve the situation.

MS 77 - Am I Biased? An Introspective Discussion on Cultural and Linguistic Diversity Perspectives.

1. As a result of this presentation, the participant will be able to identify differences between explicit and implicit bias.

2. Recognize potential pitfalls and implicit biases.

3. Implement strategies for minimizing bias in professional practice.

MS 78 - Collaborating tools in the school setting: Old School and New School

1. As a result of this presentation, participants will describe a mindset that will support the SLP's reach and effectiveness in a school setting.

2. Define 3-5 specific solutions to known challenges in a school setting that are effective and result in less stress for professionals and more positive outcomes for students.

3. Create a CSHA network to provide ongoing support in the school setting following this seminar.

MS 79 - Parent Coaching: Where Early Intervention is Headed in California

1. Describe the differences between a medical-model of early intervention and a family-centered approach

2. Discuss the key characteristics of 10 coaching strategies and how-to implement them

3. Explain the changing landscape of early intervention in CA

MS 80 - The Secret to Making Teachers Unions Work for Public School SLPs

1. Explain will be able to identify at least five ways unions can help SLPs advocate for themselves.

2. Determine options for involvement

3. Apply and pursue options for involvement

MS 116 - Head Trauma Support Project: a Replicable Community-Based Model for Individuals With ABI

1. As a result of this presentation, the participant will be able to describe the infrastructure of one community-based model for individuals living with acquired brain injury (ABI).

2. Identify chronic, life long issues for those living with at the chronic stage of acquired brain injury (ABI).

3. Discuss ways to initiate a community-based program for individuals living with acquired brain injury in a local area.

MS 125 - American Sign Language- Is it Helpful in Developing Speech and Language?

1. Explain the updates in the Newborn Hearing Screening Program

2. Perform assessments using the Language Development Scale

3. Describe the importance of early intervention on language acquisition in Deaf and Hard of Hearing children.

MS 81 - When You Pick up a Pen, You Stop the Interaction

1. As a result of this presentation, the participant will be able to describe five levels of progression towards speech/language goals using a rubric that is made available to participants.

2. Discuss three adaptations of a hierarchical framework used in a school setting to monitor progress and consult with parents of school-aged students with social language goals.

3. Discuss three adaptations of a hierarchical framework to monitor progress that is used in a university training clinic with clients who have intellectual disability.

MS 82 - The Intersection of SLP Perceptions and Practices and Aided AAC Users' Language

1. As a result of this presentation, the participant will be able to describe the linguistic outcomes of emerging aided AAC users.

2. Describe the role of the SLP in the linguistic outcomes of emerging aided AAC users.

3. Describe implications of these findings to their intervention with emerging aided AAC users.

MS 83 - Evidence Based Practices (EBP): Naturalistic Interventions- An Overview

1. Describe a basic overview of naturalistic intervention (NI), including how to arrange the environment, how to engage the learner in an interaction, and how to use behavioral strategies to bring out the target behavior

2. Identify resources to use when planning for and executing naturalistic interventions (NI) with fidelity

3. Apply naturalistic intervention (NI) for learners who are school-aged

MS 84 - Bridging Troubled Waters: How to Have a Productive IEP Team Meeting

1. The learner will be able to list activities required for a productive IEP

2. The learner will be able to discuss the steps of interest-based bargaining

3. The learner will be able to describe what to put and what not to put in IEP notes

MS 86 - Adults With Special Needs: Considerations for Multidisciplinary Teams in Medical Facilities

1. As a result of the presentation, the participant will be able to identify strategies to promote expressive and receptive speech strategies that are tailored to an individual's developmental needs.

2. Implement behavior management techniques (e.g. visual schedule, token board, timer, front loading, use of motivating item or topic, etc.) and/or sensory strategy accommodations (e.g. treat in quiet room, dim lights, give warning before physical interactions, etc.) to enhance therapy participation and performance.

3. Define the role and responsibilities of a multidisciplinary care team and the importance of collaboration with an adult individual with special needs and their family/support system.

MS 87 - Capitalizing on the concept of intent in speech intervention in Parkinson’s disease

1. Explain how exaggeration of one speech component usually helps improve function in the other components in those with Parkinson’s disease.

2. Summarize findings by researchers in the field of SLP and allied professions who have suggested that intent plays a powerful role in motor movement for those with Parkinson’s disease.

3. Describe the potential role of intent for increasing respiratory support, vocal fold valving and articulatory accuracy in those with Parkinson's disease.

MS 88 - Video-Based Assessment Techniques of Pragmatic Language Across Six New Pragmatic Language Constructs

1. As a result of this presentation, the participant will be able to list and define six new pragmatic language domains for the assessment of social communication judgment and performance

2. As a result of this presentation, the participant will be able to explain how assessment of non-instrumental, higher-order pragmatic language skills along with paralinguistic decoding and use of paralinguistic codes is critical in differential diagnosis of various neurodevelopmental disorders

3. As a result of this presentation, the participant will be able to design and create a comprehensive protocol for the informal assessment of social communication judgment and performance based on interactive self-made video-based assessment tasks

SC 31 - Social Language Skills Training within School Based Curriculum – A Collaborative Approach

1. As a result of this presentation, attendees will be able to identify and list ways that social language instruction can impact a child’s social-emotional wellness and how it can integrate and enhance academic learning outcomes across grade levels and curriculum.

2. List ways that a Speech Language Pathologist can strategically plan and implement a series of five steps for increasing awareness and advocacy for social-emotional wellness within schools, homes and community.

3. Attendees will be able to identify and list practical strategies (i.e. Powerpoint presentations, e-blasts, story sharing) and “hands on” tools (i.e. craft projects) for enhancing social-emotional wellness within schools, homes and community.

SC 32 - Keeping it Legal: AAC Services in the Educational Setting

1. Summarize the similarities and differences between the legal definitions of AAC and AT and who can provide an AAC Assessment and Services according to CA Ed. Code

2. Describe when an educationally funded AAC device must be permitted to go home and who owns the device.

3. List the most current EBP as they relate to AAC services and implementation.

SC 35 - “I Didn’t Learn This in School” Part 2: Treatment of Speech Production

1. As a result of this presentation, the participant will be able to describe the functions of placement, airflow, voicing and tone in shaping sounds.

2. Perform at least 2 different methodologies for treating each consonant sound in the English language. They will learn multiple strategies specifically for the hard to treat sounds they encounter.

3. Provide 3 strategies for sound generalization outside the therapy room. They will also be able to describe the family and teacher role in aiding sound transfer to daily conversation.

SC 36 - Experience Dyslexia Simulation

1. Participants will be able to list some of the challenges and frustrations that people with dyslexia or a language-based learning disability face.

2. Describe what it is like to experience difficulties in: Beginning Reading, Auditory Figure-Ground, Visual- Motor Writing, Letter-Word Identification, Copying and Writing, Auditory Discrimination.

3. Describe important aspects of assessing and treating dyslexia and other reading/spelling problems, as a result of participating in a Q&A and panel discussion with parents and experts.

SC 45 - Serving the Social-Pragmatic Spectrum: Adolescent Case Studies

1. As a result of this presentation, the participant will be able to list at least 2 non-standardized assessment measures that can be used when making determinations about a student's social-pragmatic skills.

2. Demonstrate at least 2 different therapy techniques that are appropriate for students with social-pragmatic deficits.

3. Write IEP goals tied to the Common Core standards to meet the unique needs of students with social-pragmatic deficits.

SC 46 - The Business of Telepractice

1. After completing this session, participants will be able to list three necessary components for high quality telepractice services

2. Describe three similarities/differences between telepractice and in-person services

3. Explain one marketing technique to acquire school district clients.

MS 23 - Bridging the Diagnostic Gap Between Underserved and Served Communities: A Literature Review

1. Explain the benefits of timely diagnosis and access and utilization to early intervention services for autism spectrum disorder (ASD)

2. Describe the disparities of autism between minority and non-minority families (e.g. average diagnostic age, varying interpretations of symptoms)

3. Explain the cultural and demographic factors that contribute to diagnostic gap of ASD

MS 89 - Practical Methods for SLP-SLPA Collaboration

1. As a result of this presentation, the participant will be able to explain how collaboration between SLPs and SLPAs can be used to promote student learning and sucess.

2. Customize forms and templates for use in therapy when collaborating with an SLP or SLPA.

3. Describe different options for communication between SLPs and SLPAs.

MS 90 - CLD Considerations in the Schools: What new SLPs need to know

1. As a result of this presentation, the participant will be able to name at least one disproportionality trend and give at least one reason why mis-labeling students as having a disability is problematic.

2. List at least two examples of how a student’s linguistic background could impact norm-referenced test performance.

3. Identify two legal requirements relevant to assessing CLD students in California.

MS 92 - Let’s Collaborate - CSHA’s Interprofessional Relationships with National and State Related Organizations!

1. As a result of this presentation, the participant will be able to list 3 related organizations and/or groups with which CSHA collaborates.

2. List 3 updates about state or national related organizations.

3. List 3 ways that CSHA collaborates with related organizations.

MS 93 - Art/Cooking: Speech Therapy as Experiential learning: See, Hear, Feel and Taste it!

1. As a result of this presentation, the participant will be able to identify 2 different methods to facilitate learning for language goals.

2. Develop experiential/thematic based activities for students with SLI using two different mediums.

3. Explain how to align language goals with core curriculum using functional activities.

MS 95 - Current Essential Knowledge in Audiology for the Speech-Language Pathologist

1. As a result of this presentation, the participant will explain how audiological test procedures have evolved over the past two decades.

2. Identify the current technology available to the hearing-impaired community and how it affects therapy.

3. Describe comorbidities linked to hearing loss, including the social isolation and cognitive decline.

MS 96 - Screen Time: What Every SLP Needs to Know About the Transfer Deficit

1. Define the "transfer deficit"

2. Discuss at least 5 strategies for overcoming the transfer deficit

3. Explain how young children develop the ability to process what they see and hear on a screen

MS 97 - Prescription for Play: Playtime Pearls for Optimizing Airway and Oral Functions

1. Identify at least 3 risk factors and/or barriers for children’s lack of play in today’s society.

2. Describe 3 benefits of gross motor, sensorimotor, and fine motor play as foundations for optimal airway and oral function as they relate to the craniofacial complex and cranial nerve integration.

3. Describe at least 3 indoor and outdoor play activities that promote optimal airway and oral functions in the developing child.

MS 111 - Collaboration between SLPs and OTs: Enhancing Telepractice Service Delivery

1. Identify and address potential barriers to providing interdisciplinary services via the telepractice model

2. Discuss best practices related to interdisciplinary collaboration and co-treatment as telepractitioners.

3. Apply solutions to case examples involving interdisciplinary telepractice-based services

PS 28 - Evaluation of Swallow Function on Healthy Adults Using High Flow Nasal Cannula

1. Explain the effect of high flow nasal cannula on swallow function.

2. Describe the dynamic impact of various high flow nasal cannula rates on swallowing. .

3. Identify the importance instrumental assessment for this population when evaluating dynamic swallow function

PS 29 - Technological Pedagogy Content (TPACK) as a framework for making decisions about technology

1. Describe a model to select and implement an appropriate cognitive or memory strategy using technology.

2. Describe an example of using TPACK framework in considering the best app to use.

3. Describe one app for patient strategy training.

PS 30 - Time Pressure Effects in People Who Do and Do Not Stutter

1. Explain many forms of time pressure upon speech

2. Identify how time pressure is experienced in PWS and PWNS across different reading contexts

3. Describe how different levels/amounts of time pressure affect the experiences and fluency in PWS and PWNS

PS 31 - Turner Syndrome, Hearing Loss and Speech-Language pathologists

1. Identify the physical signs of females with Turner Syndrome.

2. List the hearing screening methods within the scope of practice of speech-language pathologists that are useful in identifying possible hearing problems of individuals with Turner Syndrome.

3. Describe SLP intervention strategies that can address the cognitive and communication issues experienced by females with Turner Syndrome.

PS 32 - Speech sound acquisition in Korean-English bilingual children

1. As a result of this presentation, 1) the participant will be able to describe English and Korean phonemes that are acquired by Korean-English bilingual children aged 4 to 5 years.

2. The participant will be able to describe common error patterns Korean-English bilingual children exhibit in their Korean and English speech sound productions.

3. The participant will be able to identify cross-linguistic interference in Korean-English bilingual children’s speech productions.

PS 33 - Storytelling Narrative Development for Adults who Benefit from Augmentative and Alternative Communication

1. Learners will define “peer-confederates” in the context of a storytelling club.

2. Learners will identify a narrative development checklist.

3. Learners will identify the components to develop an inclusive club for adults with complex communication profiles.

PS 34 - Survey of Bilingual Language Assessments in Los Angeles

1. List common language assessments used by Speech-Language Pathologists to assess bilingual students with suspected language impairment.

2. Describe the reported assessments in terms of type (e.g., formal, informal, dynamic) and potential cultural or linguistic bias.

3. Compare the assessments reported by SLPs based in Los Angeles to those reported by the populations studied under Arias and Friberg (2017) and Caesar and Kohler (2007).

PS 25 - Teacher and Caregiver Perspectives of an Early Intervention Lending Library Program

1. Identify challenges to library and book access among families with young children with or at-risk for developmental delays and from low SES backgrounds.

2. List the benefits of shared book reading for low SES children, ages 0-3, with developmental delays or at-risk for developmental disabilities.

3. Discuss the trends of library use and challenges in creating and maintaining a lending library at an early intervention center.

PS 35 - An international study on resiliency of parents of autistic children

1. As a result of this presentation, the participant will be able to name the profiles of functioning of families with autistic children in CA and Poland.

2. Name the dimensions of functioning that exhibit statistical significance in families with autistic children.

3. List the practical implications for an SLP that can be derived from the conducted research.

PS 36 - Mentorship Matters: Exploring Student Perceptions of Mentorship in Speech-Language Pathology

1. Explain common barriers to minority student acquisition and retention in the speech-language pathology major

2. Outline common barriers to mentorship for undergraduate students in speech-language pathology

3. List strategies to promote student mentoring in order to retain diverse students in speech-language pathology

PS 37 - Stuttering camp effects: Intensive camp for children who stutter and their caregivers

1. As a result of this presentation, the participant will be able to describe common challenges faced by families.

2. Explain potential changes in cognitive aspects of children who stutter.

3. Identify tools to collect data in an intensive camp setting

PS 39 - Reading to Young Children: Accessibility of Children’s Books in Low Income Households

1. Summarize literature on the importance of shared storybook reading in literacy development.

2. Compare/Contrast accessibility of children's books in English-speaking and English language learner families.

3. Identify solutions to improve accessibility of children's books in ELL families.

PS 40 - Building Capacity: Implementation of a Consultative Model to Support Students With CCN

1. Define Assistive Technology and how it relates to Individuals with Disabilities Education Act (IDEA)

2. Describe evidenced-based strategies to support students who utilize AAC within the educational setting

3. Identify a tiered level of consultative support to improve professional capacity to support students who utilize AAC

PS 41 - Application of Self-Efficacy Training in Group Audiologic Rehabilitation: An Interprofessional Collaborative Model

1. As a result of this poster session, the participant will be able to define communication self-efficacy.

2. Identify the four sources of Bandura’s self-efficacy used in formulating a person’s self-efficacy beliefs.

3. Describe several strategies within the self-efficacy intervention model of empowering adults with hearing loss and their communication partners through the application of communication self-efficacy training.

PS 42 - Implementing FEES at Miller Children’s and Women’s Hospital Long Beach

1. Identify appropriate pediatric patients who would benefit from FEES

2. Describe limitations and advantages of instrumental swallowing assessments in pediatrics patients

3. Identify opportunities and methods for developing a successful FEES program

PS 43 - Pulse Oximetry: 100ml Water Swallow in Healthy Adults and Those With COPD

1. As a result of this presentation, the participant will be able to describe, compare and contrast what happens to PO levels during a 100ml water swallow in healthy young and older men and women.

2. As a result of this presentation, the participant will be able to explain, compare and contrast pulse oximetry (PO) levels in a 100ml water swallow in individuals with chronic obstructive pulmonary disease (COPD).

3. As a result of this presentation, the participant will be able to differentiate, compare and contrast pulse oximetry (PO) levels in a 100ml water swallow between healthy young and older men and women and in individuals with chronic obstructive pulmonary disease (COPD).

PS 44 - Right Hemisphere Loading as an Experimental Treatment for Chronic Aphasia

1. Learners will be able to compare different hypotheses regarding the role of the right hemisphere in language recovery after a stroke.

2. Learners will be able to describe the hypothesis that the right hemisphere can be recruited and trained to process primary language functions and thereby remediate non-fluent aphasia

3. Learners will be able to identify the potential effects of a novel means of differential stimulus loading of the right hemisphere, and attentional downregulation of the left (language dominant) hemisphere, during traditional multimodal stimulation treatment.

PS 45 - Development of Liquid Sounds in Spanish-English Bilingual Children

1. The attendee will be able to identify the factors that may influence the development of liquid sounds in Spanish-English bilingual children.

2. The attendee will be able to explain cross linguistic transfer effect in speech production in Spanish-English bilingual children.

3. The attendee will be able to list three variables that contribute to the variation in liquid sound production in Spanish-English bilingual children.

PS 46 - Speech-Language Pathologists and Behavior Analysts: How is Collaboration Viewed Among their Professions?

1. As a result of this presentation, the participants will list 3 factors found to serve as barriers to collaboration between SLPs and BAs.

2. As a result of this presentation, the participants will describe 3 major themes related to how SLPs and BAs view their scopes of practice when treating individuals with ASD.

3. As a result of this presentation, the participants will identify 3 similarities between the professions of SLP and ABA when treating individuals with ASD.

PS 47 - There's More to Technology than Twitter: A Multi-Modal Approach to Vocabulary Intervention

1. Summarize common instructional models for vocabulary intervention.

2. Describe the benefits of incorporating multiple modalities into word learning activities

3. Identify likely benefits of a push-in service delivery model for overall academic success.

PS 48 - Investigation of Speech Motor Learning and Feedback Frequency in Healthy Older Adults

1. Describe major elements of the study design.

2. Discuss the authors' conclusions

3. Identify possible implications for practice.

PS 56- A Comparison of Human Patient Simulators for Nasendoscopy Training with Graduate Students

1. As a result of this presentation, the participant will be able to explain how human patient simulators can be used for instruction in nasendoscopy.

2. As a result of this presentation, the participant will be able to summarize whether the level of fidelity of a simulator had an impact on student learning in this study

3. As a result of this presentation, the participant will be able to explain the significance of the findings of this study and how it applies to the implementation of simulation-based training in speech-language pathology and audiology.

PS 49 - AAC and Interdisciplinary Team Approach in Rehabilitation for CPM: a Case Report

1. As a result of this presentation, the participant will be able to identify effective patient centered themes for recovery in rehabilitation setting

2. As a result of this presentation, the participant will be able to discern the importance of early implementation of Augmentative Alternative Communication in the plan of care for the patient.

3. As a result of this presentation, the participant will be able to describe what Central Pontine Myelynosis is and therapy approaches for recovery.

PS 52 - Parental Involvement in Child Therapy: Integrative Review and Implications for Evidence-based Practice

1. Summarize the available evidence regarding parental involvement in children undergoing therapy in a school-based setting.

2. Identify evidence-based practices for parental involvement in children undergoing therapy in a school-based setting.

3. Compare and contrast strategies to improved therapy outcomes while considering the intersectionality of the parent-child populations.

PS 53 - ASL Phonological Awareness and English Reading Skills: Examining New Relationships

1. Define and describe the complex relationships that potentially exist between ASL phonological awareness skills and both early and later developing reading skills.

2. Compare and contrast children who acquired ASL skills earlier in life perform on ASL phonological awareness and two different types of English reading assessments to children who learned ASL later in life.

3. Define and describe the need for ASL standardized assessments to identify Deaf children using ASL as their primary language as having a language disorder.

PS 54 - All Referrals Are Equal but Some Are More Equal than Others

1. As a result of this presentation, the participant will be able to describe variables that may interfere with the referral and assessment process for potential students.

2. As a result of this presentation, the participant will be to describe ways in which speech and language pathologists prioritize referral and assessment processes for potential students.

3. As a result of this presentation, the participant will be to describe ways in which speech and language pathologists manage variables that may interfere with the referral and assessment process for potential students.

MS 2 - Complex cases in dysphagia management

1. The learner will be able to identify which instrumental evaluation is appropriate to complete with patient.

2. Learning Outcomes: the learner will be able to explain the importance of understanding the entire clinical picture including goals of care, medical teams plan, patient/family wishes, prognosis, and QOL.

3. The learner will be able to identify patients who require NPO with alternative feedings versus oral nutrition and when to know which appropriate referrals including Otolaryngologist, Neurologist, Gastroenterology, Clinical dietician, palliative care and Ethics are required for patient careplan.

MS 98 - Treating Cleft Palate Speech

1. Perform low tech resonance testing to drive goals and objectives for therapy.

2. Differentiate between compensatory articulation errors and obligatory errors.

3. Contrast treatment approaches for cleft palate speech and how they differ from traditional articulation therapy.

MS 99 - Using Family Routines to Build Communication Skills During Early Language Intervention

1. Identify 3 types of routines parents engage in with their children.

2. Identify protocols that can be used to discover facilitative family routines.

3. Describe how to use the “SPARK” strategy to structure family routines in ways that foster the child’s interaction and communication skills.

MS 100 - Family Caregivers and Dysphagia

1. As a result of this presentation, the participant will be able to identify caregiver training and support needs to care for adult patients with dysphagia.

2. As a result of this presentation, the participant will be able to design programs for caregiver training for specific populations such as CVA, Alzheimer's, and head and neck cancer.

3. As a result of this presentation, the participant will be able to describe the caregiver burden and the physical, emotional and financial impact on providing care to an adult patient with dysphagia.

MS 101 - Beyond Standardized Assessment - Performance Based Assessments and Educational Standards (CCSS)

 1. Determine how to collect assessment information in order to write goals which facilitate access to curriculum.

 2. Select and/or design multiple performance based assessment tools based on CCSS.

 3. Analyze performance based data and develop goals and service recommendations.

MS 102 - Teaching Scanning Through Music: An Effective Strategy

1. As a result of this presentation, the participant will be able to define the challenges faced by auditory scanners using augmentative communication devices.

2. As a result of this presentation, the participant will be able to explain the process of integrating music into therapy sessions.

3. As a result of this presentation, the participant will be able to analyze the effectiveness of music for teaching auditory scanning.

MS 103 - Implementation of Pragmatic Language Intervention In Natural Settings

1. Describe functional pragmatic language goals and objectives. • Compare and contrast contrived pragmatic language goals versus naturalistic pragmatic language goals. • Identify goals and interventions that will provide the most effective outcome in the home, classroom and the community.

2. Describe materials that will assist in implementation of pragmatic language intervention in natural day to day social situations. • Create naturalistic pragmatic language therapy tool box for home and classroom.

3. Participants will identify functional pragmatic language intervention.

MS 104 - Refocusing the Learning Lens: Incorporating IPE and Standardized Patients into Graduate Programs

1. Describe major elements of the study design.

2. Discuss the authors' conclusions.

3. Identify possible implications for practice.

MS 105 - Updates in Cochlear Implant Technology and Continuum of Care for Adults

1. Identify current candidacy criteria for implantable solutions

2. Explain current technology and features available

3. Demonstrate understanding of compatibility and use of technology for maximizing performance

MS 107 - Successful Transition from Autism Specific Classroom to GenEd – Is it Possible?

1. Identify key physical components at school site necessary for implementation of transition program.

2. Describe steps to be taken for the transition.

3. Identify signs that the student is ready for the next step.

MS 108 - A Program Model: Developing a Culturally Responsive Clinical Training Program

1. Examine the need for specific cultural and linguistic diversity training during pre-service clinical education

2. Describe methods for designing a clinical training program

3. Discuss methods of assessing student learning and application of cultural and linguistic diversity training

SC 8 - Working Together to Create Communication Access: Interprofessional Tools & Strategies

1. Identify policies and mandates related to the right to communication access in healthcare settings.

2. Describe the role of the entire healthcare team and individual members in providing communicative support.

3. Determine action steps to improve interprofessional collaboration in support of communication access.

SC 62 - Treating and Managing Pediatric Dysarthria

1. As a result of this presentation, the participant will be able to summarize the need to assess children with dysarthria at the activity, body structure, and participation level of the International Classification of Functioning.

2. Identify steps to assess children with dysarthria at the activity, body structure, and participation level of the International Classification of Functioning.

3. Describe methods to treat and manage dysarthria in children to improve speech production and social participation.

SC 41 - Literacy and the Role of the School Based SLP

1. As a result of this presentation, the participant will be able to describe shared components of language and literacy and explain how they are related.

2. Summarize their knowledge about phonological awareness as it relates to literacy development in children.

3. Describe how they can support literacy within their speech language therapy sessions using evidence based interventions.

MS 109 - Demystifying Voice Therapy: A Case-Based Interactive Seminar

1. As a result of this presentation, the participant will be able to explain how to synthesize information from the comprehensive voice evaluation including patient history, voice evaluation, and laryngeal imaging to develop a clinical hypothesis regarding the role of voice therapy.

2. Determine appropriate voice therapy goals based on the synthesis of information from the patient history, perceptual evaluation, laryngeal imaging, and medical diagnosis.

3. Select appropriate therapy methods to achieve physiologically based voice therapy goals.

MS 110 - How to Improve Assessment Accuracy & Provide Better Service to CLD Population

1. As a result of this presentation, the participant will be able to identify updated legal requirements that drive our service implementation.

2. Examine and use culturally less-biased assessment methods for determining speech and language disorders, and differences.

3. Discuss and implement research based service delivery model when working with CLD population in the school setting .

MS 112 - Effects of Seat Surface Position on Breath Support in Children

1. Participants will be able to list and define the muscles and structures used for respiration.

2. Summarize different seating arrangements for their therapy sessions and be able to explain why different seating methods are needed.

3. Describe how the Swiss ball provided sensory information and may increase attention to task with decreased fatigue for low tone clients.

MS 113 - Learn from Yourself -- Video Self Modeling is Powerful Evidence Based Strategy

1. Implement strategies using mobile technology to harness the power of video self-modeling

2. Identify apps and software that promote communication, literacy, speech production, language, concept development, and independence for individuals on the autism spectrum using video self-modeling

3. Apply autism specific research and strategies into using video self-modeling for communication and learning

MS 114 - Autism: Joint Attention, Symbolic Play, Brain Network Connectivity, and Earlier Intervention

1. Explain the relationship between the default mode network, joint attention, symbolic play, theory of mind, and autism

2. Discuss research-based strategies for improving joint attention and symbolic play for young children with ASD

3. Describe differences in the brain’s default mode network activity for people with and without autism

MS 117 - SLP in Cambodia from the Ground Up! Creating Sustainability--the Five-Year Mark

1. As a result of this presentation, the participant will be able to summarize three accomplishments and three challenges of newly created Cambodian speech pathology programs where few to no services existed five years ago.

2. Describe at least three steps taken to progressively educate leaders in Cambodian government, hospitals, and universities, as well as ordinary Cambodian citizens, in the value of speech pathology services.

3. Identify three examples of the importance of collaboration, long-term commitment, and a growing local work force in ensuring a sustainable approach to new programs in a developing country.

MS 205 -Keynote Presentation, with Kristin Wright, Director of Special Education Division, CA,Dept. of Education

1. The participant will demonstrate and describe the information and resources the

special education department provides to serve the unique needs of individual with

disabilities so that each person will meet or exceed high standard of achievement.

2. Explain where to locate special education information and resources for the state of California.

3. List the resources the California special education department offers for common core resources and for data collection and reporting.

MS 241 - "WHEN I STUTTER" Practical approaches to intervention and discussing the

Psychological Impact of Stuttering

1. As a result of this presentation, the participant will be able to describe how to initiate a conversation with a client in order to bring awareness to and later modify the way one stutters.

2. Identify ways to help their clients generalize the skills learned in the therapy room to the "outside world." For Example, using the phone, visiting businesses and talking to strangers.

3. Specify ways of using assessment video footage to help the client get past plateaus in therapy.

SC 67 Achieving Functional Outcomes after TBI: Speech-Language Pathologists as Cognitive Coaches, Part One

1. As a result of this presentation, the participant will be able to describe how to initiate a

conversation with a client in order to bring awareness to and later modify the way one

stutters.

2. Identify ways to help their clients generalize the skills learned in the therapy room to the "outside world." for example, using the phone, visiting businesses and talking to strangers.

3. Specify ways of using assessment video footage to help the client get past plateaus in therapy.

SC 68 -Achieving Functional Outcomes after TBI: Speech-Language Pathologists as Cognitive Coaches, Part Two

1. The participant will be able to articulate the similarities and differences between dynamic, cognitive coaching and didactic therapeutic instruction.

2. Demonstrate motivational interviewing techniques when coaching clients through the barriers in place as they make progress towards their functional goals.

3. Create therapeutic plans for coaching clients that includes setting goals, identifying where in the Goal-Strategy-Act-Action process breakdowns are occurring, and using metacognitive strategies to achieve proximal and distal goals.

SC 63 - My Life Journey with Apraxia: Identification, Assessment and Common Elements of Treatment

1. Participants will describe the neuromotor struggle experienced by apraxia clients.

2. List at least three of the ten common elements introduced and describe therapy methods which include these elements.

3. Relate the cues most likely and least likely to be successful in aiding people with apraxia of speech to communicate.

SC 70 Early Helps

1. Describe the neurological and social foundations of speech

2. Describe how to support a young child’s speech learning

3. Discuss the scientific basis of early speech treatment

SC 15 Late Starters

1. Explain the research base for treatment approaches

2. Describe how brain development impacts the age to treat late acquired sounds

3. Discuss the difference between speech discrimination and speech awareness.

From Talking to Writing: Word- and Sentence- Strategies that Support Spoken-Written Comprehension and Expression

1. The participant will be able to: describe evidence-based methods for developing content vocabulary.

2. Explain effective strategies for learning semantic features analysis to support vocabulary and sentence learning

3. Outline a developmentally based instructional sequence of sentence patterns.

SC 15 Late Starters

1. Explain the research base for treatment approaches

2. Describe how brain development impacts the age to treat late acquired sounds

3. Discuss the difference between speech discrimination and speech awareness.

From Talking to Writing: ‘Micro-Discourse’, Narrative and Expository Elaboration Strategies

1. Describe techniques for developing micro-discourse sequence and cohesive two or three sentence sequences.

2. Outline techniques for implementing a “cohesion circle” to aid students use and monitoring of cohesive ties in narrative and expository texts.

3. Explain how to teach a “Detail circle” to aid coherent semantic elaboration of narrative and expository texts.

SC 69 Revisiting Larry P. and African American Student Language Assessments: Clarifications and Updates

1. Select appropriate language assessments for African American students that comply with the original Larry P. v. Riles (1979) court ruling, previous CDE and CSHA guidelines, and current best practices involving the use of culturally-linguistically appropriate assessments

2. Identify standardized language assessments for African American students from diverse cultural and dialect backgrounds that also provide evidence of standardization and review procedures that minimize potential cultural-linguistic test bias as part of the test development process

3. Accurately interpret information from formal and informal assessment procedures to accurately differentiate difference from disorder in African American speakers of non-mainstream American English taking universal and possible cultural-linguistic specific language differences into account.

MS 128 Predictable or Unpredictable: Education-Related Updates From the Courts

1. Participants will connect hearing officer rulings to one case on their caseload considering how the decisions potentially impacts their case management.

2. Discuss three applications of Endrew F. for IEP development for students receiving speech-language and/or audiology services

3. Construct two practice adaptions to address trends identified in judicial decisions

SC – 64 Using Genetics to Understand the Causative Deficits in Stuttering

1. Participants will describe the basic principles of genetics and inheritance, and be able to evaluate the evidence for genetic factors in stuttering.

2. Explain how scientists have produced evidence for multiple genes involved in stuttering.

3. Describe how to put genetic findings into context with an understanding of the strengths and weaknesses of genetic evidence and non-genetic contributions to stuttering.