This session provides an overview of the American Speech-Language-Hearing Association (ASHA). ASHA empowers audiologists, speech-language pathologists, and related professionals through advocacy, resources, professional development and community. Carol Dudding, VP for Standards and Ethics in SLP, will provide an overview of programs and resources available to its members and the community. 

Learning Objective:

• Explain key characteristics of effective leaders
• Determine ways to provide leadership at the local, state and national level 
• Recognize the Importance of advocacy and professional lifelong learning 

Effective leaders show humility, mentor others, have vision, collaborate, and demonstrate integrity. This presentation will explore these traits in audiology and speech-language pathology, discuss leadership opportunities, and encourage skill development for advocacy. ASHA resources for becoming an effective leader will be shared.

Learning Objectives:

• Describe how the mission, vision and core values of ASHA guide its activities.
• Identify the key support services ASHA provides to its members, including certification, advocacy, and professional development
• Recognize the impact of ASHA's advocacy efforts on policy and regulation in the field of speech-language-hearin

This session will provide participants with an overview of the legislative priorities and contemporary professional issues impacting speech language pathologists and audiologists in New York State. This session will offer insights into emerging trends, advocacy strategies, and collaborative solutions to address these challenges while advancing equitable and effective practices across diverse clinical and educational settings.

Learning Objectives:

• State several key legislative priorities impacting speech-language pathology and audiology, including their implications for practice and service delivery in NY State.
• Describe effective advocacy strategies to engage policymakers and stakeholders in advancing equitable access to services and supporting the profession.
• Identify challenges, share innovative solutions, and explore strategies to address contemporary professional issues.

This presentation compares and contrasts findings between both the Video Fluoroscopic Swallow Study (VFSS) and Fiberoptic Endoscopic Evaluation of Swallow (FEES) via a retrospective analysis of infants who have undergone both objective exam methodologies at various intervals during inpatient hospitalization. Pathways for clinical decision making, exam selection, logistics, intervals for reassessment are examined. Limitations are discussed, including exam participation, impact of oxygen requirement, parent/caregiver preference and anatomical considerations.

Learning Objectives:

• State indications for instrumental swallow study in the infant population.
• Compare use of the Videofluoroscopic Swallow Study versus the Fiberoptic Endoscopic Evaluation of Swallow.
• Identify limitations of instrumental swallow studies in infants

Neurotologic symptoms of ear fullness, dizziness and tinnitus can present without any objective abnormalities on exam or standardized testing. Categorizing these common sensory disturbances as functional disorders can aid in counseling and treatment.

Learning Objectives:

• List common causes of ear fullness, dizziness and tinnitus
• Explain the educational gaps with somatic and functional disorders
• Propose treatments of functional and somatic disorders that manifest as ear fullness, dizziness and tinnitus

Childhood apraxia of speech (CAS) is a pediatric motor-speech disorder where the underlying deficits lie in the planning and programming of speech movements (e.g., Shriberg et al., 2012). Children with CAS often demonstrate severely impaired speech intelligibility and have historically displayed slow response to intervention (ASHA, 2007). A growing body of clinical literature supports that children with CAS require a motor-based approach to intervention that addresses motor planning and programming difficulties through targeting the movement gesture and using principles of motor learning to guide the practice structure (Maas et al., 2014; Strand, 2020). Dynamic Temporal and Tactile Cuing (DTTC) is one such treatment approach that was specifically developed for children with severe CAS (Strand, 2020) and has a mounting body of research evidence to support its use with this population (e.g., Grigos et al., 2024). DTTC addresses speech motor deficits by establishing accurate movement gestures through following a dynamic, temporal hierarchy and providing varied multisensory cueing and feedback according to the child’s needs (Strand, 2020). The objective of this presentation is to provide a comprehensive description of DTTC and how it addresses the motor-based needs of children with CAS. We will also provide an update of the most recent treatment advances based on recent and ongoing research in our clinical research programs. Finally, practical strategies and tools will be provided to support clinician application of DTTC in their clinical practice guided by lessons learned from our clinical research studies.

Learning Objectives:

• State the rationale for using Dynamic Temporal and Tactile Cuing (DTTC) in the treatment of Childhood Apraxia of Speech (CAS).
• Describe the key components of Dynamic Temporal and Tactile Cuing (DTTC).
• State two ways that DTTC will be applied to your current clinical practice.

Every externship experience yields a welcome to a new world for student clinicians, introducing different core values and priorities based upon the populations and communities served in our diverse and ever-evolving profession of speech-language pathology. Transitioning to new environments often has its challenges particularly for new learners (impacted possibly by a little bit of perfectionism) expecting order or structure, or the continuation of sameness, or comfort and familiarity. It also has challenges for externship supervisors who would like to access the wants, needs, cultures, interests, and dreams and so many other aspects of their student clinician’s lived experiences and who are unfamiliar with the skillsets, background knowledge, clinical experiences, and cultural and generational perspectives that student clinicians bring. Differentiating supervision and developing an ambitious plan that integrates and accepts differences and simultaneously informs, in the best interest of our profession, can yield positive outcomes, reduced anxiety, increased productivity, and pleasant memories from which to build even more pleasant memories. Reimagining Externships through Informed Partnerships: Early is Everything will clear a path toward successful relationship-building maximizing communication within and between graduate clinical programs and externship sites and provide opportunities for discussion and consultation on how programs and sites and their people can best get to know what they don’t know.

Learning Objectives:

• Participants will list programmatic requirements and standards of university clinical education including the management of transition.
• Participants will apply elements of the Early is Everything plan to their sites or programs including differentiating expectations, understanding values, and awareness of power dynamics to yield a new lens of understanding.
• Participants will demonstrate understanding of the programmatic requirements and standards of university clinical education including the management of transition.
• Participants will apply elements of the Early is Everything plan to their sites or programs including differentiating expectations, unParticipants will define techniques and strategies that encourage getting-to-know-what-you-don’t-know applicable to externship transitioning.

This comprehensive two-hour presentation will delve into the intricate relationship between skeletal and dental development and their influence on speech production. By drawing upon the combined expertise of two myofunctional therapists, the session will equip speech language pathologists with a deep understanding of how abnormal dental growth patterns can contribute to a wide range of speech errors.

Participants will gain invaluable insights into the anatomical and physiological factors that underlie speech development, including the intricate interplay between the oral cavity, teeth, and jaw muscles. They will explore how deviations from normal skeletal and dental growth can lead to a variety of speech challenges.

The presentation will provide practical strategies for identifying and assessing these challenges in clinical practice, enabling speech language pathologists to identify and develop effective treatment plans. Participants will also learn about the importance of collaboration with dental professionals and other healthcare providers to ensure comprehensive care for individuals with speech and language impairments.

Learning Objectives:

• Define and identify terms and concepts related to skeletal and dental growth, including craniofacial development and occlusion.
• Discuss the potential impact of oral anomalies on various speech sounds, including articulation.
• Analyze case studies to understand how skeletal and dental growth patterns can contribute to specific speech errors, such as lisping and other articulation difficulties.

When asked what they use in their language evaluations, most SLPs incorporate "dynamic assessment." But when asked about how they do this, few articulate their practice beyond Test-MLE-Retest. Yet few school districts practically offer SLPs the 3-5 sessions of dynamic assessment needed for this approach. Join us for an intense, fun, skill-building session and return to your school with a deeper understanding of "dynamic assessment" and of how to incorporate it into actual clinical practice leading to more accurate and less biased outcomes.

Learning Objectives:

• Identify three benefits of dynamic assessment in speech-language evaluations
• Describe and acquire two dynamic assessment skills to use in evaluations
• Analyze video case studies implementing the principles of dynamic assessment

Tracheostomy management in the acute care setting is a multidisciplinary endeavor, which can leave room for miscommunication, mismanagement, prolonged tracheostomy use, and often costly errors or complications. Developing consistent communication and protocols to address the needs of this population in the acute care setting is critical, and was identified by the Global Tracheostomy Collaborative as being a key contributor to improving quality of care for patients with tracheostomies. But with so many cooks in the tracheostomy kitchen, who has the skill set to facilitate these initiatives? In this presentation, we will outline the efforts of two Speech-Language Pathology departments in two separate Level I Trauma and Stroke Centers in the Bronx, NY to develop and promote interdisciplinary protocols for speaking valve use and early SLP tracheostomy intervention. The purpose of these initiatives was to facilitate early access to speaking valves, promote faster ventilator weaning and earlier decannulation, and earlier time to oral intake. We will discuss obstacles, successes, and next steps for both hospitals as well as case studies to illustrate the different approaches to SLP-led tracheostomy management across facilities in the same hospital system.

Learning Objectives:

• The participant will be able to identify barriers to multidisciplinary care for tracheostomy patients across the continuum of care.
• The participant will identify several disciplines that may be involved in multidisciplinary tracheostomy management in the acute care setting.
• The participant will recognize several possible roles/responsibilities of Speech-Language Pathologists in multidisciplinary tracheostomy teams.

If I Only Had the Words to Tell You” is a self-penned speech chronicling my life growing up with a stutter. Going past the contents of the speech, my presentation will include further personal anecdotes, as well as testimonials, reflecting on various elements and influences on my fluency journey.

Learning Objectives:

• Communicating the trials and tribulations of a life-long stutter with the auidence via 1st person accounts.
• For those with speech impediments in the audience I hope to convey that, in my experience, the most productive way to overcome a stutter is to create "triggering" siutations to encourage practicing fluency in more difficult circumstances.
• Inspire and motivate that your percieved "biggest weakness" can also unlock your greatest potential.

The purpose of this presentation is to discuss speech and language assessment and treatment strategies that are the foundations for providing appropriate and successful intervention for children diagnosed with hearing loss.  

Learning Objectives:

• Identify important foundations of speech and language development that are affected by hearing loss.
• Define the role of audiologists in treating pediatric hearing loss. 
• Explain ways that speech-language pathologists and audiologists can collaborate to manage children with hearing loss

The American Speech-Language-Hearing Association's (ASHA's) National Outcomes Measurement System (NOMS) was developed in the late 1990s. It has evolved overtime and currently is a voluntary data collection registry that can illustrate the value of SLP services and enable clinicians and managers to improve the quality of those services. It generates and provides a dashboard with reporting functionality offering an in-depth look and analysis of the data collected by population and setting. The focus of healthcare has shifted from the fee-for-services model in which healthcare services rendered were rewarded in terms of volume to an emphasis on the best possible quality, safety, and outcomes. Thus the evaluation, measurement, and reporting of quality and outcomes have become the business of not only every healthcare institution and hospital but also of every individual healthcare provider.  We therefore should be thinking of utilizing an outcome measure in our clinical practice that can reflect the intervention and impact on the patient. This presentation will provide an overview of the ASHA NOMS database, integrating these functional outcome measures into practice and assessment. In addition, practical suggestions will be provided on how to utilize reporting function and sharing of the NOMS for both team members and hospital leadership.

Learning Objectives:

• Describe the need and benefit of outcome measures in tracking program and patient performance
• Describe utility of ASHA NOMS as an outcome measure
• Describe a model of how to integrate ASHA NOMs into patient documentation and reporting structure

Respiratory-swallow coordination (RSC) is thought to be important for safe and efficient swallowing. In this presentation, we will review current hypotheses and supporting research explaining why RSC may be important for functional swallowing; and (2) explore how clinicians can assess and treat RSC in clinical practice.   

Learning Objectives:

• To describe current hypotheses explaining why respiratory phase patterning and lung volume during swallowing might contribute to swallowing safety and efficiency
• To describe what is currently known about the relationship between respiratory-swallow coordination with swallowing kinematics, swallowing pressures, and functional swallowing outcomes
• To describe current research characterizing the effects of respiratory-swallow training on swallowing rehabilitation in people with dysphagia

This presentation will focus on new innovative surgical techniques for cochlear implantation and a multicenter FDA study implanting patients who do not fit the traditional candidacy criteria for selection. 

Learning Objectives:

• Describe the potential benefits of an apical insertion 
• Describe the potential benefits of a drug eluting electrode 
• Describe the inclusion criteria for ACE study  protocol 

Echolalia is a meaningful communication tool for many autistic and neurodivergent children (Blackburn et al., 2023). This presentation will explore the latest unbiased research on gestalt language processing, its distinction from analytic processing, and Marge Blanc's Natural Language Acquisition framework. Clinicians will gain practical strategies to support children using echolalia.

Learning Objectives:

• Participants will define both immediate and delayed echolalia as meaningful communication tools in language development for all children.
• Participants will contrast gestalt language processing from analytic language processing to determine the appropriate therapeutic supports needed for language intervention.
• Participants will define the six stages of the NLA framework to assess and support children using delayed echolalia. 

Have you ever tried to push-in to a classroom lesson and felt like you were more of a teacher’s aide than an SLP? Do you want staff buy-in on how to support students’ communication skills? In this presentation, SLPs will learn how to effectively push-in to a self-contained classroom by co-teaching with the classroom teacher. SLPs will learn how to work smarter, not harder; and tackle all of their students’ communication goals within an enriching literacy lesson.  Staff training will ensure that these communication skills continue to be targeted throughout the day; resulting in generalization of these skills across various school settings.

Learning Objectives:

• Outline a least to most prompting strategy to support student independence during a push-in lesson.
• Define modified whole group instruction and describe how to use it during a push-in literacy lesson.
• Explain the 'know-like-trust' strategy and how it can help ensure staff buy-in.

The Transcending Stuttering Toolbox was inspired by Judy Kuster’s groundbreaking "Stuttering Homepage" from 1994. Through collaboration with PWS, clinicians, and researchers, we collected and collated the world of stuttering resources as we believe everyone deserves accessible, reliable resources tailored to their needs. Our hands-on workshop will empower PWS, parents, SLPs, and researchers to quickly find relevant resources using user-friendly search and sort functions. Participants will discover research articles, videos, podcasts, books, and printables based on age, stage and themes. The Toolbox's applications support education, advocacy, and self-help, with barrier-free access for all. Presenters will demonstrate how PWS and SLPs can use these tools today.  

Learning Objectives:

• Discover how SLPs, professors, and graduate students can integrate the Toolbox into clinical practice, education, and research to enhance therapy outcomes and advocacy efforts.
• Learn strategies to efficiently navigate the Transcending Stuttering Toolbox to locate age- and stage-specific resources, including research articles, videos, podcasts, and printables, tailored to diverse client needs and patient-centered care.
• Develop the ability to collaborate with a global community by sharing insights and resources to continuously improve the Toolbox.

This presentation highlights a project empowering parents and caregivers participating in the Mothers and Babies of CNY Parents as Leaders (PAL) program with the knowledge, abilities, and techniques to promote speech, language, and literacy development in their young children through play and reading. The nurturing and supportive environment at the PAL Center ensures that the child's fundamental needs are met, while also fostering a sense of support and readiness for parents and caregivers to engage in play, reading, and educational activities with their children. Parents and caregivers engage in interactive play sessions and literacy-promoting activities such as reading books, singing songs, and playing games with their children while learning effective methods to foster their child’s speech, language, and literacy development. Children engage in play activities facilitated by a licensed speech-language pathologist alongside SLP graduate clinicians. Caregivers are provided access to educational materials and resources in a supportive environment and are encouraged to ask questions. The goal of this project is to address social needs and foster a sense of belonging and community. The joint efforts of two organizations contribute to promoting parental resilience and supporting healthy child development. This collaboration provides social connections and promotes parental resilience for families in the community. Project outcomes are monitored by parent and caregiver surveys, confidential interviews with open ended questions, and facilitated discussions with parents and caregivers about their experiences.  Pre- and post-program surveys assess changes in parent and caregiver knowledge, attitudes, and skills regarding speech, language, and literacy development.

Learning Objectives:

• Participants will describe how to promote language and literacy strategies in the community.
• Participants will define strategies that involve play and book reading with the purpose of promoting language and literacy development.
• Participants apply the resources provided within early care settings including families and caregivers to support communication, language and social/emotional development.

This session will explore these differing perspectives and present the results of a study comparing the cognitive performance of bilingual and monolingual educators, focusing on the factors influencing cognitive strengths. The discussion will also address how these findings can inform more effective speech-language therapy interventions. In particular, the session will offer practical guidance on facilitating conversations with families regarding which language(s) to use in therapy. The Language Decision Chart will be introduced as a practical tool for speech-language pathologists to use when collaborating with families to determine the most appropriate language(s) for treatment.

Learning Objectives:

• Name two key findings from research on the cognitive benefits of bilingualism, including both supporting and opposing viewpoints regarding the bilingual advantage.
• Describe how bilingualism might affect executive functions like working memory and cognitive control.
• Identify three key components that guide discussions with families about which language(s) to use for treatment.

Did you know that 87% of SLPS surveyed in 2020 reported having students with social communication disorder on their caseload? Conversational skills are critically important to an adolescent with language impairment. The ability to have a conversation is the onramp to building relationships with peers, with teachers, and with future employers. This session will provide research based interventions for school-aged students who struggle with social communication. Participants will learn practical strategies and activities that can be used immediately to target social communication across five key skill areas: body language, facial expression, gestures & tone, small talk, and text & email.

Learning Objectives:

• List at least 3 ways a student may struggle with conversations.
• Discuss 4 ways to create an authentic context for delivering social language interventions in the therapy room.
• Utilize a framework for targeting academic language skills alongside social communication skills to individualize therapy within groups.

Building on our previous exploration of Auracast technology, this session takes a deeper dive into its real-world applications, user experiences, and future developments. We will explore the latest advancements in Bluetooth LE Audio, how Auracast is being integrated into public spaces such as theaters, airports, and conference centers, and what this means for accessibility and inclusion. Additionally, we will discuss the practical benefits for hearing aid users, the broader impact on audio connectivity, and how this technology is shaping the future of wireless listening. Join us as we examine the next steps for Auracast and its role in transforming how we experience sound in everyday life.

Learning Objectives:

• Explain the history and current landscape of wireless technology.
• Describe the recent challenges and changes that have been made to Bluetooth technology.
• Discuss how Auracast broadcast can support individuals regardless of their hearing abilities. 

Participants will learn how to help neurotypical clients with considerable challenges with aspects of social communication and understanding of how the social world works, yet whose differences are not extensive enough to qualify for a specific communication-related diagnosis, using Story Emotion Social Therapy's (SEST) interdisciplinary WholeStory storytelling approach. 

Learning Objectives:

• Differentiate a case study between socially challenged neurotypical individuals and diagnosed social communication disorders.
• Apply workable strategies to help children who want to improve their interpersonal skills using a storytelling process, SEST WholeStory.
• Discuss how to guide families to interdisciplinary services for collaborative care with respect to cultural and linguistic diversity.

This session will serve as an introduction to dyslexia specifically as it relates to speech and language development for preschool and school age children. Some studies estimate that as many as two-thirds of children with speech sound disorders and/or developmental language disorder also meet diagnostic criteria for dyslexia. During this presentation participants will learn the ways in which dyslexia, SSDs, and DLD are distinct but frequently co-occurring. Participants will learn how to spot signs for dyslexia in students on their caseload as well as strategies to support dyslexic students during speech-language therapy.

Learning Objectives:

• Define reading, decoding, and dyslexia
• Explain why dyslexia is considered a language-based disorder
• Synthesize the relationship between dyslexia, speech sound disorders, and developmental language disorder

Post-acute sequelae of SARS-CoV-2 (PASC), or long COVID-19 (LC), is characterized by symptoms that persist for at least three months following initial COVID-19 infection and cannot be explained by any other condition (World Health Organization, 2022). The syndrome frequently presents with fatigue, headaches, fevers, decreased stamina, difficulty breathing, sleep disturbances, difficulty concentrating, cognitive changes, and mood changes (United States Department of Education, 2021). These symptoms would likely interfere with a student’s ability to participate in the school day since symptoms often worsen after physically or mentally demanding activities (United States Department of Education, 2021). Additionally, difficulty maintaining social relations and engaging in social events can negatively impact individuals' quality of life. Many may feel too fatigued to engage in typical social activities (Brenneman & Garcia-Lechuga, 2023). Speech-language pathologists (SLPs) should play a prominent role in educating others and treating those with LC, especially those with deficits in cognitive-communication, social-emotional regulation, working memory, and verbal fluency.  This session will focus on knowing and understanding the symptoms of LC in the pediatric population, the role of SLPs in counseling teachers, and areas of treatment that fall within the SLP’s scope of practice.

Learning Objectives:

• Describe symptoms of Long COVID-19 in children/adolescents
• Explain the SLPs role in working with children with Long Covid
• Name strategies and accommodations for students with Long Covid that can be used in the school setting

The need to address New York State’s shortage of early interventionists, including professionals from linguistically diverse backgrounds, and to build the early intervention workforce capacity across four key disciplines guided this project. With the support of the New York Early Childhood Professional Development Institute (PDI) and the City University of New York, and through funding from the Heising-Simons Foundation, the research team closely examined the state and professional standards, requirements, and regulations for early intervention providers, specific to early childhood special education (ECSE), occupational therapy (OT), physical therapy (PT), and speech language pathology (SLP). Requirements and related documents were analyzed while considering the New York State Department of Health Bureau of Early Intervention competencies and companion documents as a guide to best practice. With an understanding of the current reality, the team developed and explored various pathways that warrant future discussion as the professions consider how best to enhance the early intervention workforce across the four key disciplines authorized to provide services in New York - ECSE, OT, PT, and SLP.

Learning Objectoves:

• Identify the current pathways and mechanisms in place for EI provider status across the key disciplines.
• Analyze current educational and licensing pathways in consideration of workforce capacity and competency.
• Evaluate various EI provider pathways developed with the goal of expanding the workforce.

Reflective practice is the ability to reflect on one’s actions so as to engage in a process of continuous learning (Schon, 1987). It is an important tool in practice-based professional learning, where clinical skills are acquired through experience rather than from formal classroom teaching.The NYU Speech Language Hearing Clinic implements Donald Schon’s model of Reflective Practice within clinical practicum course content and clinical education/supervision. We created an adaptive reflective practice survey from the Consultation and Relational Empathy (CARE) Measure, which measures clinical empathy in the context of the therapeutic relationship during a one-on-one consultation between a clinician and a patient (CARE SW Mercer, Scottish Executive 2004). The CARE Measure supports students in enhancing and elevating students’ reflection on their patient-centered care practices. These practices are pivotal in advancing clinical skills when providing intervention and services in a University setting. These skills can be advanced and elevated into future practicum experiences. We are not only applying the adapted CARE Measure Reflective Practice survey within our supervision practices, but across the first three courses in our clinical practicum sequence. Since launching the survey three semesters ago, we have seen heightened positive developments in students’ approaches to developing plans of care and facilitating sessions. Student feedback has highlighted the insights gained by students and further supports the value of incorporating the CARE Measure as reflective practice into clinical training. We hope this information will inspire you to integrate the CARE Measure into your clinical education practices as well.

Learning Objectives:

• Explain the importance of Reflective Practice in graduate student coaching
• Describe the CARE Measure as it relates to reflective practices
• Utilize the CARE Measure as a Reflective Practice tool in clinical training

This presentation investigates the influence of caregiver training on parental perceptions of child communication competency before and after participation in an Augmentative and Alternative Communication (AAC) Intensive program. We aim to assess the effectiveness of caregiver training as part of therapeutic intervention in shaping parental perceptions and enhancing the communication competency of children. A pre- and post-therapy assessment was employed to measure changes in parental perceptions over the course of the program. Participants included parents/caregivers of children undergoing Speech-Language Therapy intensive programs, with a focus on AAC skills. The intensive included 2 45-minute therapy sessions per week for 5 weeks, home programming, and strong focus on parent/caregiver training. The Family Impact of Assistive Technology Scale for Augmentative and Alternative Communication Systems (FIATS-AAC was administered to participants before and after therapy to assess changes in perception. This presentation will share lessons learnt from implementation of such a program and results will be shared from parents/caregiver feedback assessments. In addition, practical suggestions for caregiver training in supporting child communication development specifics to AAC with be discussed.

Learning Objectives:

• Compare results of pre and post measures of parental perceptions of communicative competence prior to AAC intensive participation.
• Identify the benefits of parent training and the impact on parental perceptions of communicative competence.
• Apply caregiver training strategies and track parental perceptions of communicative competency in AAC users.

Assistive listening devices – hearing loops, neckloops, FM/IR and wireless systems – when used with or without hearing aids, greatly enhance the personal listening experience at home and in public places such as banks, meeting rooms, cinemas, houses of worship, etc. To access most of this technology, the user has access to a telecoil either inside the hearing aid or in an accessory. This session will cover telecoil basics; how orientation and T-coil programming affect performance, how to order, program, verify and validate telecoils to improve fitting outcomes.

Learning Objectives:

• Describe telecoil orientation in custom and behind the ear hearing instruments.
• Describe how to measure and validate telecoil performance using current ANSI standards.
• Describe how to program the telecoil and the appropriate use for each program.

Clinical supervision is a crucial component in the readiness of speech-language pathology (SLP) graduate student clinicians providing services. Successful clinical supervision requires building an effective clinical educator-student relationship that allows for feedback. The acts of both providing and receiving feedback during supervisory sessions with graduate students can be a complex process. The nature of feedback in SLP is uniquely dynamic because there are two layers of communication: (1) the supervisor is communicating feedback about the students’ communication with a client with communication difficulties (2) the supervisor must actively monitor the effect of the feedback on the graduate student’s communication. Join us in this session to review both challenges and strategies to feedback in the supervisory process. This presentation will also include the unique perspective of SLP graduate students and their experiences and guidance in the process of clinical supervision.

Learning Objectives:

• Describe at least 2 potential barriers when receiving and providing feedback.
• Discuss 3 strategies to improve the feedback process in clinical supervision.
• Describe 2 ways to empower graduate students.

Despite the fact that counseling represents one of the eight domains of service delivery in our profession (ASHA, 2016), there is still a need for graduate students and practicing clinicians to have access to materials and resources to build their knowledge and skills in counseling and integrate it into their clinical practice (DiLollo, 2023). Additionally, the majority of SLPs do not feel confident addressing the counseling needs of their clients (Johnson & Hall, 2023; Northcott et al., 2017). In order to address this need, a pilot online counseling training program focusing on support groups for care partners of individuals with acquired brain injuries was developed at a local university. This oral presentation will describe the development and implementation of such training within a university clinic as a potential model for SLP graduate programs. Students completed the modified Counselor Activity Self-Efficacy Scales (CASES) within one week of beginning their counseling training and within one week after their clinical training experience. Students also submitted a short reflection paper within 24 hours of participating in support group sessions to discuss their overall performance within the session and assess their self-efficacy in their counseling skills. A mixed methods analysis of data yielded significant pre-to-post training gains in two primary counseling areas:  1) psychoeducation (i.e., students’ ability to provide information to care partners) and 2) empathy when addressing care partners’ concerns regarding their loved one’s communication disorder. Students’ reflection papers illustrated their sense of growth as clinicians and paralleled the findings from their questionnaires.

Learning Objectives:

• Explain the need and benefits for developing a university counseling training initiative for SLP graduate students.
• Describe the structure and key elements used for implementation of a university based online caregiver support group to enhance SLP graduate students’ counseling self-efficacy skills.
• Explain the evidenced gains in students’ self-efficacy skills by participating in online care partner support groups for individuals with acquired brain injuries.

As speech-language pathologists, we are uniquely positioned see beyond the label of "just speech" that is often placed on students with speech sound disorders. This narrow view can overlook the broader, evolving need of these students, leading to missed opportunities for identification of critical supports.  By broadening our approach, we can ensure that students receive the full range of support they need as they grow. Melissa will explore two case studies that highlight the complexity of students with SSD, demonstrating how their needs extend to areas such as. literacy, social-emotional development, and overall classroom success.  SLPs are in a powerful position to advocate for these students and ensure they are seen for their full potential.  This presentations will provide attendees with practical strategies, tips, and tools that can be immediately implemented in their therapy sessions.

Learning Objectives:

• Identify and address the broader needs of students with SSD.
• Gain practical strategies and tools to support students with SSD.
• Identify key professionals who can collaborate in supporting students with SSD.

There is a dearth of research on the topic of ableism in the discipline of CSD and the professions of speech-language pathology and audiology, how it manifests often implicitly, and impacts the education and career trajectories of professionals. Increasing competence, responsivity, and humility in supervision within and outside of the university setting is key.  The goal of this descriptive phenomenological study was to gain insight into the culture of inclusion to explore retrospectively the participants’ individual experiences. As a first study in this area, this new lens can enable better support students and professionals with disabilities by identifying unacknowledged barriers these individuals face and, thereby establish a more disability affirmative academic, clinical, and programmatic environment that will not only benefit students and professionals but our clients. Findings include the need for increased training, awareness of the ADA accommodations process in the university setting and employment, and consciousness-raising in both implicit and internalized ableism.

Learning Objectives:

• Define non-apparent and apparent disabilities, implicit ableism, and internalized ableism, and the reported prevalence.
• Demonstrate understanding of programmatic changes needed by describing recommendations provided by the participants and applying those to your setting.
• Describe the clinical accommodation process and identify clinical accommodations that can be employed in your setting.

This session will provide a comprehensive introduction to the Dynamic-Temporal-Tactile-Cuing (DTTC) approach to treating speech errors due to Childhood Apraxia of Speech (CAS). The session will start with a review of the principles of motor learning, which form the foundation of motor-based treatments for speech, including practical tips for incorporating these principles into therapy sessions. The rest of the session will focus on explaining the structure of DTTC, including demonstrations and video examples. A brief review of the research, as well as discussions of challenges and troubleshooting, will be included.

Learning Objectives:

• List 3 principles of motor learning as they relate to speech therapy.
• Describe the levels of the DTTC hierarchy
• Describe 3 different types of cues used in DTTC

In today’s educational environment, establishing and maintaining connectivity can be complex. Clinical audiologists often provide additional support beyond amplification. This comprehensive course equips clinical audiologists with current knowledge about connectivity requirements enabling informed decisions in dynamic learning environments. The course addresses challenges and considerations associated with contemporary classroom connectivity. 

Learning Objectives:

• Identify three distinct reasons why children require adequate connectivity within educational setting.
• Identify basic requirements for connectivity in the classroom for children with hearing aids, cochlear implants, & BAHA.
• Determine best solutions for connectivity for multiple sources of technology in the classroom, such as iPads, computers, interactive white boards, etc. 

Speech-Language Pathologists working with children from birth to age five rely on published developmental milestones when conducting informal assessments. This presentation will revisit developmental milestones for language, communication, and play. Attributes of a child’s culture that could present differently than developmental milestones as we know them, will be discussed.  

Learning Objectives:

• Participants will identify and describe how a child’s cultural background can influence developmental patterns in language, communication, and play.
• Participants will describe strategies to incorporate a client’s cultural values, priorities, and linguistic background into the assessment and intervention planning process.
• Participants will critically examine existing developmental milestone guidelines (e.g., CDC, ASHA) and discuss the need for inclusive, representative data to better address the diversity of the U.S. population.

This session addresses the critical need for PhD-trained clinicians to advance evidence-based practices in communication disorders. Through personal stories and practical advice from speech-language pathologists who transitioned to doctoral research, attendees will explore pathways to academia, strategies for overcoming challenges, and the transformative impact clinician-scholars can have on the field.

Learning Objectives:

• Describe how clinical experience enhances research perspectives, fosters impactful scholarship, and contributes to advancing evidence-based practices in communication disorders.
• List common concerns clinicians may face when considering the return to school, including potential career disruptions, imposter syndrome, and the rigor/intensity of research training.
• Identify concrete considerations for transitioning from clinical practice to doctoral studies, including navigating application processes and funding prospects, finding a “mentor match”, and aligning career goals with next steps.

This session will introduce various methods of non-invasive brain stimulation (NIBS), as well as a review of their research applications to treat aphasia. Primary methods of NIBS that have been used in aphasia research include transcranial magnetic stimulation and transcranial direct current stimulation. These methods have differing applications as well as putative mechanisms of effect, although both aim to enhance language abilities by inducing neuroplasticity in underlying brain networks. Existing research in NIBS suggests a potential benefit for language functions including naming, comprehension, and speech fluency in individuals with aphasia. However, optimal treatment parameters – including stimulation intensity, duration, site, and number of sessions – remain to be determined. It is also unclear how pairing stimulation with behavioral aphasia therapy influences outcomes, and this may vary among different stimulation methods. Similarly, some applications may be more or less conducive to clinical practice, whether due to physical constraints, treatment schedule, requirements for structural or functional neuroimaging to guide local targeting, or the kinds of behavioral therapy with which they have previously been paired. In summary, NIBS methods remain experimental and are currently undergoing active investigation and development. However, existing studies do suggest statistically significant benefit, and these methods may ultimately be incorporated into “standard” practice if significant impact on treatment outcomes is ultimately supported by ongoing research. Given that these techniques aim to influence the same kinds of neuroplasticity we target as clinicians, their impact on our therapy is highly relevant.

Learning Objectives:

• The participant will be able to list ≥ 2 noninvasive brain stimulation methods that have been used to treat aphasia experimentally.
• The participant will be able to discuss differing characteristics of ≥ 2 methods of noninvasive brain stimulation.
• The participant will be able to describe findings of previous studies applying methods of noninvasive brain stimulation to treat aphasia.

Participants who attend this one-hour presentation will learn the basics of virtual reality (VR) technologies and know how to move forward in using VR for clinical and research applications. VR technology has improved drastically over the past decade, allowing individuals to immerse themselves in virtual worlds for entertainment, social connection, and medical treatments. Today, medical professionals around the world are using VR to improve and expand upon the care they provide to the clients they serve. This presentation will provide an overview of the current VR hardware and software used in medical and therapeutic settings. Further, a brief overview of how (VR) is being used in clinical practice and research in medical and therapeutic settings, including speech-language pathology and audiology, will be provided. At the end of the session, participants will engage in a hands-on workshop activity where they will be given the opportunity to trial a VR headset and develop initial treatment plans and/or research questions with the use of VR. By adopting VR into clinical and research practices, SLPs can join the large number of medical professions who are using the technology of the future to improve the lives of people today.

Learning Objectives:

• Identify popular VR hardware and software with clinical and research applications
• Describe the benefits of VR reported in SLP, audiology, and other medical professional journals
• Engage in a hands-on workshop activity to trial a VR headset and develop initial treatment plans and/or research questions

Introduction: This study will examine the effects of a virtual program, HomeGoals Program (HGP). HGP combines coaching and education to increase parent knowledge, skills and decrease stress. Method: An A-B design was conducted (n = 2). HGP was the IV.  Communication strategies target joint attention, modeling, and feedback. DV measured parents’ ability to implement HGP. The secondary DV measured parent knowledge. Parent stress was measured pre-post intervention. Anecdotal observation of word count was collected. Results: Pre-post parent scores show increases: parent skills (pre = 29%; post = 62%), parent knowledge (pre = 29%; post = 63%), parent stress was based on initial skills and knowledge (pre = 21%; post = 41%), & toddler word count (pre = 24, post = 105). Conclusion: (1) virtual care supports healthcare equity & efficiently utilizes time, (2) knowledge decreases gaps, gains collaborators, reduces provider stress, and (3) coaching is effective across diverse backgrounds, increases generalization, impacts word count, & decreases parent stress.

Learning Objectives:

• Identify the effects of HomeGoals Program in natural environments to decrease parent stress regarding inadequate knowledge about their child’s diagnosis
• Identify the effects of HomeGoals Program, to coach parents how to implement treatments related to their child’s communicative-developmental needs to decrease parent stress.
• Analyze the effectiveness of the HomeGoals Parent Coaching Program from a clinician as well as the family perspective

This session will focus on undergraduate and graduate students forming groups to compete in trivia questions that align with ASHA’s “Big Nine” categories. Professionals and students alike who are not interested in competing will be able to watch and gain knowledge from the multiple choice questions shared aloud.

Learning Objectives:

• Name the ASHA “Big Nine” categories
• Describe three case studies relating to the field of speech-language pathology
• Discuss knowledge of multiple choice questions with peers and/or audience members

Learn how to use data to optimize patient outcomes starting at initial activation as well as implement multiple methods of CI care delivery, tailoring each to individual needs and goals.

Learning Objectives:

• Adjust their adult CI protocol to streamline the patient journey and maximize clinic efficiency.
• Identify appropriate recipients who would benefit from Remote Care, identify features of both Remote Care and Remote Assist and how they might compliment each other.
• Identify how Connected Care can supplement visits in learners own clinic's care model.

Gender-affirming voice training (GAVT) can reduce voice-gender incongruence among individuals who are transgender/gender-diverse (henceforth, “trans people”). However, access to GAVT has historically been limited by factors such as high cost and difficulty accessing qualified providers. Interactive software that guides learners through voice training exercises has the potential to expand access to GAVT. However, while a number of smartphone apps have been developed for GAVT, they are generally limited in functionality. This presentation will report on our efforts to develop software to help learners tackle one of the most challenging aspects of GAVT: altering the resonant frequencies of the vocal tract. When considering differences between masculine- and feminine-perceived voices, most people think of the pitch of the voice, but the resonant frequencies of the vocal tract (which are partly anatomically determined but partly modifiable) are also an important target in GAVT. However, SLPs and trans people generally agree that resonance is difficult to explain, understand, and modify. We will demonstrate how a real-time display of the resonant frequencies of the vocal tract in the form of a linear predictive coding (LPC) spectrum can be used to visualize changes in resonance as the learner alters the shape of their vocal tract. This biofeedback display can then be compared to visual targets representing brighter and darker resonant frequencies, corresponding with more feminine-perceived and more masculine-perceived voices.

Learning Objectives:

• Learners will describe limitations of existing software for GAVT.
• Learners will be able to explain the importance of vocal tract resonance in GAVT.
• Learners will describe how a real-time display of resonant frequencies can be incorporated into GAVT.

This presentation explores how artificial intelligence (AI) can enhance speech therapy documentation, making it faster and more efficient. Participants will learn how AI tools can transcribe therapy sessions and generate a draft of session notes. These tools also assist in creating personalized home programs for clients and suggesting therapy goals based on client performance or evaluation reports. AI features have been built into Expressable, Inc.’s speech therapist platform, and they have been shown to reduce documentation time, improve note quality, and create more tailored home programs. Data and real-life examples will demonstrate how speech therapists have adapted to these tools and the positive effects on their workflow. By cutting down on time spent on paperwork, therapists can dedicate more time to planning, learning, and refining their sessions—leading to better therapy outcomes. Participants will also learn how to set up and use AI in their practice, along with exciting updates on future AI developments.

Learning Objectives:

• List 3 advantages of using AI or other machine learning technology in their speech therapy documentation and practice.
• Identify benefits of customization of therapy materials and home programs across therapy sessions.
• Describe how to use AI in their own practice.

The knowledge that congenital CMV (cCMV) is associated with progressive sensorineural hearing loss (SNHL) led to the institution of four different screening programs at Northwell Health since 2018. This allowed for earlier identification and enhanced management for individuals at risk for SNHL due to cCMV. 

Learning Objectives:

• Analyze the audiologic outcomes among infants referred for suspected and confirmed cCMV
• Evaluate the effectiveness of an enhanced-targeted CMV testing program in raising awareness of cCMV 
• Learn how to adapt a CMV testing program model for your own setting 

This presentation explores social-emotional learning as a foundation supporting regulation, movement, and communication in neurodivergent children. Using an interdisciplinary approach of  Physical Therapy, Occupational Therapy, and Speech Therapy, we can enhance therapeutic outcomes through  authentic, play-based engagement that promotes intrinsic motivation and meaningful connections.

Learning Objectives:

• Participants will be able to define 1 component of an interdisciplinary approach that integrates Physical Therapy, Occupational Therapy, and Speech Therapy to enhance therapeutic outcomes for neurodivergent children.
• Participants will be able to apply 1 support strategy that utilizes sensory support and embodied cognition principles to create a language-rich environment that fosters communication skills in neurodivergent children.
• Participants will be able to formulate 1 support strategy to encourage authentic friendships and social interactions among neurodivergent children by leveraging their individual interests during play activities.

This session provides a review and discussion of Federal and State regulation pertaining to hearing aid dispensing in the state of New York.

Learning Objectives:

• Identify and define requirements for initial registration and renewal as a Hearing Aid Dispenser in NY including those for Continuing Education.
• Describe the requirement for a medical evaluation and clearance for the purchase of a hearing aid in NY state, in light of federal regulations.
• Describe the requirements regarding copies of audiograms and information that must be disclosed to the patient regarding hearing aids as well as information that must be included in the Hearing Aid Purchase Agreement in New York State.

Despite being underestimated as simplistic, graphic novels are increasingly recognized as sophisticated tools for visual literacy and language development, vital for students with learning disabilities. This presentation demonstrates how graphic novels can enhance vocabulary, reading comprehension, and social skills through the lens of dual coding theory, which integrates visual and verbal information. By exploring the reciprocal relationship among vocabulary, comprehension, and social interaction, participants will learn to leverage graphic novels' multimodal features—such as gutters and panels—to support inferencing skills and nuanced social language understanding. The session will include practical strategies, culturally inclusive book recommendations,free downloadable resources, and gamed-based learning ideas.  Attendees will leave with actionable insights and tools to effectively use graphic novels in their practice.

Learning Objectives:

• Explain why the multimodal nature of graphic novels supports students with DLD.
• Describe at least one way that vocabulary, social skills and reading comprehension share a reciprocal relationship.
• List 3 vocabulary, inferencing, and social language goals that can be addressed using  graphic novels.

The approach to using improv and similar theatre experiences to increase and enhance social communication in students with ASD and others is growing within the educational community. According to McKnight and Scruggs (2008), “it all begins with the concept of play”. Personally, speaking as a performer, I have always enjoyed the creative process of interpreting songs or scripts and thinking of ways that a character might sing or say different lyrics or lines. As a director of shows, I have also enjoyed the process of helping others achieve their creative goals. In my other life as a speech-language pathologist and professor in a university setting, I teach students to analyze and treat people who exhibit different speech and language limitations as they strive to communicate either verbally or nonverbally with others. Combining my two worlds, I have learned to integrate and combine the grammaticality and rules of speech and language together with the creativity, spontaneity, and expressiveness of improvisation, a union that helps create new, fun ways to develop conversational skills in people both with and without developmental disabilities, through verbal, vocal, facial, gestural and physical means of expression. The challenge, moving forward, is to conceptualize and put forth a methodology on how to couple right-brain creativity with left-brain analytical thought for educational and therapeutic professionals and students. Through this integrated approach, improved interpersonal communication through non-traditional intervention can be realized. Professionals from varied disciplines can benefit from training and incorporate improvisational techniques into their classrooms or clinics.

Learning Objectives:

• Describe a rationale for the use of improv and other performance arts to facilitate social/pragmatic communication skills.
• Develop strategies to aid those with communication disorders to acquire social/pragmatic communication skills through improv and other performance arts.
• Apply knowledge and skills with vocal, verbal, gestural and physical means of communication.

Technological advancements are a growing trend worldwide and can provide notable benefits to patients with aphasia, dysarthria, apraxia, and cognitive- communication disorders. Virtual reality platforms have demonstrated improved functional communication (Marshall et al., 2016) as well as improved cognitive function and psychological status (Maier et al., 2020). Several virtual reality systems can be integrated into therapeutic interventions and provide immersive experiences (e.g., eating at a restaurant, shopping, etc). Additionally, a range of mobile applications can be used to provide impairment based therapy, provide communication support and compensatory approaches to address deficits. Technological innovations including virtual reality programs, mobile applications, and AAC can significantly enhance patients’ safety, independence,  life participation, and overall quality of life.

Learning Objectives:

• Discuss types of virtual reality programs that can be incorporated into aphasia and cognitive- linguistic therapy
• Describe a range of mobile applications that can provide restorative or compensatory based therapy in neurogenic communication disorders
• Explain evidence based principles and research findings supporting use of technology

Infection Control for Hearing Healthcare Practice course providing an overview of the Infection Control process and techniques for control.

Learning Objectives:

• Identify weaknesses in the chain of infection and how it pertains to a hearing healthcare practice. 
• Distinguish between the infection control procedures of: Cleaning, Disinfection and Sterilization and know where each is applicable.
• Create preventive strategies for day-to-day office operations.