Learning Outcomes


Expected Learner Outcomes for Conference Sessions 

(In Alphabetical Order by Session Title)

1. Identify components of the latest early learning science that addresses trauma. 2. Discuss Adverse Childhood Experiences (ACEs) and importance of incorporating activity that supports children's executive function. 3. Distinguish strategies that support children who are struggling with an informed, coordinated, calm and nurturing therapeutic environment.
1. Describe how individuals with autism could benefit from AAC. 2. Explain the potential benefits of AAC intervention on the development of natural speech in children with ASD. 3. Recognize the myths about AAC and distinguish scientific from pseudoscientific AAC treatment claims.
1. Discuss the evidence whereby hearing loss is associated with cognitive decline, diminished psychosocial well being, increased falls risk and poor physician-patient communication. 2. Apply social and behavioral theories to facilitate self-management of age-related hearing loss. 3. Counsel persons with age-related hearing loss more broadly on the continuum of hearing health care interventions and the impacts of the treatments on social engagement and physical activity levels.
1. Knowledge/Understanding of aphasia. 2. Awareness and understanding of the basic platform for SCA. 3. Functional Implementation of SCA for the professional and the person with aphasia. 4. Aphasia Clinics and the importance of continuation of care beyond the traditional medical model.
1. Describe skilled vs. unskilled use of technology to facilitate language or cognitive function during treatment sessions. 2. Describe the difference between direct and indirect use of technology in relations to functional goal setting for the dementia population. 3. Describe how to use technology to support evidence-based interventions for five different functional activities that will increase life participation for an individual with dementia.
1. State four interprofessional competencies. 2. Discuss competencies' relation to clinical practice. 3. Describe how the impact of teamwork can improve patient care.
1. Understand differences between traditional SLP services and those during palliative care. 2. Understand the consultant role, service and communication during palliative care. 3. Learn some sensory motor techniques, which can facilitate careful hand feeding if this is an option chosen by the patient with severe feeding difficulties and dysphagia.
1. Identify characteristics of COPD that increase the chances of dysphagia. 2. Learn to detect the signs and symptoms of silent aspiration. 3. Recognize the effects of GERD on dysphagia.
1. Identify linguistic characteristics including function and emotion words of patients with tinnitus or hyperacusis and possible personality associations. 2. Determine how the writings of individuals with tinnitus and hyperacusis differ from that of a typical blogger. 3. Identify how individuals with tinnitus or hyperacusis differ from the typical blogger in emotional tone, authenticity, clout and analytics.
1. Define neuro-protection and outline a neuro-protective program. 2. List and execute the multiple options to the Shaker head raise exercise for those with issues of frailty and other contraindications to that strenuous exercise. 3. Advance an argument in favor of rehabilitation rather than compensation in neurodegenerative disease.
1. Participant will be able to identify the role of the SLP/Audiologist in the counseling process within the ASHA Scope of Practice. 2. Participant will describe ways to empower and educate individuals and caregivers to make better decisions for their communication goals and overall quality of life. 3. Participant will describe at least three counseling strategies that will help them become more comfortable with the counseling process.
1. Learners will be able to successfully recognize various ethical dilemmas encountered by SLPs and Audiologists in the course of professional activities. 2. Learners will be able to access tools they can use to support ethical practice as an SLP or Audiologist. 3. Learns will develop increased understanding of certification and licensure related to professional ethics.
1. Identify the model of intention to improve hyperkinetic dysarthria. 2. Identify six components of SPEAK OUT! 3. Identify importance of long-term maintenance of speech and voice in the Parkinson's population.
1. Describe 3-4 Key features withing the Snap with Core First Page Set. 2. List 3-4 communication tools in Core First that address language development and/or literacy learning. 3. List at least 3 supporting resources for the Snap with Core First communication software.
1. Participants will obtain information on AAC assessment procedures. 2. Participants will extend knowledge to enhance AAC funding report writing. 3. Participants will explore resources to navigate AAC funding and document justification for AAC needs.
1. Explain the role of the SLP as an advocate. 2. Describe tools and strategies for use when advocating for clients/patients/SLP services. 3. Create an action plan to be a more effective advocate.
1. Learner will identify three key elements to incorporate into the dysphagia evaluation to improve effectiveness of practice. 2. Learner will identify appropriate referrals necessary based on evaluation findings. 3. Learner will be able to state two strategies supported by research to treat oropharyngeal dysphagia in infants. 4. Learner will be able to state two strategies supported by EBP to treat feeding difficulties in infants and children.
In pediatrics, parent-provider communication is crucial. Students struggle to convey empathy and deliver difficult news. Improved communication skills could affect parent satisfaction and health outcomes. An interdisciplinary team did a scoping review to determine how parents are involved in provider communication training. We expected to find parent surveys; but discovered that parents are involved in many ways.
1. Describe and discuss relevant issues for practice with other school-based SLPs 2. Explain, describe and discuss topics from ASHA Connect Conference (Schools), New Orleans, 2017. 3. Discuss current state changes to practice or paperwork (OSDE, Medicaid).
1. Define foundation elements of a successful private practice. 2. Discuss the pitfalls to avoid in private practice. 3. Describe key characteristics of leadership in private practice. 4. Discuss supports available to private practitioners.
1. List at least three characteristics of high quality apps for use in therapy. 2. Select apps based on the unique needs of patients/students. 3. Use Guided Access to lock areas within apps and to prevent exiting an app.
1. Participants will learn the conventional, linguistic, and cognitive demands involved in the writing process. 2. Participants will identify effective practices for developing effective writing skills. 3. Participants will examine parts of speech as a method of understanding the say words interact with each other and as building blocks for creating different kinds of sentences.
1.Participants will identify effective practices for developing accurate decoding and reading fluency skills. 2. Participants will examine the six syllable types and five syllable division patterns as a method of increasing decoding, fluency, and spelling abilities. 3. Participants will learn about the components of a multi sensory, discovery-based approach to decoding, fluency and spelling.
1. Describe the required skills for supervision of clinical fellows. 2. Use various tools and formative assessments in the supervision of clinical fellows. 3. Describe the supervision process and the impact of the relationship variables. 4. Identify and apply problem-solving strategies to several clinical supervision scenarios.