Learning Outcomes

Expected Learner Outcomes for Conference Sessions 

(In Alphabetical Order by Session Title)

1. Outline the organizational structure of ASHA and explain the roles and responsibilities of the Advisory Council representatives for the state. 2. Access tools to effectively participate in some of ASHA's processes (elections, policy statement reviews, and other member responsibilities). 3. Understand ASHA's current legislative and public policy agendas related to SLP and audiology.
1. Identify basic vocal anatomy 2. Identify 3 different voice evaluation protocols 3. Successfully probe for better voicing in a rehabilitation setting and identify treatment protocols to implement
1. The attendees will be able to describe 3 benefits of becoming an advocate 2. Attendees will describe 3 effective ways to communicate with their legislator 3. Attendees will define 3 ways to ensure a positive legislative visit
• Identify the benefits of early intervention and valve use on the adult patient who requires mechanical ventilation. • Describe how to assess baseline mechanical ventilator settings and patient parameters. • Describe how to: identify and assess appropriate patients prior to valve placement; assess proper airway size and patency; and place a valve correctly in-line with the ventilator circuit. • Identify considerations in managing dysphagia following tracheostomy and ventilator use.
1. Implement evidence-based approaches to managing complex pediatric and cochlear implant patients. 2. Develop strategies for addressing unexpected challenges that occur when serving children with hearing loss and their families. 3. Adapt clinical protocols to include expanded candidacy criteria for cochlear implantation.
1. Identify inconsistencies in clinical decision making for traditional and emerging treatment techniques. 2. Learn how to apply objective metric based measures to establish a diagnostic baseline and treatment gains in dysphagia management. 3. Identify when compensatory swallowing strategies have rehabilitation potential 4. Identify ways to educate other professionals about the needs of individuals with dysphagia and the needs of SLPs who manage dysphagia.
1. The participant will be able to describe the signs of a crucial conversation. 2. The participant will be able to list techniques for creating a safe space for a crucial conversation 3. The participant will discuss techniques and methods of providing feedback and guidance in supervision while maintaining professional boundaries and relationships and promoting self-reflection to learn and improve skills.
--Identify at least three ways in which varied sociocultural practices impact students’ academic performance; --Identify prominent features of African American English across linguistic domains (i.e., morphology, syntax, phonology, pragmatics, and semantics); --Identify five prominent contrastive features between AAE and MAE.
1. summarize the cranial nerve exam and potential findings and implications in patients with progressive neuromuscular diseases. 2. discuss appropriate exercise implementation in patients with rapidly progressive diseases. 3. list and discuss energy conservation techniques for patients with progressive neuromuscular diseases.
1. Understand how to better analyze behavior (ABC data collection), teaching replacement behaviors, and implementing behavior procedures. 2. How to utilize specific teaching procedures to help reduce problem behaviors during instruction. 3. Understanding functions of behavior.
1. State the difference between an assistive technology device and an assistive technology service 2. Identify and describe an ethical violation related to assistive technology considerations based on the ASHA Code of Ethics 3. Identify and describe an ethical violation related to assistive technology decision making based on the ASHA Code of Ethics
1. Identify ways to select vocabulary word targets using two research methods 2. Design evidence-based treatment sessions using defined ways to explicitly teach vocabulary in a variety of contexts 3. Identify, define and describe morphological interventions to facilitate vocabulary development
1. increase value to patients (or students) by delivering services that are patient/family-centered and that improve functional outcomes; 2. increase productivity by working smarter, not harder; and 3.decrease both programmatic costs and the per capita costs, while still achieving outcomes that are valued by their patients.
1. The participant will be able to define literate language and describe the importance of literate language to reading and academic success. 2. The participant will be able to describe an interprofessional collaboration between students in speech-language pathology and early childhood education. 3. The participant will be able to summarize findings from a pilot study of the relation of play centers to literate language.
1. Describe utility of genetic testing for hearing loss 2. Explain role of a genetic counselor within a multidisciplinary team 3. Compare clinical features suggestive of syndromic and non-syndromic hearing loss
• Participant will describe the characteristics of leadership styles and response patterns. • Participants will identify which affect the effectiveness of leaderships as measured by response to leadership. • Participants will identify leadership roles which they serve in the work setting, organization, or social group.
1) Identify at least 2 debated topics in adult dysphagia 2) Provide a basis for choices made regarding topics discussed 3) Discuss how these topics affect your clinical practice
1. Participants will describe the Speech-Language Pathologist’s role in executive functioning skill intervention 2. Participants will identify three executive functioning skills 3. Participants will explain how to identify executive functioning needs via static and dynamic assessments.
1. Participants will describe and practice the use of conversation starters when sharing a book. 2. Participants will compare and contrast classic children’s books to identify opportunities for expansions and extensions to help enrich a child’s language experience. 3. Participants will review video clips of parents sharing books with their child and identify targets for therapy goals (including goals for conversational competency).
1. Identify basic vocal anatomy 2. Identify 3 different voice evaluation protocols 3. Successfully probe for better voicing in a school/clinic setting and identify treatment protocols to implement
1. Participant will define the principles of cognitive functioning as related to the performance of ADLs. 2. Participant will identify the cognitive processes and skill components of basic ADLs. 3. Participant will identify strategies to maximize alertness in the minimally conscious patient.
1. Name at least 3 positive reasons OK SLPs work in the school setting 2. Learn the top 3 reasons SLPs find the school setting challenging 3. What are the trends and concerns SLPs expressed in the survey
1) define types of sound sensitivities, 2) review what relevant literature tells us about each condition, 2) identify common co-morbidities, 4) review evidence based treatments and 5) define how SLPs and AuDs can work together in interprofessional teams to benefit those that suffer from these conditions.
1. Participants will describe three evidenced based interventions that can be adapted to the telepractice platform 2. Participants will identify three ways to integrate active learning research into their telepractice sessions 3. Participants will explain how to use four of the activities presented into their telepractice therapy.
1. The attendees will be able to describe 3 permissible duties of SLPAs 2. Attendees will highlight 3 limitations on the scope of practice of audiology assistants 3. Attendees will identify 2 examples of other state requirements for SLPAs
1. Participant will identify changes in the 2016 Code of Ethics as compared to the 2010 (r), 2010, and 2003 Codes of Ethics. 2. Participant will define ethics to include preventional ethics as related to service provision, documentation, and billing for professional services. 3. Participant will state the necessity for Codes of Ethics as related to service provision, documentation, and billing for service provision.
1. Attendees will examine the impact of childhood trauma on possible health outcomes and behaviors that also may impede learning and relational skills through the Adverse Childhood Experiences Study and scale provided through the research by Dr. Robert Anda and Dr. Vincent Felitti. 2. Attendees will examine statistics of a variety of social/emotional categories impacting the development of children through means of small group discussions and exit question and answer time. 3. Attendees will be able to summarize the potential impact of the growing trauma children today face and the need for building resiliency through means of small group discussions and exit question and answer time.
1. Participants will learn of the 6 profiles of giving. 2. Participants will learn about the giver, matcher, taker personalities and how this can affect personal productivity. 3. Participants will learn strategies to avoid generosity burnout. 4. Participants will learn of principals of the happiness advantage.
1. Explain the meaning of a written language disorder 2. Understand and explain the language to literacy connection 3. Broaden understanding of the role of SLPs in written language disorders
1. Participants will describe 2 ways in which identifying their strengths can help them make career action plans 2. Participants will identify at least 2 research-based strengths assessments 3. Participants will define Impostor Syndrome and describe 2 identifying features.