1. Describe the relationship between autism spectrum disorder (ASD), attention impairments, and auditory processing deficits, particularly in the context of speech-in-noise (SIN) perception. 2. Identify the limitations of current assessment tools in accurately capturing auditory processing challenges in individuals with ASD. 3. Discuss the implications of SIN processing deficits on daily functioning and the importance of targeted intervention development for this population.

Summarize guidance and regulatory resources related to SLPA supervision and practice and SLPA training related to the assessment process. 2. Describe methods for ensuring the SLPA is competent to perform tasks related to assessment. 3. Design ethical ways for an SLPA to assist with the assessment process.

1. Explain how oral language skills predict reading outcomes 2. List recommendations for how to complete a thorough language and literacy evaluation to confidently make a diagnosis like dyslexia 3. Describe ways to promote the field within the literacy community

1. Name 2 advantages of using contextualized therapy 2. Define a critical element and give 3 different examples of one 3. Name and describe 2 play activities to target following directions and answering ‘wh’ questions at any age 4. Write 3 specific, contextual, and measurable goals targeting ‘wh’ questions and following directions

1. Define key AI concepts relevant to audiology practice. 2. Identify current and potential applications of AI in diagnostic audiology. 3. Discuss ethical, legal, and practical considerations when using AI in audiology.

1. Identify appropriate intervention techniques for the head and neck cancer patient. 2. Explain the difference in tracheostomy vs. laryngectomy and the various speech pathology interventions associated with each. 3. Describe the effects of treatment for the head and neck cancer patient and the long-term need and importance of speech pathology intervention.

1. Describe the impact of concussions on driving skills and the importance of return-to-driving protocols 2. Identify the key components of an interdisciplinary return-to-driving protocol for concussion patients 3. Explain evidence-based driving rehabilitation interventions and strategies for individuals with concussions

1. Describe common nutrition-related concerns associated with feeding difficulties in autistic children 2. List practical strategies to support families in managing nutrition-related feeding concerns within the scope of speech-language pathology 3. Describe when and how to refer families to a registered dietitian for additional nutrition support

!. Define EBP and describe what it looks like in clinical practice. 2. Identify common challenges in implementing EBP . 3. Evaluate existing resources that help to close the research-to-practice gap.

1. Identify at least three key differences between rural and urban caregiver experiences in managing Parkinson’s disease; 2. Describe common barriers to accessing community resources for individuals with Parkinson’s disease based on geographic location; 3. Integrate caregiver feedback into person-centered care planning for clients with neurodegenerative diseases.

1. Describe common target selection criteria 2. Identify assessment data that guides target selection 3. Identify intervention targets specific to a variety of approaches for speech sound disorders

1. Identify at least three key ASHA advocacy initiatives impacting the professions. 2. Describe how ASHA’s efforts influence policy and funding at multiple levels. 3. Apply two actionable strategies for advocacy to promote professional advancement.

1. Explain the ethical responsibilities of SLPs in providing equitable access to hearing loss services. 2. Identify strategies to ensure appropriate screenings and referrals for cognitive or behavioral concerns. 3. Apply ethical principles to address barriers in diverse patient populations.

1. Identify key diagnostic indicators and referral criteria for auditory processing disorder in children. 2. Describe interdisciplinary strategies for developing and implementing individualized treatment plans. 3. Apply clinical reasoning to select appropriate intervention techniques for pediatric APD cases.

1. Participants will be able to identify and utilize hidden software features on AAC devices to enhance student engagement and ownership. 2. Participants will demonstrate the ability to design and adapt activities that incorporate students’ interests, supporting both communication and language development goals. 3. Participants will articulate strategies for building trust and fostering connections with students to increase language skills through AAC use.

1. Explain how dynamic assessment reframes traditional testing as a process of discovery and empowerment. 2. Describe how teach–test approaches can be used to evaluate responsiveness to instruction and learning capacity across diverse populations and settings. 3. Identify practical strategies for integrating dynamic assessment principles into clinical practice across child, medical, and adult contexts. 4. Discuss ways SLPs can apply dynamic assessment principles to promote growth-oriented and equitable clinical decision-making.

1) Synthesize information about stuttering treatment across the lifespan 2) List varying views about stuttering treatment from interested stakeholders 3) Incorporate new views about stuttering intervention

1. Describe existing literature on sound tolerance disorders in mTBI. 2. Summarize findings of an original study of prevalence and correlates of sound tolerance conditions after mTBI 3. Identify assessment practices that can be utilized to support this population within clinical settings.

1. Identify general education teachers' AAC needs and how SLPs can support them. 2. Describe the need for professional development and importance of AAC training, as well as collaboration between SLPs and general education teachers. 3. List ways to enhance inclusive classroom practices to support students who use AAC.

1. Describe the differences between Deaf and hearing atmospheres 2. List different assistive hearing device options 3. Explain what influences impact deaf and hard of hearing children

• Describe the relevance of concussion to secondary education • Summarize the current return-to-learn practices in Oklahoma high schools • Prioritize the need for comprehensive return-to-learn practices following concussion within the education system

1. Summarize music aptitude skills in individuals with APD 2. Describe cognitive-linguistic correlates of music aptitude skills 3. Explain importance of music aptitude skills and paralanguage abilities in the testing and treatment procedures of individuals with APD

1. Describe current gaps in medical students’ knowledge of stuttering. 2. Identify how training is related to referrals to speech-language pathologists. 3. Discuss the importance of interdisciplinary collaboration for early intervention.

1. Describe the four key ASL grammatical features and how they differ from English grammar. 2. Identify how ASL grammatical features influence written language production in emerging writing of Deaf children. 3. Explain how these influences may impact written language assessment in Deaf children

1. Explain the importance of finding an objective speech intelligibility assessment that is accessible and efficient 2. Compare speech-to-text transcription software and speech language pathologist's perception of speech intelligibility 3. Evaluate the benefits of utilizing speech-to-text transcription as an objective assessment of speech intelligibility in clinical practice

1. Identify changes in SLP graduate students’ self-reported confidence in assessing and treating literacy in school age children. 2. Describe the instructional components that contributed to perceived growth in student clinical skills. 3. Discuss the role of survey-based self-assessment in shaping curriculum and clinical training.

1. Describe how researchers track and record speech articulator movements. 2. Describe how the brain coordinates and controls articulator movements during consonant production. 3. Describe the role of auditory input in the moment-to-moment control of those movements.

1. Participants will be able to describe how researchers track and record speech articulator movements. 2. Participants will be able to describe how the brain coordinates and controls articulator movements during consonant production. 3. Participants will be able to describe how scalar changes in speaking rate and syllable stress engender variation in the amplitude, duration, and velocity of speech movements.

1. Explain long-term effects of Auditory-Verbal Therapy on patients’ educational and vocational outcomes. 2. Recognize newer trends in hearing assistive technology and their importance to patient success. 3. Identify areas of concern to improve patient-specific design of Auditory-Verbal Therapy.

1. Describe the difference between medical and cultural perspectives of deafness. 2. Summarize the main themes in advice given by deaf and Deaf participants. 3. Identify how language and cultural identity influence early intervention recommendations. 4. Recognize how differing perspectives influence support strategies for families of children with hearing loss.

1. Identify the relationship between subjective and objective cognitive measures and sound intolerance severity. 2. Explain how cognitive functioning after concussion might be impacted by sound sensitivity conditions. 3. Summarize current gaps in the literature and propose areas for future research on cognition and sound intolerance.

1. Describe why unhoused individuals are at risk for cognitive differences. 2. Summarize existing cognitive supports for this population. 3. Explain potential impacts of these supports for obtaining and maintaining housing

1. Describe the concept of intersectionality and how it applies to immigrant caregiving experiences. 2. Interpret qualitative data using in vivo coding and thematic analysis through a cultural lens 3. Identify the systemic and cultural barriers faced by immigrant caregivers. 4. Evaluate the role of culturally and spiritually grounded coping strategies in sustaining resilience among caregivers.

1. Participants will demonstrate understanding about different intervention programs available to target respiratory deficits among individuals with Parkinson disease. 2. Participants will summarize the features and use of The Breather™. 3. Participants will summarize possible advantages and limitations of longitudinal research designs.

1. Summarize the lived experiences of individuals with acquired moderate to severe hearing loss. 2. Identify common social barriers among individuals with acquired moderate to severe hearing loss. 3. Describe the impact of acquired hearing loss on social identity, relationships, and emotional well-being.

1. Describe current trends in speech-language pathologists’ familiarity with and use of evidence-based practice. 2. Identify common barriers to implementing EBP across clinical settings. 3. Summarize preferred training methods and resources SLPs find most helpful for increasing their EBP competence.

1. Describe the significance of trauma-informed care (TIC) in NICU settings and identify strategies SLPs can use to support family-centered, trauma-sensitive care. 2. Analyze the potential benefits and challenges of integrating TIC into NICU SLP care. 3. Assess the relationship between NICU SLPs’ knowledge, attitudes, and implementation of TIC practices.

1. Describe the state law concerning concussion management policy for Oklahoma public schools. 2. Describe prevalence of concussion management policies and current trends for concussion management in Oklahoma public middle schools. 3. Discuss general information regarding concussion management teams and concussion management training at Oklahoma public middle schools.

1. List 1-3-6 guidelines for State of Oklahoma. 2. Identify opportunities for improvement in the hearing healthcare pathway. 3. List all members of the hearing healthcare team.

1. Summarize themes of student-athletes' experiences returning to learn after a concussion. 2. Identify practices to support student-athletes returning to learn after concussion. 3. List and describe appropriate cognitive- communication supports and accommodations for student-athletes following concussion.

1. Describe influence of Zomi on English phonemes. 2. Discuss how an individual's first language influences their second language. 3. Recognize implications for the assessment and treatment of speakers of marginalized or less common languages.

1. Identify key literacy skill patterns commonly observed in pediatric populations with auditory processing disorder (APD). 2. Describe the relationship between cognitive and linguistic factors and literacy outcomes in children with APD. 3. Apply knowledge of assessment tools and findings to support early identification and intervention planning for children diagnosed with APD.

1) Identify gaps in SLP graduate student knowledge regarding delivery of speech services via teletherapy 2) Evaluate the effectiveness of clinical orientation for SLP graduate students 3) Identify expectations for Gen Z student learners