1. Cite 3 current research studies supporting evidence-based CVA treatment in a certified stroke center. 2. Demonstrate knowledge of stroke protocol in 4 areas related to diagnosis and treatment: NIH scale, dysphagia assessment, tPA administration and exclusion criteria, and thrombectomy. 3. Identify 3 strategies to intentionally seek and implement neuroplastic opportunities in clinical practice to promote recovery after stroke.

1. Describe the layers of language as they relate to literacy. 2. Discuss morphology’s role in literacy. 3. List ways to embed explicit morphology instruction into direct instructional practices.

1. Describe how difficulties in morphology can present themselves in the context of literacy. 2. Discuss how to analyze morphologically based spelling and decoding errors. 3. Describe evidence-based interventions to support literacy learning in whole and small group settings.

1. Provide a differential diagnosis in a proposed case study of right-hemisphere dysfunction; 2. Select evidence-based interventions/approaches to the care of an individual with challenges resulting from a stroke in the non-dominant hemisphere; 3. Apply a case-study model to their personal practices; and 4. Explain the process of ANCDS specialty certification in the area of neurogenic communication disorders

1. Compare and contrast Occupational Therapy and Speech Language Pathology Clinical Competencies. 2. Integrate dual professional identities in clinical experience. 3. Relate personal interprofessional knowledge and standards for clinical practice.

1. Recognize the importance of recorded speech recognition threshold (SRT) testing for Spanish-speaking children. 2. Name a validated recorded speech recognition threshold (SRT) test for Spanish-speaking children. 3. Describe the rationale for the use of trochaic words for SRT testing for Spanish-speaking patients.

1. Describe the unique challenges faced by children with hearing loss in classrooms and identify effective strategies to support their communication and learning needs. 2. Describe the latest assistive technologies and classroom accommodations that can enhance the communication and learning outcomes of children with hearing loss in educational settings. 3. Explain practical communication strategies that can be incorporated into the classroom to foster effective communication and language development for children with hearing loss. 4. Discuss the importance of collaboration between audiologists and speech pathologists in fostering success for children with hearing loss in the classroom.

1. Describe the key characteristics and diagnostic criteria of Auditory Processing Disorder (APD) in both pediatric and adult populations. 2. Differentiate between Auditory Processing Disorder and other related auditory and/or communication disorders, such as hearing loss, language disorders, and attention deficits, to ensure accurate and targeted assessments. 3. Identify the various tools and methodologies used for screening for Auditory Processing Disorders in schools or clinical settings, including their strengths and limitations. 4. Identify the various assessment tools and methodologies used for diagnosing Auditory Processing Disorders in the clinical setting, including their strengths and limitations.

1. Identify evidence-based interventions for addressing auditory processing deficits in children and adults with Auditory Processing Disorders, including their strengths and limitations. 2. Describe the value of a multidisciplinary approach by collaborating with various professionals in the treatment of Auditory Processing Disorders. 3. Discuss strategies to actively involve parents, caregivers, and individuals with Auditory Processing Disorders in the treatment process for improved outcomes.

1. Identify 3 differences in pre- and post-laryngectomy anatomy, physiology, and/or function. 2. Describe 3 benefits of heat-moisture exchange systems. 3. Identify 3 voice restoration options for laryngectomees and explain the mechanisms for each.

1. Describe the role of the HN SLP in providing input for care plan decision-making. 2. Identify at least 3 side effects of cancer surgeries and treatments that impact swallow function. 3. Describe the differences between patients with head and neck cancers and patients with neurologically-based dysphagia that impact decision making. 4. Explain the importance of proactive intervention by the SLP in patients undergoing radiation to the head and neck.

1.Discuss and outline the importance of historical and current language use and exposure when evaluating a child who speaks a language other than English. 2. Ethically design evaluations for multilingual speakers within state and federal guidelines. 3. Explain the role of standardized assessment in the evaluation of children who speak a language other than English. 4. Summarize the difference between standardized and dynamic assessment and how both can be utilized during language assessment.

1. Define the concept of side by side, inclusionary employment that is meaningful and customer facing, and its importance in promoting social and economic equity for individuals with disabilities. 2. List the benefits of side by side inclusive employment practices for individuals with communication disorders, including improved communication skills and social integration. 3. Describe the role of OSHA members in advocating for and volunteering with side by side inclusive employment opportunities for individuals with disabilities.

1. Identify the importance of ethical codes. 2. Describe the four principles of the ASHA Code of Ethics. 3. Provide one example of updated content added to the 2023 ASHA Code of Ethics.

1. Demonstrate comprehension of ongoing controversy surrounding the use of nonspeech oral motor exercises in clinical practice. 2. Evaluate the treatment practice within the framework of evidence-based practice. 3. Synthesize existing literature of the use of NSOMEs in clinical practice.

1. List pre-morbid diagnoses which are known to increase risk for aspiration. 2. Identify key words from chest radiography reports which could be associated with an aspiration process. 3. Cite statistics about stroke-related pneumonia and its effect on mortality rates.

1. Describe a clinical prototype being designed to treat extreme misophonia symptoms 2. Explain how the prototype will be scaled for mass distribution 3. Identify how the use of the prototype will be used in clinical treatment.

1. Participants will list the five keys to successful parent-therapist communication. 2. Participants will describe how to implement an effective carryover plan that is simple for parents. 3. Participants will list ways to overcome limiting beliefs to carryover in the home environment.

1. Participants will be able to describe how to optimize a session’s environment for maximum learning potential. 2. Participants will identify areas a therapist can evaluate to determine changes needed for client success. 3. Participants will list five steps to take when a session isn’t going to plan.

1. Demonstrate understanding about different cognitive programs that can be beneficial for people with mild cognitive impairment (MCI) or dementias. 2. Identify activities related to various cognitive skills that can be utilized group therapy for people with MCI or dementias based in assisted living facilities. 3. Summarize possible benefits of group-based cognitive stimulation program on cognition, depression, and quality of life of participants with MCI or dementias.

Summarize higher level language skills as reported in current scientific literature 2. Discuss the impact higher level language skills may have on a client’s social interactions and academic success 3. Outline potential therapy activities and resources for addressing higher level language skills in a variety of pediatric settings.

1. Describe the impact of sleep on speech motor learning. 2. Summarize the current research on sleep and motor learning. 3. Explain how sleep can be used to increase gains in speech-language therapy.

1. Review aspects of word meaning including the semantic relationships underlying synonyms, antonyms, hypernyms, and hyponyms. 2. Practice techniques related to artifact analysis including obtaining appropriate artifacts and identifying targets for treatment. 3. Practice three techniques for targeting semantics: 1) visual mapping, 2) understanding word definitions, including Aristotelian definitions, and 3) using context to infer meaning.

1. Describe how anatomy and physiology of pitch and resonance impact gender perception 2. Describe 3 components that are specific and unique to gender-affirmative voice evaluations 3. Describe 3 therapy techniques that are specific and unique to gender-affirmative voice training

1. Identify three activities that can be modified for a families’ cultural background 2. Discuss two ways to include carryover activities that is appropriate for the child 3. Describe strategies to include the teacher in carryover in a preschool setting 4. Identify resources to self-reflect one’s own ability to provide culturally responsive services

1. Identify three budgetary items to start a private practice 2. Discuss three marketing strategies for a private practice 3. Identify resources in the local community to increase business knowledge

1. Discuss the Oklahoma licensure application process for clinical fellows 2. Identify two questions that may be used by private practice owners during the interview process 3. Identify three skills that should be highlighted in a resume

1. Differentiate Apraxia of Speech from phonological disorders, dysarthria, and other speech sound disorders, 2. List specific assessment tools, including standardized tests, dynamic assessments, and functional communication evaluations, to gather comprehensive data for diagnosing AOS and guiding treatment planning. 3. List effective ways to involve clients and their families in the therapeutic process,

1. Describe the neurological basis of apraxia, 2. Employ a multidimensional assessment approach to accurately diagnose apraxia in individuals across the lifespan, taking into account cultural and linguistic diversity. 3. Describe a repertoire of evidence-based treatment techniques tailored to the unique needs of individuals with apraxia, including principles of motor learning, feedback, and task-specific training.

1. Define the spectrum of neurodiversity, 2. Implement Individualized Communication Strategies, 3. Collaborate with employers, human resources, and colleagues to create a supportive atmosphere that values neurodiversity as an asset to the team.

1. Identify key neurodivergent traits, including but not limited to autism, ADHD, and specific learning differences, and their potential impact on communication. 2. Identify and capitalize on individualized strengths, interests, and talents to promote self-advocacy and self-efficacy. 3. List culturally sensitive and inclusive communication strategies that cater to the diverse backgrounds, experiences, and identities of neurodiverse individuals.

1. Describe the DXDX project. 2. Elaborate on the DXDX research process. 3. List matters that impact deaf and hard of hearing lived experiences

1. Identify the importance of speech-language pathology graduate student education regarding supervision of SLPAs and use of SLPAs in the work setting. 2. Discuss the challenges and benefits of a collaboration between a graduate SLP program and an associates-level SLPA program 3. Compare pre-and post- data regarding graduate intern knowledge of qualifications and roles/responsibilities of SLPAs.

1. Demonstrate respect the Deaf and hard-of-hearing community. 2. Advocate for and gain a greater awareness of the importance of newborn hearing screenings. 3. List the difference between the various degrees of hearing loss as well as the various devices an individual might choose.

1.List three teletherapy platforms available for aphasia treatment 2. List reasons why implementing teletherapy as part of their aphasia treatment is beneficial 3. Identify the literature base for aphasia and AOS treatment.

1. Compare the pre-pandemic developmental norms on communicative intents to that of the data collected. 2. Incorporate language-enriching activities for children born during the pandemic. 


1. Analyze their own gender associations with English words. 2. Summarize the voice-gender and word-gender differences between straight and LGBTQ+ participants. 3. Discuss the interaction of wordgender and voice-gender.

1. Define Deaf and hard of hearing cultures. 2. Identify psychosocial aspects that occur with hearing loss. 3. Identify factors that impact one’s decision of hearing technology use

1. Demonstrate comprehension of DEI practices in CSD programs in the USA. 2. Synthesize the findings of a range of DEI practices in CSD programs in the USA. 3. Review the steps included in the development of surveys and how to utilize them to solicit data.

1. Identify 2 cognitive tasks used in Cognitive Stimulation Therapy. 2. Identify cognitive skills targeted in Cognitive Stimulation Therapy. 3. List 2 target populations where online Cognitive Stimulation Therapy might prove beneficial.

1. Demonstrate understanding about different cognitive programs that can be beneficial for people with mild cognitive impairment (MCI) or dementias. 2. Identify activities related to various cognitive skills that can be utilized group therapy for people with MCI or dementias based in assisted living facilities. 3. Summarize possible benefits of group-based cognitive stimulation program on cognition, depression, and quality of life of participants with MCI or dementias.

1. Describe the DXDX project. 2. Elaborate on the interviews themselves, their questions and responses. 3. Come to a greater understanding of matters that impact deaf and hard of hearing lived experiences

1. Identify key experiences that lead SLPs to feel comfortable working with complex communication disorders. 2. Analyze the research data to draw conclusions about how the data relates to their experiences. 3. Define Complex Communication Disorders.

1. Identify the differences between traditional and intensive voice therapy. 2. Summarize the concept of gender dysphoria and its effects on transgender male-to-female individuals. 3. Identify important components of transfeminine voice therapy.