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    • 01 Apr 2024
    • 30 Apr 2024
    • 12:00 PM
    • 27
    Register


    Fostering Communication Competence in Augmentative and Alternative Communication Users, Educators and Caregivers

    Available April 1-30

    Members: FREE
    Non-Members: $60

    Event materials will be distributed via email April 1, 2024

    Description
    Communication competence is the ability to express yourself functionally across all environments (Light & Binger, 1998). Augmentative and Alternative Communication (AAC) users often learn to use their AAC communication system in one environment only to have difficulties carrying that learning into other environments. One factor that contributes to this difficulty is a lack of knowledge of, and therefore, confidence to use the AAC system. The assistive technology team has focused its efforts on increasing communication competence in both the school and home environments for all our students using AAC. This presentation will focus on the process developed by the Assistive Technology Team for Boston Public Schools to determine how to increase the competence and confidence of our related service providers working with AAC users. Identifying practical tips and techniques, it will also discuss how to continue the development of training for teachers, specialists, support staff and caregivers to increase their understanding and comfort with low, mid, and high tech AAC devices.

    Presenter
    Aubrey Rubin, SLP

    Learner Outcomes
    The participants will be able to:
    1. Explain the SETT Framework and feature matching and how these are used to guide Assistive Technology decision making in the Boston Public Schools
    2. Describe the barriers encountered when attempting to increase consistency of AAC implementation across a large urban school district and how some of these barriers can be overcome with professional development, training, and material development
    3. Provide practical AAC teaching and implementation strategies for students, related service providers, teachers, support staff and caregivers

    Time-Ordered Agenda
    5 minutes - Introduction
    25 minutes - Background Information:

    • What is Assistive Technology
    • DESE and Assistive Technology
    • History of Assistive Technology in BPS

    20 minutes - The Assistive Technology Process in BPS
    50 minutes - How Do We Support:

    • Related Service Providers
    • Teachers
    • Caregivers

    10 minutes - Where are we Going from Here
    10 minutes - Questions

    About the Presenter

    Aubrey Rubin, SLP is a speech and language  pathologist employed by Boston Public Schools since 2005. Focused on students with complex communication needs, Ms. Rubin has worked in a variety of schools within the Boston system that includes students ages three to twenty-two in both substantially separate as well as inclusion settings. Ms. Rubin also served as the coordinator of the Assistive Technology Team for Boston Public Schools. As coordinator, Ms. Rubin collaborated with a team of speech and language pathologists, occupational therapists, and a teacher of the visually impaired to assure that students with disabilities could access the general education curriculum. Currently, Ms. Rubin is a Supervisor for the Related Services Department in Complex Needs and Assistive Technology at Boston Public Schools. In this role, she continues to coordinate the assistive technology team as well as supervise and mentor related service providers that also work with students with complex needs. Ms. Rubin provides a variety of professional development trainings for related service providers and teachers within Boston Public Schools. In recognition of the value of her work Ms. Rubin has presented at national conferences about the Boston Public Schools assistive technology program. Ms. Rubin obtained her master’s degree from the MGH Institute of Health Professions where she is currently a doctoral student.

    Disclosure Statements

    Aubrey Rubin, SLP
    Financial: Aubrey is receiving an honorarium for this presentation and receives a salary from Boston Public Schools.

    Non-financial: Aubrey is a member of ASHA.

    This program is approved for ASHA CEUs.


    Interested in sponsoring this event? Please consider partnering with us for this worthwhile experience. If you have any questions, contact our office at 781-647-7031 or by email at theoffice@mshahearsay.org.

    • 02 Apr 2024
    • 7:00 PM - 8:30 PM
    • Webinar
    Register


    Webinar: "If they only knew"....a conversation on Imposter syndrome

    Tuesday, April 2, 2024

    Members and Non-Members: Donate what you can to MSHA

    MSHA hopes you will be a part of our association in the future. We support our students through annual events at no charge and would appreciate a small donation of $10 to MSHA for your participation in this additional training.

    Participants will:

    • Define what is meant by imposter syndrome specifically across the speech language discipline (from student and clinician perspectives)
    • Identify at least 3 common manifestations of those who identify as having imposter syndrome
    • Identify and apply at least 3 strategies for coping with imposter syndrome

    Featured Presenter


    Emile R "Mike" Boutin, Jr, EdD, ACC he/him/his, Assistant Dean for Faculty & Student Success, MGH Institute of Health Professions

    Mike Boutin, EdD, ACC, is Assistant Dean for Faculty and Student Success in the School of Health and Rehabilitation Sciences. In his role as Assistant Dean, he coordinates and provides student support dealing with issues of stress, time management, study skills, group and teamwork, and development of soft skills. He collaborates with faculty around a host of student issues. 

    Mike is an ICF-certified ACC-level executive coach. He teaches coaching in the School of Healthcare Leadership and serves as a coach for nurse leaders through the Center for Professional Development. He also teaches Counseling Skills in the CSD Department. Mike is also a certified Mental Health First Aid instructor, training faculty and students in the signs and symptoms of mental health challenges and how to respond. 

    Mike received his Doctor of Education degree in Organizational Leadership from Northeastern University, his Master of Arts degree in Liturgical Studies from the University of Notre Dame, and his MDiv from St. John Seminary. He received his Bachelor of Arts in French and Music from Tufts University.

    Co-Facilitators
    Jennifer E. Mackey, SLP.D., CCC-SLP she/her/hers, Director of Clinical Education, Assistant Professor, Department of Communication Sciences and Disorders, MGH Institute of Health professions
    Patti Nelson, MS, CCC-SLP she/her/hers, Senior Scholar-in-Residence, Undergraduate Curriculum Coordinator, CSD Faculty Coordinator for Student Advising and Program Support Communication Sciences & Disorders, Emerson College

    This panel discussion will NOT be available for ASHA CEUs!

    If you have any questions, contact our office at 781-647-7031 or by email at theoffice@mshahearsay.org.

    • 04 Apr 2024
    • 05 Apr 2024
    • Live Webinar

    BIRTH to THREE CONFERENCE
    Presented by education Resources Inc

    APRIL 4 and 5, 2024

    SAVE $100 NOW! Early bird rate of $359 for the two-day registration.
    Use Code: BT32024 – valid through January 26, 2024

    ERI understands the value and positive impact a strong foundation can provide in the birth to three population. Through our evidence-based content, therapists can enhance infant and toddler development supporting the whole child and their family. Applicable and relevant topics in the birth to three field will be presented to strengthen the building blocks and lay a strong foundation to enhance the future growth and development of the child.

    For more information and to register visit the ERI website here: https://educationresourcesinc.com/conference/birth-to-three-annual-conference-2024/

    This two-day conference is ASHA accredited.

    • 05 Apr 2024
    • 8:30 AM - 3:15 PM
    • Zoom



    The SLP's Toolbox for Treating Selective Mutism (SM)

    Presented by Annie DiVello Consulting, LLC


    Description:

    This course seeks to empower school-based SLPs and SLAs to successfully treat students with selective mutism using an integrated team approach. The brave voice journey from home to school will be demystified as the techniques of stimulus fading & shaping are explained and demonstrated. The importance of working as a team will be emphasized & disability awareness related to SM will be explored.


    Learner Objectives:

    1. Explain ASHA’s position on the role of the SLP in the management of SM

    2. Define the techniques “Stimulus Fading” and “Shaping”

    3. Describe the process for helping students to generalize their verbal behavior into the larger school community

    4. Illuminate the critical need for disability awareness for students with SM



    About the Presenter:


    Annie is a licensed and ASHA certified Speech-Language Pathologist. She has lived and worked across the country in West Virginia, Georgia, South Central Los Angeles, and New England. Though she has worked with many populations, Annie’s particular area of clinical interest is selective mutism. She enjoys providing trainings for school teams across the nation on the topic of SM. In New England, Annie works collaboratively with school teams to build and implement integrated “whole child” plans of support to help students with selective mutism bring their Brave Voice to school. Annie is a Selective Mutism Association State Coordinator for NH, MA, ME & VT. She is passionate about her field and about helping individuals to find their voices. Annie feels the ability to communicate is a beautiful gift and the foundation of the human connection.


    For more information and to register visit the website here: https://anniedivello.com/the-slps-toolbox-for-treating-selective-mutism-april2024/

    • 24 Apr 2024
    • 4:00 PM

    Center for Educational Neuroscience Applications (CENA) Colloquium: 


    PROJECT PRAKASH: MERGING SCIENCE WITH SERVICE 


    Presented by: Pawan Sinha


    Wednesday, April 24 at 4:00 p.m.


    Free for Members & Non Members


    Join us on the Zoom link:

    https://tinyurl.com/4eb7xfcx


    Description:

    Expanding human knowledge can be tied intrinsically to betterment of the human condition. As scientists, we hope to be able to merge our personal desire to be good Samaritans with our professional desire to be good researchers. This aspiration to braid science and service can only come to fruition, however, if we actively identify opportunities that mesh the two—the kind of science that necessitates service. I shall describe an attempt at creating such an initiative. Named ‘Project Prakash’, this work has allowed us to bring light into the lives of blind children, while also illuminating fundamental questions regarding learning and plasticity in the brain. Center for Educational Neuroscience Applications (CENA) Colloquium: Pawan Sinha, Professor of Neuroscience.


    About the Presenter:

    Pawan Sinha is a tenured professor of vision and computational neuroscience in the Department of Brain and Cognitive Sciences at MIT and founder of Project Prakash. Prof. Sinha’s research interests span neuroscience, artificial intelligence, machine learning, and public health. Using a combination of experimental and computational modeling techniques, research in his laboratory focuses on understanding how the human brain learns to interpret and recognize complex sensory signals. Prof. Sinha is a recipient of numerous awards, including the Pisart Vision Award from the Lighthouse Guild, the inaugural Asia Game Changers Award, the PECASE – US Government’s highest award for young scientists, the Alfred P. Sloan Foundation Fellowship in Neuroscience.


    • 27 Apr 2024
    • 9:00 AM - 1:00 PM
    Register


    Webinar: Advanced Dysphagia Practice

    Saturday, April 27, 2024

    Members: $40
    Non-Members: $100
    9:00 a.m. - 1:00 p.m.

    Description

    Part I:

    Tracheostomy Education for the Medical SLP: Navigation from Trauma to Transplant is a dive into the SLP world of tracheostomies from different etiologies and overall complexity. This lecture will briefly introduce two branches of tracheostomy placement as well as review similar components including use of speaking valve use, ventilator advanced knowledge and development for much needed Tracheostomy Teams. The lecture includes breakdown of SLP role within these populations, how treatment roles can differ based on population, dysphagia/communication deficits with a tracheostomy, overall speaking valve use, ventilator advanced knowledge, and introduction to tracheostomy team research. The vision for this lecture is to provide a niche view into these two vastly different populations whom share tracheostomy placement, typically managed by the SLP. The goal for this lecture is to feel more comfortable and to have a more in-depth understanding of tracheostomies so you can feel confident with any these patient populations.

    Part II:

    This 2-hour webinar provides an in-depth analysis of Lateral Medullary Syndrome (Wallenberg Syndrome) including discussion of the neurophysiological changes after lateral medullary infarct, the critical natural of early intervention and education, and the importance of incorporating motor learning principles when working with this population. All topics reviewed within this webinar are discussed in the context of a single case study in order to provide concrete examples of dysphagia characteristics, approaches to rehabilitation, and to highlight the importance of person-centered care when working with someone with severe dysphagia. Although this discussion focuses primarily on dysphagia rehabilitation, this webinar is intended for any SLP working with adults across the continuum of care.


    Presenters
    Rachael Silveira, M.A CCC-SLP
    Madeleine Foley, CCC-SLP

    Learner Outcomes
    Part I:

    1. Participants will learn indications and etiology of both trauma and transplant related tracheostomies
    2. Participants will understand different thought processes and considerations associated with each population (trauma/transplant)
    3. Participants will recall benefits and considerations for a speaking value of both mechanically ventilated and non-ventilated patients regarding dysphagia and communication deficits.
    4. Participants will summarize basic dysphagia and communication deficits associated with tracheostomy related SLPs evaluation and treatment.
    5. Participants will be able to explain different mechanical ventilation modes, types and settings as well as determine patent's candidacy for speaking valve use on a ventilator. 
    6. Participants will understand the foundation and research behind developing a tracheostomy team for both populations.

    Part II:

    1. Participants will be able to describe the importance of the medulla as it pertains to swallowing.
    2. Participants will be able to list 3 features of Wallenberg Syndrome.
    3. Participants will be able to define motor learning in the context of dysphagia therapy.
    4. Participants will be able to list 3 methods for promoting experience-dependent plasticity/neuroplasticity for patients with Wallenberg Syndrome.

    Time-Ordered Agenda

    Part I: Tracheostomy for the Medical SLP - Navigation from Trauma to Transplant

    9:00-9:05 am: Introduction

    9:05-9:09 am: Trauma SLP/type of population

    9:09-9:13 am: Transplant SLP/type of population

    9:13-9:16 am: Indications for tracheostomy

    9:16-9:21 am: Dysphagia associated with trach

    9:21-9:26 am: Dysphagia research/considerations trauma

    9:26-9:31 am: Dysphagia research/considerations transplants

    9:31-9:36 am: Communication associated with trachs

    9:36-9:44 am: Passy Muir Valve/Considerations/Research

    9:44-9:45 am: Familiarize yourself with ventilators

    9:45-9:50 am: Ventilator Basics and modes

    9:50-10:05 am: Introduction to modes: AC/VC, SIMV, Spontaneous

    10:05-10:15 am: Pertinent Ventilator Settings

    10:15-10:23 am: Inline PMV basics/application

    10:23-10:28 am: Trach Team purpose/outcomes

    10:28-10:30 am: Why start a team?

    10:30-10:38 am: Inconsistencies in care

    10:38-10:46 am: Research- Communication/decannulation/LOS

    10:46-10:56 am: Team members/SLP involvement 

    10:56-10:58 am: Challenges

    10:58-11:00 am: References/Questions


    Part II: Prioritizing Neuromuscular Re-Education with Wallenberg Syndrome

    11:00-11:10 am: Objectives and Introductions

    11:10-11:15 am: Meet Tim

    11:15-11:45 am: What is Wallenberg Syndrome?

    11:45-12:20 pm: Dysphagia Rehabilitation: What it Is, What it Isn't

    12:20-12:45 pm: Neuromuscular Re-Education: Promoting Functional Practice

    12:45-1:00 pm: Questions

    About the Presenters

    Rachael Silveira is an ASHA licensed/credentialed Speech-Language Pathologist currently working at a Level 1 Trauma/Transplant Hospital in Miami specializing in dysphagia and communication disorders, with diverse training in dysphagia management associated with respiratory compromised/artificial airways and medically complex neurogenic populations.

    Rachael strives to be a lifelong student by earning yearly ACE (awards of continuing education) recognition and continually supporting the SLP community by providing clinical mentorship as well as providing supposed for Medical SLP platforms to promote continued growth for SLPs. Rachael has made patient advocacy and improving overall patient quality of life a personal mission and goal. She has spearheaded a robust multidisciplinary Tracheostomy Team in her facility with a mission of providing exceptional care to the population by utilizing standardized protocols to streamline care, now being spread to multiple facilities for implementation. In addition, Rachael has curated multiple avenues for education for SLPs, including a "Badge Buddy Series" and an open collaborative called TRACHtalks, for promoting tracheostomy evidence-based research in an accessible manner.

    As our field is growing rapidly, Rachael focuses on continued efforts to improve medical SLP education with ongoing participation in national and international conference lectures, active IRB research, and guest lectures to multiple universities and hospitals.

    Madeleine Foley is employed full time as a senior SLP in a level 1 trauma center in the Bronx and works per diem in acute rehab and subacute rehab settings. They are passionate about facilitating person-centered and accessible approaches to dysphagia rehabilitation across the continuum of care. Madeleine is a New York Medical College graduate, 4-time ASHA ACE award recipient, and S.T.E.P mentor.



    Disclosure Statements

    Financial: Rachael receives a salary as an SLP at a Level 1 Trauma/Transplant Hospital. Rachael is receiving an honorarium for her presentation.

    Non-financial: Rachael is a member of ASHA.

    Financial: Madeleine receives a salary as a senior SLP in a level 1 trauma center. Madeleine is receiving an honorarium for their presentation.

    Non-financial: Madeleine is a member of ASHA.

    ASHA requires participation in the CEU Registry to receive CEUs. If you are not part of ASHA’s CEU Registry, the Certificate of Completion will serve as documentation for ASHA CMHs.


    ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.

    If you have any questions, contact our office at 781-647-7031 or by email at theoffice@mshahearsay.org.

    • 03 May 2024
    • 9:00 AM - 12:15 PM
    • Zoom

    Beyond the Basics: Advanced Strategies for Selective Mutism (SM)
    Presented by Annie DiVello Consulting, LLC


    Description:

    This advanced training is intended to deepen the clinical knowledge of treating SLPs and SLAs in the area of selective mutism. The complexities of SM will be explored along with strategies for working through stuck points within the therapeutic process. The importance of role sharing within the treatment of SM will be emphasized. Cultural considerations will also be explored.

    There is a section in the registration process for you to let me know of any special needs or accommodations that you may require. Please feel free to reach out to me before registering if you have any questions regarding this. At least two weeks notice prior to a scheduled event is needed for special accommodations. All requests will be thoroughly considered and met if at all possible.


    Learner Objectives:

    • Elucidate one unique complexity inherent in the treatment of SM
    • Explain in your own words the broad guidelines for role-sharing
    • List two or more ways to work through a “stuck point” in the process
    • Describe the importance of culturally informed treatment


    About the Presenter:


    Annie is a licensed and ASHA certified Speech-Language Pathologist. She has lived and worked across the country in West Virginia, Georgia, South Central Los Angeles, and New England. Though she has worked with many populations, Annie’s particular area of clinical interest is selective mutism. She enjoys providing trainings for school teams across the nation on the topic of SM. In New England, Annie works collaboratively with school teams to build and implement integrated “whole child” plans of support to help students with selective mutism bring their Brave Voice to school. Annie is a Selective Mutism Association State Coordinator for NH, MA, ME & VT. She is passionate about her field and about helping individuals to find their voices. Annie feels the ability to communicate is a beautiful gift and the foundation of the human connection.


    For more information and to register visit the website here: https://anniedivello.com/beyond-the-basics/

    • 11 May 2024
    • 10:00 AM - 11:30 AM
    • Zoom
    Register


    Webinar: Integrating Interpreters and Language Translation into Your Practice

    Saturday, May 11, 2024

    Members: $10
    Non-Members: $60
    10:00 a.m. -  11:30 a.m.

    Description

    One in every five adults use a language other than spoken English in the home. Furthermore, 8% of the United States population has limited English proficiency (LEP). When considering health literacy, this barrier is magnified. At least half of those with LEP are identified as having low health literacy. LEP can negatively impact an individual’s ability to understand and use health information to make informed decisions about their care. Appropriate use of language interpreters in the medical setting can improve care given to non-English speakers and those with LEP. This session addresses the laws and ethical standards regarding interpreter use, qualifications of interpreters, and appropriate methods of   communication via interpreters.

    Presenters
    Emily Jo Venskytis


    Learner Outcomes

    1. Summarize laws related to the use of interpreters in the healthcare setting.

    2. Analyze the interpreter offerings in their current practice with considerations for variance in health literacy.

    3. Demonstrate effective and culturally appropriate techniques when working with interpreters.


    Time-Ordered Agenda

    10:00 -10:05 am: Introduction and why use Interpreters?

    10:05 - 10:10 am: Terminology

    10:10 - 10:20 am: Health Literacy and Limited English Proficiency

    10:20 - 10:30 am: Laws related to Interpreter use

    10:30 - 10:35 am: Who is an appropriate Interpreter?

    10:35 - 10:40 am: Who is not an appropriate interpreter

    10:40 -10:45 am: What if an Interpreter is refused?

    10:45 - 10:50 am: Cost and modalities of interpreters

    10:50 - 10:55 am: How to work with Interpreters

    10:55 - 11:05 am: Interpreter scenarios and videos

    11:05 - 11:15 am: Conclusion

    11:15 - 11:30 am: Q+A

    About the Presenter


    Emily Jo Venskytis, AuD, is Director of Clinical Education and Assistant Professor for the Doctor of Audiology program at the MGH Institute of Health Professions. Additionally, she serves as a clinical

    audiologist at Massachusetts Eye and Ear in the Charlestown office. She enjoys training the next generation of audiologists in mindful, patient-centered and evidence-based practice. Dr. Venskytis is passionate about pediatric care and has extensive clinical experience on inter-professional teams. Her areas of interest include diagnostics for difficult-to-test patients, electrophysiology, audiologic management including cochlear implants, bone anchored devices, and hearing aids, and community outreach for underserved populations.


    Disclosure Statements

    Financial: Emily Jo Venskytis receives a salary from MGH Institute of Health Professionals and Mass Eye and Ear.

    Non-Financial: Emily Jo Venskytis serves on the Scientific Advisory and Research Council for the American Academy of Audiology.

    ASHA requires participation in the CEU Registry to receive CEUs. If you are not part of ASHA’s CEU Registry, the Certificate of Completion will serve as documentation for ASHA CMHs.


    ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.

    If you have any questions, contact our office at 781-647-7031 or by email at theoffice@mshahearsay.org.

    • 01 Jul 2024
    • 12:00 AM
    • 31 Jul 2024
    • 11:59 PM
    • Self-Study

    Medicaid Billing for Student-Based SLPs

    Available July 1-31

    Members: $10 

    Non-Members: $60

    Program materials will be distributed via email July 1, 2024

    Description
    Representatives from MassHealth’s School Based Medicaid Program (SBMP) and UMass Chan Medical School’s Center for School Based Claiming, will provide an overview of program requirements and respond to questions.

    Presenters
    Margot Tracy
    Emily Hall

    Learner Outcomes
    The participants will be able to:
    1. List expectations of an SLP participating in SBMP
    2. Describe Direct Service Claiming (DSC)
    3. List and apply reimbursable services and requirements to SLP, including
    - Medical Necessity
    - ICD Diagnosis and/or Signs and Symptoms Codes
    4. Describe Plan of Care - Medicaid Service Authorization
    5. List minimum Service Documentation elements
    6. Find resources for additional information and training on the SBMP website

    Time-Ordered Agenda
    5 minutes: Introductions, Agenda Overview, Housekeeping
    5 minutes: What is expected of an SLP participating in SBMP?
    10 minutes: What is Direct Service Claiming (DSC)?
    25 minutes: Reimbursable Services & Requirements
    - Medical Necessity
    - ICD Diagnosis and/or Signs and Symptoms Codes
    10 minutes: Plan of Care – Medicaid Service Authorization
    15 minutes: Service Documentation
    10 minutes: Interim Claims & Billing Forms
    10 minutes: Random Moment Time Study Tips for Direct Service Practitioners
    30 minutes: Q&A

    About the Presenters

    Margot Tracy is the manager for the MassHealth School Based Medicaid Program (SBMP). She has Prior to her role in SBMP, she worked in the Executive Office of Health and Human Services under the Children’s Behavioral Health Initiative (CBHI). She holds a Masters in Public Health from the Harvard T.H. Chan School of Public Health..

    Emily Hall - As director of School-Based Medicaid Programs at the University of Massachusetts Chan Medical School, Ms. Hall has worked in and managed the administration of school-based Medicaid programs for Massachusetts for the past 15 years. She has experience in a variety of school-based Medicaid reimbursement methodologies with particular expertise in cost-based reimbursement. Prior to coming to UMass Chan, Ms. Hall had over 20 years of experience in the health insurance industry, as well as in health care delivery systems and hospitals and in Medicare managed care program administration. Ms. Hall earned her Master of Business Administration from Suffolk University and her bachelor’s degree in Political Science, Public Policy and Economics from the University of Massachusetts at Amherst.

    Disclosure Statements

    Margot Tracy
    Financial: Margot receives a salary as an employee of the State of Massachusetts as the manager of the Mass Health School Based Medicaid Program.
    Non-financial: No non-financial relationships exist.

    Emily Hall
    Financial: No financial disclosure exists.
    Non-financial:
    Emily is volunteering her time for this presentation.


    ASHA requires participation in the CEU Registry to receive CEUs. If you are not part of ASHA’s CEU Registry, the Certificate of Completion will serve as documentation for ASHA CMHs.


    ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.

    If you have any questions, contact our office at 781-647-7031 or by email at theoffice@mshahearsay.org.

    • 01 Aug 2024
    • 12:00 AM
    • 31 Aug 2024
    • 11:59 PM
    • Self-Study

    Contemporary Considerations in Auditory Processing Disorders

    August 1-31, 2024

    Members: $10

    Non-Members: $60

    Program materials will be distributed via email August 1, 2024

    Description
    This session will focus on an overview of current aspects of auditory processing disorders in children and adults and the role of audiologists and speech/language pathologists with this population. Characteristics of APD will be discussed and the “science” behind this disorder will be highlighted. Assessment of auditory related disorders related to APD will be discussed with specific techniques described including obtaining authentic assessment information. An overview of treatment and management options will be presented. Treatment will focus on “building a better auditory system” by taking advantage of neural plasticity. Management recommendations will focus on how people with APD in their real world listening situations. Cases will be included in the discussion.

    Presenters
    Gail M. Whitelaw, PhD

    Learner Outcomes
    At the end of the session, participants will be able to:
    1. Define current consideration in auditory processing disorder
    2. Describe assessment protocols and the role of an interdisciplinary team
    3. Discuss management strategies
    4. List treatment approaches including technology and aural rehabilitation

    Time-Ordered Agenda
    5 minutes: Introduction
    25 minutes: APD: What it is and what it's not. Critical issues in hearing and listening
    30 minutes: Assessment of auditory processing disorders: Interdisciplinary issues and the role of a team
    15 minutes: Special populations: mTBI, students with dyslexia, younger children, people who identify as neuro-diverse
    15 minutes: Service Documentation
    35 minutes: Overview of treatment/management
    20 minutes: Questions and wrap-up

    About the Presenter


    Gail M. Whitelaw, Ph.D. is a clinical associate professor of audiology and the Director of the Speech-Language-Hearing Clinic in the Department of Speech and Hearing Science at The Ohio State University in Columbus, OH. She provides direct clinical services and is a preceptor for Doctor of Audiology (AuD) students in their clinical experiences. She is also an educational audiology consultant to school districts and provided contract services to school districts in Central Ohio for more than 25 years. Dr. Whitelaw’s clinical interests are in the areas of auditory processing disorders (APD) in children and adults, tinnitus and sound tolerance issues, and patients with traumatic brain injury. She teaches courses in pediatric audiology, tinnitus, and professional issues in audiology and speech/language pathology.

    Disclosure Statements

    Financial: Gail receives a salary as a clinical associate professor of Audiology and the Director of the Speech-Language-Hearing Clinic in the Department of Speech and Hearing Science at the Ohio State University in Columbus, Ohio.
    Non-financial: Gail serves on the honors and awards committee of the American Academy of Audiology. Gail is a board member of the accreditation commission for Aud. Ed. She is an editorial reviewer for the American Tinnitus Association.

    ASHA requires participation in the CEU Registry to receive CEUs. If you are not part of ASHA’s CEU Registry, the Certificate of Completion will serve as documentation for ASHA CMHs.

    ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.

    If you have any questions, contact our office at 781-647-7031 or by email at theoffice@mshahearsay.org.

    • 01 Nov 2024
    • 12:00 AM
    • 30 Nov 2024
    • 11:59 PM
    • Self-Study

    Public Policy & Audiology

    November 1-30, 2024

    Members: $10

    Non-Members: $60

    Program materials will be distributed via email November 1, 2024

    Description
    This course identifies and describes current trends in the political and public policy landscape of relevance to audiology. The course further explores the making of public policy and the importance of advocacy in each stage of the public policymaking process. Finally, the course outlines ASHA’s approach to advocacy, ASHA’s annual Public Policy Agenda, and the work that ASHA undertakes in partnership with audiologists to advance the priorities of the profession.

    Presenters
    Susan Adams & Tim Boyd

    Learner Outcomes
    The participants will be able to:
    1. Identify trends in the current political and public landscape
    2. Define advocacy and its importance to audiologists
    3. Learn about the audiology advocacy objectives ASHA is undertaking to advance the priorities of the 2023 Public Policy Agenda

    Time-Ordered Agenda

    5 minutes Introduction
    40 minutes Current Trends in the Political & Public Policy Landscape
    20 minutes The Public Policy making process and Importance of Advocacy
    40 minutes ASHA Advocacy and Audiology Priorities
    15 minutes Questions & Discussion

    About the Presenters

    Susan Adams is the Director for State Legislative and Regulatory Affairs at ASHA. She is responsible for advancing the public policy objectives of ASHA by representing the Association in all phases of state legislative and regulatory advocacy. Susan received her bachelor’s degree in business administration from Towson University and her juris doctor from the University of Baltimore, School of Law. Susan holds the Certified Association Executive credential from the American Society of Association Executives.

    Tim Boyd has served as ASHA’s Director of State Health Care and Education Affairs since July 2019. Before joining ASHA, Tim worked on state policy for the National Organization for Rare Disorders and domestic policy for the AIDS Healthcare Foundation. Tim earned his B.A. in Political Science from the University of California Santa Barbara and an M.P.H. from the George Washington University.

    Disclosure Statements

    Susan Adams
    Financial: Susan receives a salary as an employee of ASHA.
    Non-financial: No non-financial relationships exist.

    Tim Boyd
    Financial: Tim receives a salary as an employee of ASHA.
    Non-financial: No non-financial relationships exist.

    ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.


    Interested in sponsoring this event? Please consider partnering with us for this worthwhile experience. If you have any questions, contact our office at 781-647-7031 or by email at theoffice@mshahearsay.org.

    • 01 Dec 2024
    • 12:00 AM
    • 31 Dec 2024
    • 11:59 PM
    • Self-Study

    Working with LGBTQ+ Persons

    December 1-31, 2024

    Members: $10

    Non-Members: $60


    Program materials will be distributed via email December 1, 2024

    Description
    As LGBTQ+ civil rights and societal acceptance has expanded, continued dissemination of knowledge about the LGBTQ+ community remains critical to support colleagues, patients, and other stakeholders. This session will provide a basic introduction and resources for supporting LGBTQ+ identities.

    Following events in early 2020, our professional organizations have pledged to grow efforts related to diversity, equity, inclusion, and belonging. While we must continue to diversify the professionals we train and employ, we must also continue to learn how to support these diverse communities to ensure a supportive work environment. With the increased visibility and focus on diversity, equity, inclusion, and belonging it remains increasingly important for our professions to continue to provide equitable healthcare and an inclusive culture to diverse individuals, including those identifying in the LGBTQ+ community.

    With estimates of approximately 4.5% of the population, and rising, the LGBTQ+ community is a large and growing minoritized community (Gates, 2017). Despite increased representation, research has indicated that individuals and families identifying under the umbrella of LGBTQ+ are still underserved by healthcare providers, more likely to drop out of high school, and more likely to experience poorer health outcomes, when compared to their cisgender heterosexual counterparts (Palmer, et al. 2016). Additionally, with sources indicate that as many as 46 % of LGBTQ+ workers in the US are closeted (or kept secret) in the workplace (Fidas & Cooper, 2019), it is not unreasonable to expect, that we have colleagues who have felt uncomfortable expressing their authentic selves in the place where they spend majority of their work week.

    This presentation aims to dismantle misinformation surrounding LGBTQ+ identities, provide resources to better serve patients and support our LGBTQ+ colleagues while initiating conversations that center diverse perspectives (and people). As members of the LGBTQ+ community, we have the lived experience of receiving and providing healthcare. As providers we take a patient-centered approach to healthcare; this means we must consider all lived experiences. This also holds true when we are trying to promote a collegial environment where diversity and equity is at the forefront. By understanding our unique differences, as well as our similarities, we are better able to collaborate and engage as professionals, which ultimately better serves our patients and their loved ones. Through this introduction, professionals will be empowered to create more inclusive environments for LGBTQ+ identifying individuals, foster better comradery in our communities, and increase diverse perspectives that ultimately advance our profession.

    Presenters
    Henry Botzum, AuD, CCC-A
    Sarah Blizzard, EdD

    Learner Outcomes
    The participants will be able to:
    1. List two benefits and consequences of an LGBTQ+ individual coming out to a provider
    2. Demonstrate at least three ways SLP/AuD providers can create an affirming and welcoming environment for LGBTQ+ individuals
    3. Identify at least three factors to accessible care for LGBTQ+ individuals

    Time-Ordered Agenda

    5 minutes Introduction
    10 minutes LGBTQ+ identities (LGBTQ 101)
    30 minutes How to be an ally / LGBTQ+ healthcare specific considerations
    15 minutes Questions & Discussion


    About the Presenters

     

    Dr. Sarah Blizzard (she/they) is a passionate educator who has spent her career promoting intercultural and interpersonal dialogue as a way to understand and create inclusive and diverse communities. With BA and MA degrees in Communication Studies from UNC-Greensboro and an EdD in Higher Education from University of Denver, Dr. Blizzard has a unique approach to organizational change that highlights the importance of shared language and understanding. Currently, Sarah is enjoying creating Berkshire Community College's first multicultural center as well as freelancing as a certified life coach and organizational consultant.

    Henry Botzum (he/him), AuD, is a Regional Sales Manager for Widex USA. Dr. Botzum completed his Clinical Doctor of Audiology from the University of Memphis following a BA in Music Performance from Ohio University and MA in Music from the University of Northern Iowa. Prior to his work at Widex, Henry served as a clinical audiologist at Berkshire Medical Center in Western, MA. Henry is active in Diversity, Equity, and Inclusion advocacy, serving on the DEIB and Membership committees for AAA.

    REMINDER: Please check both your personal and professional email address if you have not received a confirmation email prior to the event. In the past, some participants have forgotten which was used during registration and missed the program!

    Disclosure Statements

    Henry Botzum, AuD, CCC-A
    Financial: Henry receives salary as an employee of Widex, USA.
    Non-financial: Henry is a member of AAA (membership & DEI committees), ASHA, and MSHA (VP Clinical Practice).

    Sarah Blizzard, EdD
    Financial: Sarah receives a salary as an employee of Berkshire Community College.
    Non-financial: No non-financial relationships exist.

    ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.


    Interested in sponsoring this event? Please consider partnering with us for this worthwhile experience. If you have any questions, contact our office at 781-647-7031 or by email at theoffice@mshahearsay.org.

Education listings are free of charge for MSHA members and non-profit organizations. Others interested in including an event listing here are welcome to explore our advertisement options. To include your education program on the MSHA website, email the office at theoffice@mshahearsay.org.

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© Massachusetts Speech-Language Hearing Association

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theoffice@mshahearsay.org

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