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    • 01 Feb 2024
    • 12:00 AM
    • 29 Feb 2024
    • 11:59 PM
    • Self-Study
    Register

    Stuttering vs. Cluttering: Similarities and Differences

    Available February 1-29

    Members: FREE
    Non-Members: $60

    Description
    Speech fluency refers to the physical characteristics of human speech, including speech continuity, speech rate, and amount of effort in speaking. There are normal variations in the level of fluency of each speaker, however, when the daily life of the individual is negatively impacted by the speech fluency concern, an SLP may be involved in the assessment and clinical treatment of the disorder.

    Presenter
    Lourdes Ramos-Heinrichs, SLP, CCC-SLP

    Learner Outcomes
    The participants will be able to:
    1. Describe the differential diagnosis of stuttering
    2. Describe the differential diagnosis of cluttering
    3. Develop and implement treatment plans for stuttering
    4. Develop and implement treatment plans for cluttering

    Time-Ordered Agenda
    20 minutes - Overview and Background
    10 minutes - Questions and Audience Participation
    20 minutes - Power Point presentation on Stuttering and examples
    10 minutes - Questions and audience participation
    25 minutes - Power Point presentation on Cluttering and examples
    5 minutes - Questions and audience participation 
    10 minutes - Case Study Small Group Discussion
    10 minutes - Information Sharing from Small Group Discussions
    10 minutes - Conclusion, questions, and Wrap-Up

    About the Presenter


    Lourdes Ramos-Heinrichs, SLP, CCC-SLP is a lifetime member of the American Board of Fluency and Fluency Disorders. She has taught graduate courses in Fluency and Fluency Disorders, supervised stuttering clinics, and headed a fluency cohort in the Boston Public schools for the last 20 years. She has also presented seminars in fluency disorders in national and international conventions, and has addressed diagnostic and clinical aspects of stuttering in various publications.


    Disclosure Statements

    Financial: Lourdes is receiving an honorarium for this presentation.

    Non-financial: Lourdes is a member of ASHA. She is a lifetime member of the American Board of Fluency and Fluency Disorders. Lourdes heads the fluency cohort for the Boston Public Schools. She directs the clinical component of Camp Words Unspoken.

    This program has been approved for ASHA CEUs.

    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.

    • 02 Mar 2024
    • 9:00 AM - 2:00 PM
    • Northeastern University, Behrakis Center, 30 Leon Street
    Register

    Making the Transition from Student to Clinician

    Description
    This event will present information important to CSD students in their second year of graduate school preparing to enter into the workforce. Presentations and activities will cover topics including searching for a CF, interviewing, ASHA certification, State and DESE licensure, professional licensure, and advocacy. The goal of this event is to meet the needs of second year graduate students as they prepare to transition to clinical fellows.

    Schedule
    Check-in begins at 8:30 am
    9:00 am - 2:00 pm

    Where
    Northeastern University
    Behrakis Health Sciences Center
    Room #302 

    30 Leon Street
    Parking is available on-site

    Accessible by the MBTA Green line


    Target

    Content was developed to meet second-year graduate students' needs as they prepare to transition to clinical fellows


    Topics

    • Searching for a CF 
    • Interviewing
    • State Licensure
    • ASHA Certification
    • DESE Licensure
    • Provisional Licensure Advocacy
    MSHA Student Members: Free
    MSHA Members: Free
    Non-members: $15

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

    • 08 Mar 2024
    • 8:30 AM - 3:15 PM
    • Zoom


    Understanding and Treating Selective Mutism in the Educational Setting
    Presented by Annie DiVello Consulting, LLC


    Description

    This interactive course is intended to help school teams effectively support students with selective mutism. Eligibility and creating your plan of support will be demystified. Direct instruction will be given for bringing your student’s Brave voice to school step by step. The important role of the classroom teacher will be emphasized. Disability awareness as it relates to SM will also be explored.


    Learner Objectives:

    • Describe this most mysterious disability in your own words
    • Differentiate between shyness and SM
    • Illuminate the inner experience of a student with SM
    • Clarify why students with SM qualify for supports
    • State one reason why a team approach is necessary
    • Define the role of the “keyworker”
    • Define the role of the teacher
    • State why the teacher(s) and paraprofessionals are VIPs within the support process
    • List the two most salient features of “moving towards yes”
    • Explain the importance of building awareness and understanding about SM in the classroom

    For more information and to register visit the website here: https://anniedivello.com/understanding-treating-sm-in-the-educational-setting/

    • 09 Mar 2024
    • 10:00 AM - 12:00 PM
    • Webinar
    Register


    Webinar: Aspiration Pneumonia – It’s More Than Aspiration

    Saturday, March 9, 2024

    Members: FREE
    Non-Members: $60

    Description
    Dysphagia has many adverse health consequences, not the least of which are aspiration and aspiration pneumonia. Pneumonia is a complicated diagnosis, however, and not always the direct result of aspiration. This course will provide dysphagia clinicians with tools to better predict pneumonia in their patients by describing pulmonary clearance mechanisms, identifying pertinent imaging and lab results, and discussing specific pneumonia risk factors.

    Presenter
    Angela Mansolillo, MA/CCC-SLP, BCS-S

    Learner Outcomes
    The participants will be able to:
    1. Differentiate aspiration pneumonia from other types of pneumonia
    2. Describe three risk factors for aspiration pneumonia in individuals with dysphagia
    3. Identify and implement two therapeutic strategies to reduce risk of aspiration pneumonia in individuals with dysphagia

    Time-Ordered Agenda

    10:00-10:20 am I What is Aspiration Pneumonia?

    10:20-10:30 am II Pulmonary Clearance Mechanisms

    10:30-10:45 am III Who Gets Sick? Consideration #1 - Is there a bacteria source?

    10:45-11:10 am IV Who Gets Sick? Consideration # 2 – Is aspiration occurring?

    11:10-11:25 am V Who Gets Sick? Consideration # 3 – What was aspirated?

    11:25-11:50 am VI Who Gets Sick? Consideration # 4 – What is the potential for clearance?

    11:50-11:55 am VII case review

    11:55-12:00 pm VIII Wrap up and questions


    About the Presenter


    Angela Mansolillo, MA/CCC-SLP, BCS-S, is a Speech-Language Pathologist and Board Certified Specialist in Swallowing Disorders with more than 30 years of experience. She is currently a senior Speech-Language Pathologist at Cooley Dickinson Hospital in Northampton, Massachusetts where she provides evaluation and treatment services for adults and children with dysphagia and is involved in program planning and development for inpatient and outpatient programming including quality improvement initiatives, patient education, and clinical policies and protocols. In addition, she is an adjunct faculty member at Elms College Department of Communication Sciences and Disorders in Chicopee, Massachusetts. Over the course of her career, she has worked in a variety of clinical settings, provided numerous regional and national presentations, and lectured at several colleges and universities throughout Massachusetts. Most recently, she is the author of Let’s Eat, a clinical manual for treatment of pediatric feeding and swallowing disorders. Angela is a sought-after speaker for both live and online continuing education courses as she seamlessly blends current research with clinical experience.

    Disclosure Statements

    Financial: Angela receives a salary as an employee of Cooley Dickinson Hospital as a speech pathologist and Board Certified Specialist in Swallowing Disorders. She receives a salary as an adjunct faculty member at Elms College Department of Communication Sciences and Disorders. Angela receives royalties as the author of "Let's Eat". She is receiving an honorarium for this presentation.

    Non-financial: Angela is a member of ASHA and MSHA.

    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 Apr 2024
    • 10:00 AM
    • 30 Apr 2024
    • 12:00 PM
    • 79
    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, Asst 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 Asst 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


    Understanding and Treating Selective Mutism in the Educational Setting
    Presented by Annie DiVello Consulting, LLC


    Description

    This interactive course is intended to help school teams effectively support students with selective mutism. Eligibility and creating your plan of support will be demystified. Direct instruction will be given for bringing your student’s Brave voice to school step by step. The important role of the classroom teacher will be emphasized. Disability awareness as it relates to SM 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:

    • Describe this most mysterious disability in your own words
    • Differentiate between shyness and SM
    • Illuminate the inner experience of a student with SM
    • Clarify why students with SM qualify for supports
    • State one reason why a team approach is necessary
    • Define the role of the “keyworker”
    • Define the role of the teacher
    • State why the teacher(s) and paraprofessionals are VIPs within the support process
    • List the two most salient features of “moving towards yes”
    • Explain the importance of building awareness and understanding about SM in the classroom

    For more information and to register visit the website here: https://anniedivello.com/understanding-treating-sm-in-the-educational-setting/

    • 27 Apr 2024
    • 9:00 AM - 11:00 AM


    Webinar: Advanced Dysphagia Practice

    Saturday, April 27, 2024

    Members: FREE
    Non-Members: $60

    Description

    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.

    Presenters
    Rachael Silveira, M.A CCC-SLP

    Learner Outcomes

    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.

    Time-Ordered Agenda

    9:00 am: Introduction

    9:05 am: Trauma SLP/type of population

    9:09 am: Transplant SLP/type of population

    9:13 am: Indications for tracheostomy

    9:16 am: Dysphagia associated with trach

    9:21 am: Dysphagia research/considerations trauma

    9:26 am: Dysphagia research/considerations transplants

    9:31 am: Communication associated with trachs

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

    9:44 am: Familiarize yourself with ventilators

    9:45 am: Ventilator Basics and modes

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

    10:05 am: Pertinent Ventilator Settings

    10:15 am: Inline PMV basics/application

    10:23 am: Trach Team purpose/outcomes

    10:28 am: Why start a team?

    10:30 am: Inconsistencies in care

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

    10:46 am: Team members/SLP involvement 

    10:56 am: Challenges

    10:58 am: References/Questions

    About the Presenters