School Based Medicaid Program for SLP’s

August 1-31, 2025

Members: $10

Non-Members: $60

Program materials will be distributed via email the first business day of August.

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, Manager for MassHealth School Based Medicaid Program (SBMP)
Emily Hall, Director of School-Based Medicaid Programs at the University of Massachusetts Chan Medical School

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

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

Margot Tracy is the manager for the MassHealth School Based Medicaid Program (SBMP). 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.

Discrimination Policy: 
MSHA does not discriminate against students, parents, employees or the general public on the basis of race, color, sex, homeless status, gender identity, religion, national origin, sexual orientation, disability, or age. MSHA is also committed to maintaining an educational environment free of harassment. Harassment based on race, color, religion, national origin, gender, sexual orientation, gender identity, homeless status, age or disability is prohibited. In addition to the protected classes identified above, as to employment practices, MSHA also does not discriminate based on genetic information, ancestry or status as a veteran.

Accommodations for Persons with Disabilities:
We want to provide the best learning experience for everyone. In compliance of the ADA, should you require any accommodation to fully participate in this training, please contact theoffice@mshahearsay.org or call 781-314-9517.

Continuing Education Credits:
Satisfactory Completion Requirements for ASHA CEU’s

ASHA CEU’s will be awarded after viewing of the entire presentation and submission of a completed evaluation and an assessment of learning. There is no partial credit. A link to the assessment and evaluation will be sent out following the program.

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.

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.

 
Stepping Into the Unfamiliar:
Servicing Deaf Children In EI
Presented by Claire Lombardo-Miller, MS, CCC-SLP, NIC

Saturday, September 27, 2025 
10:00 a.m.-12:00 p.m.

Members: $10

Non-Members: $60

Description

Hearing loss is considered low incidence, but it is very possible that early intervention clinicians will work with a deaf child at some point in their career. Deaf children have a variety of audiological, linguistic, and family profiles, making each case unique in its own rite. However, most training programs offer little to no preparation in how to work with -- or even effectively and respectfully communicate with -- this population. So, what does one do if they do not have specialized training, yet a deaf child is assigned to their caseload?

This presentation will review basics of hearing loss, relevant terminology, technology options, and language use. It will also examine the behaviors of Deaf parents that foster rich language foundations, and provide practical ideas to prepare clinicians for effective home visits and collaboration with specialty service programs for the deaf.

Learner Objectives

1. Establish understanding of basic identification, audiological, and tech information
2. Dispel outdated tropes, buzzwords, and myths
3. Identify strategies for maintaining eye gaze and stimulating language and connection during appropriate developmental activities
4. Describe what timely and appropriate early intervention services for deaf and hard of hearing children looks like
5. Outline approaches to successful partnerships between SSPs (specialty service programs) and EI agencies
6. Develop a stock of resources for continued enrichment (for yourself and those you serve)

Time Ordered Agenda

10:00-10:05   Welcome and Introductions

10:05-10:15   From identification to EI enrollment: A primer

10:15-10:25   Experiencing deafness through simulations

10:25-10:35   Terminology and cultural sensitivity

10:35-10:55   Ending the cycle of bias and myths

10:55-11:15   SSP collaboration to prevent language deprivation

11:15-11:30   Techniques for effective visual connection

11:30-11:50   Resources – people, places, and things

11:50-12:00   Discussion/Questions

About the Presenter

Claire Lombardo-Miller, CCC-SLP, NIC, is a Speech-Language Pathologist and ASL-English Interpreter. She earned a BA in early childhood education at Smith College and an MS in speech-language pathology from Boston University. Since 2004, she has worked at The Learning Center for the Deaf as an SLP, early intervention provider, educator, and mentor, as well as a consultant to SLPs working with deaf children in public schools. Claire presents at state and national conferences in the field of Deaf-focused early intervention, linguistic bias, and bilingual-bimodal development. The Deaf community has been a beacon of her learning and personal and professional growth. Allyship and continued growth is at the center of her professional practice. Outside of work, Claire finds herself happiest with her family, in her garden, attending live music, and eating ice cream.

Financial Disclosure

• Speaker is receiving an honorarium for this webinar.
• Speaker maintains the intellectual property rights for the material presented.
• Speaker receives a salary from The Learning Center for the Deaf.

Non-Financial Disclosure

• Speaker serves on the Hands and Voices, MA Chapter Executive Board.

Accommodations for Persons with Disabilities:

We want to provide the best learning experience for everyone. In compliance of the ADA, should you require any accommodation to fully participate in this training, please contact theoffice@mshahearsay.org or call 781-314-9517.

Satisfactory Completion Requirements for ASHA CEUs

ASHA CEU’s will be awarded after active attendance at the entire presentation documented by log in/log out times, submission of a completed evaluation and submission of a completed assessment of learning. There is no partial credit. A link to the Assessment and Evaluation will be sent out following the program. 

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. 

This program has been approved for ASHA CEUs- Introductory Level- .20 ASHA CEUs.

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.

 
Possibilities in Bilingual Assessment
of Deaf/Hard of Hearing Children
Presented by Claire Lombardo-Miller, MS, CCC-SLP, NIC

Saturday, October 25, 2025 
10:00 a.m.-12:00 p.m.

Members: $10

Non-Members: $60

Description

Hearing loss is considered low incidence, but it is very possible that early intervention clinicians will work with a deaf child at some point in their career. Deaf children have a variety of audiological, linguistic, and family profiles, making each case unique in its own rite. However, most training programs offer little to no preparation in how to work with -- or even effectively and respectfully communicate with -- this population. So, what does one do if they do not have specialized training, yet a deaf child is assigned to their caseload?

This presentation will review basics of hearing loss, relevant terminology, technology options, and language use. It will also examine the behaviors of Deaf parents that foster rich language foundations, and provide practical ideas to prepare clinicians for effective home visits and collaboration with specialty service programs for the deaf.

Learner Objectives

1. Define bilingualism and bimodalism as pertaining to Deaf/Hard of Hearing children
2. Feel more comfortable designing a test protocol based on a Deaf child’s unique linguistic profile
3. Find flexibility in using the assessment tools you have (for non-deaf children) to get useful data
4. Name a few formal assessment tools normed on d/Deaf/Hard of hearing children 
5. Understand the role of ASL interpreters as part of a child’s IEP/assessment team, as well as how to “use” one
6. Learn how to assess your own skills and biases, and understand the vital role of qualified Deaf involvement

Time Ordered Agenda

10:00-10:05   Welcome and Introductions

10:05-10:15   Defining 'bilingualism' vs 'bimodalism'

10:15-10:35   Dynamic evaluation procedures

10:35-11:00   Two guided case studies

11:00-11:10   Try your knowledge! Case study three

11:10-11:20   Other assessments to consider

11:20-11:30   ASL assessments

11:30-11:40   ASL interpreters in SLP assessments

11:40-11:55   Deaf involvement and checking your bias

11:55-12:00  Discussion/Questions

About the Presenter

Claire Lombardo-Miller, CCC-SLP, NIC, is a Speech-Language Pathologist and ASL-English Interpreter. She earned a BA in early childhood education at Smith College and an MS in speech-language pathology from Boston University. Since 2004, she has worked at The Learning Center for the Deaf as an SLP, early intervention provider, educator, and mentor, as well as a consultant to SLPs working with deaf children in public schools. Claire presents at state and national conferences in the field of Deaf-focused early intervention, linguistic bias, and bilingual-bimodal development. The Deaf community has been a beacon of her learning and personal and professional growth. Allyship and continued growth is at the center of her professional practice. Outside of work, Claire finds herself happiest with her family, in her garden, attending live music, and eating ice cream.

Financial Disclosure

• Speaker is receiving an honorarium for this webinar.
• Speaker maintains the intellectual property rights for the material presented.
• Speaker receives a salary from The Learning Center for the Deaf.

Non-Financial Disclosure

• Speaker serves on the Hands and Voices, MA Chapter Executive Board.

Accommodations for Persons with Disabilities:

We want to provide the best learning experience for everyone. In compliance of the ADA, should you require any accommodation to fully participate in this training, please contact theoffice@mshahearsay.org or call 781-314-9517.

Satisfactory Completion Requirements for ASHA CEUs

ASHA CEU’s will be awarded after active attendance at the entire presentation documented by log in/log out times, submission of a completed evaluation and submission of a completed assessment of learning. There is no partial credit. A link to the Assessment and Evaluation will be sent out following the program. 

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. 

This program has been submitted for ASHA CEUs- Introductory Level- .20 ASHA CEUs.

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.

Trauma Informed Rapport Building for School SLPs

November 1-30, 2025

Members: $10

Non-Members: $60

Program materials will be distributed via email the first business day of November.

Description

During this webinar, clinicians will learn the tenets of trauma-informed care and the impact that systemic exclusion has on minoritized populations. We'll discuss holistic, client-centered approaches when working with students and families from all backgrounds. Clinicians will come away more confident in their abilities to meet the needs of their diverse caseloads while also developing an understanding of how to reduce disparities by making small adjustments to their own practices.

Note: Accommodations for Persons with Disabilities: We want to provide the best learning experience for everyone. In compliance of the ADA, should you require any accommodation to fully participate in this training, please contact theoffice@mshahearsay.org or call 781-314-9517.

Presenter

AC Goldberg (he/him) PhD, CCC/SLP

Learner Objectives

1.  Participants will define terminology related to gender, neurotype and intersectionality

2.  Participants will identify areas of DEI education relevant to their school practice

3.  Participants will distinguish the tenets of trauma-informed care

4.  Participants will devise ways to foster trusting relationships with populations who have experienced institutional trauma

Time Ordered Agenda

5 Minutes: Introduction

15 Minutes: Concepts and Terminology

15 Minutes: Identity and Trauma, Unpacking Loaded Clinical Experiences

15 Minutes: Sensitivity to Backgrounds and Lived Experience, Identifying Bias in Practice

15 Minutes: Addressing Bias and Looking Ahead

40 Minutes: Scenarios Workshop

15 Minutes: Questions, Conclusion, and Resources

About the Presenter

AC Goldberg (he/him) PhD CCC/SLP is a physically disabled, intersex/transgender Professor, DEIB Consultant/SLP whose mission is to cultivate affirming spaces for everybody. He teaches at Northeastern University, where he runs a gender-affirming voice clinic and leads courses in DEI and transgender health. AC's consulting centers empathy, humanity and intersectional cultural responsiveness. His continuing education nonprofit, The CREDIT Institute, is dedicated to advancing equity in higher education and healthcare.

Financial Disclosure

• Assistant Clinical Professor at Northeastern University
• Founder/Director, the CREDIT Institute 501(C)(3)
• Founder, Transplaining LLC
• Contractor with Prismatic Speech Services
• MSHA member receiving an honorarium for this webinar

Non-financial Disclosure

AC is a founding member of the Trans Voice Initiative. He serves on the community advisory board overseeing research out of Boston University about the effects of exogenous testosterone therapy on communication in AFAB speakers. He’s also on the editorial board of the Journal of Communication Disorders.

Continuing Education Credits:
Satisfactory Completion Requirements for ASHA CEU’s

ASHA CEU’s will be awarded after viewing of the entire presentation and submission of a completed evaluation and an assessment of learning. There is no partial credit. A link to the assessment and evaluation will be sent out following the program.

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.

This program also qualifies for ASHA's DEI CEU requirements.

Stuttering vs Cluttering

December 1-31, 2025

Members: $10

Non-Members: $60

Program materials will be distributed via email the first business day of December.

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.

Presenters
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

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

Lourdes Ramos-Heinrichs, SLP, CCC-SLP
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.

Discrimination Policy: 
MSHA does not discriminate against students, parents, employees or the general public on the basis of race, color, sex, homeless status, gender identity, religion, national origin, sexual orientation, disability, or age. MSHA is also committed to maintaining an educational environment free of harassment. Harassment based on race, color, religion, national origin, gender, sexual orientation, gender identity, homeless status, age or disability is prohibited. In addition to the protected classes identified above, as to employment practices, MSHA also does not discriminate based on genetic information, ancestry or status as a veteran.

Accommodations for Persons with Disabilities:
We want to provide the best learning experience for everyone. In compliance of the ADA, should you require any accommodation to fully participate in this training, please contact theoffice@mshahearsay.org or call 781-314-9517.

Continuing Education Credits:
Satisfactory Completion Requirements for ASHA CEU’s

ASHA CEU’s will be awarded after viewing of the entire presentation and submission of a completed evaluation and an assessment of learning. There is no partial credit. A link to the assessment and evaluation will be sent out following the program.

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.

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.