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What's New in the School Setting

Pediatric Feeding and Swallowing

Presenters

Continuing Education

 

Workshops

2019 Fall Workshops
November 1-2, 2019

Join us at the Hilton Garden Inn Independence in Independence, Missouri for the 2019 MSHA Fall Workshops!

What's New in the School Setting - November 1, 2019

Pediatric Feeding and Swallowing - November 2, 2019

Hilton Garden Inn Independence

A special room rate of $89 per night will be available until September 30, 2019, or until the room block sells out, whichever occurs first.

To make reservations, call 1-800-445-8667 and reference group code: MSH

Click here to make reservations online. No group code is needed.

 

Registration

Early registrations are available for registrations postmarked by September 5, 2019.

Attendance for One Workshop

  • MSHA Members - $125
  • Non-Members - $190
  • Students - $50

Attendance for Both Workshops

  • MSHA Members - $200
  • Non-Members - $305
  • Students - $75

After September 5, rates increase by $25. Registration will not be processed until the fee is received. On-site registration is strongly discouraged as space and lunch cannot be guaranteed.

Online Registration

Printable Registration Form

Refunds/Cancellations: Refunds minus a $30 processing fee must be requested in writing and will be honored if received by October 25. No refunds will be made after this date. Refunds will not be given for no-shows.

 

Friday, November 1 - What's New in the School Setting

Agenda

8:30 am-9:30 am Revised Speech/Language Eligibility Criteria
Elizabeth McKerlie, MS, CCC-SLP; Patricia Jones, MS, CCC-SLP, Diane Golden, PhD, CCC-A
9:30 am-10:30 am Let's T.A.L.K. No IEP Required: MTSS/RTI for Early Childhood
Melissa Finneseth, MS, CCC-SLP; Kerry Boehm
10:30 am-10:45 am BREAK
10:45 am-11:15 am Beyond Standardized Testing: Strategies and Resources for Determining Adverse Educational Impact For 3 to 5-Year-Olds With Speech Delays
Jennifer Stevenson, MHS, CCC-SLP, EdS
11:15 am-11:45 am Measuring Latency of Response to Inform Use of Prompt Hierarchy
Debbie-Dawn McMahon, BCBA, LBA
11:45 am-12:45 pm LUNCH
12:45 pm-1:45 pm Visual and Behavioral Supports for Speech and Language Therapy
Anita Cockrum, MS, CCC-SLP, BCBA
1:45 pm-2:45 pm Challenging Behavior During Therapy: AKA “Why Does Johnny Trash My Room?”
Susan Robichaud, BCaBA
2:45 pm-3:00 pm BREAK
3:00 pm-3:45 pm Power Struggles: “I Won’t and You Can’t Make Me!”
Stacee Jennings, MA, SPED, BCBA
3:45 pm-4:30 pm I Can’t Wait You Out Forever! Strategies to Reduce Behavior Duration and Increase Response Fluency
Sarah Novickis, PhD, BCBA

 

Revised Speech/Language Eligibility Criteria Missouri has revised speech/language eligibility criteria. Specific eligibility criteria for language impairment, sound system disorder, voice impairment and fluency impairment will be reviewed.

Learner Outcomes:

  • The learner will describe the current language impairment and sound system disorder criterion.
  • The learner will describe the changes with the new language impairment and sound system disorder criterion.
  • The learner will list changes with eligibility criterion regarding voice and fluency disorder.

Let's T.A.L.K. No IEP Required: MTSS/RTI for Early Childhood   
If you are looking for a proven and innovative way to address speech and language concerns without a lengthy evaluation and SPED diagnosis, this presentation is for you! Join Melissa Finneseth, speech-language pathologist, and Kerry Boehm, principal, as they share the multi-tiered approach developed by Lee's Summit Parents as Teachers. Parent Educator training, parent/child communication consultations, home speech and language programs, T.A.L.K. groups and Speech Improvement Services have been making an impact in the area of communication for over 15 years in the Lee's Summit community. Consider implementing these responses to intervention strategies in your school district, as well!

Learner Outcomes:

  • The learner will be able to list the multi-tiered approach to communication concerns being utilized in the Lee's Summit community and school district.
  • The learner will assess the similarities and differences between I.E.P.s and T.A.L.K. groups/Speech Improvement Services.
  • The learner will understand the sources that may be available to fund a similar program in their school district.

Beyond Standardized Testing:  Strategies and Resources for Determining Adverse Educational Impact For 3 to 5-Year-Olds With Speech Delays
To make a determination about adverse educational impact, IEP teams must show that a child’s unintelligible speech results in an inability to make basic wants and needs known through spoken communication. Speech intelligibility is a subjective, perceptual judgement that can vary across settings, speakers, and listeners. In addition, standardized articulation tests will not always give enough information about a child’s connected speech. So how does an IEP team proceed with making a reliable judgement about the severity of a child’s speech delay? This presentation provides early childhood speech-language pathologists with updates on research-based assessment methods that can be used to help IEP teams make appropriate eligibility determinations.

Learner Outcomes:

  • The learner will become familiar with what current research says about speech intelligibility.
  • The learner will become familiar with informal research-based assessment measures and strategies to objectively identify children with severely unintelligible speech.
  • The learner will be able to define “adverse educational impact” for young children with speech delays who may or may not be in a formal educational setting.

Measuring Latency of Response to Inform Use of Prompt Hierarchy
Measuring the latency between stimulus and response can help inform IEP goals for individual learners. Often, staff set response goals that are incompatible with the learner’s processing time and response delay. Systematic measurement can alleviate frustrating for the learner and over-prompting from the teacher.

Learner Outcomes:

  • The learner will become familiar with how to measure latency.
  • The learner will identify how to incorporate measured time into IEP goals.
  • The learner will be able to utilize prompt hierarchy use after latency, gradual prompts that fade out easily.

Visual and Behavioral Supports for Speech and Language Therapy
Today’s speech-language pathologists will be faced with behavioral concerns of their students/clients at some point in their day. By being proactive, we can significantly reduce the likelihood that unwanted behaviors will present themselves and we can reduce the amount of time spent addressing behaviors, which can directly impact student outcomes. The behavioral concepts of pairing, shaping, fading and behavioral momentum are vital components of effective teaching strategies that, when paired with behavioral considerations of the physical learning environment, such as visual supports, can be the difference between surviving and thriving.

Learner Outcomes:

  • The learner will understand the behavioral concepts of pairing, shaping, fading and behavior momentum.
  • The learner will identify how these behavioral concepts use can change outcomes for students and clients.
  • The learner will explore how to antecedent strategies to structure the learning environment in a way that will maximize student/client and practitioner success.

Challenging Behavior During Therapy: AKA “Why Does Johnny Trash My Room?”
Maladaptive behavior can rear its ugly head at the most inopportune times. WHO is the most likely client to engage in challenging behavior? WHAT does challenging behavior look like and WHICH preventative and response strategies work? WHERE and WHEN can we intervene in the crisis cycle? WHY do these challenges occur (physical aggression, property destruction, elopement and verbal aggression)? HOW can we use a skills assessment to identify and teach needed replacement behaviors?

In this presentation, we will explore the answers to these questions, as well as review the crisis cycle, precursor behavior, and identifying lacking/lagging skills. I will use examples from my work with our district’s specialized behavior team (Access Help) to highlight the different phases of the crisis cycle, including specific interventions I have used (based on the hypothesized function of the behavior). I will share suggestions for each perceived function that can be utilized by all staff, not just behavior analysts.

Learner Outcomes:

  • The learner will understand the crisis cycle and how it can affect therapy sessions.
  • The learner will identify precursor behavior and how to intervene at that point to avoid escalation.
  • The learner will identify and use lagging/lacking skills to teach replacement behavior in order to facilitate smoother therapy sessions with clients/students/patients.

Power Struggles: “I Won’t and You Can’t Make Me!”
We’ve all been there before: you redirect a student, and all of a sudden you are in a battle of wills. This presentation will include an overview of power struggles, how or why they happen and provide strategies to prevent them and/or diffuse them when they happen.

Learner Outcomes:

  • The learner will identify the two main reasons that power struggles start.
  • The learner will understand how skill deficits on the part of the student play a major role in power struggles.
  • The learner will identify strategies on how to prevent and diffuse power struggles by teaching new skills using evidence based practices such as shaping and specific reinforcement.

I Can’t Wait You Out Forever! Strategies to Reduce Behavior Duration and Increase Response Fluency
Therapists are often limited by the fast pace of a busy school schedule, a limited number of therapy minutes and a heavy caseload. Often times when a student chooses to refuse, protest, tantrum or display non-compliance, waiting for the student to comply may result in the student not receiving instruction. For many of our students, doing nothing can be more reinforcing than even their top reinforcer. This presentation will focus on strategies therapists can use to reduce the duration of student behavior, redirecting the behavior and increasing response fluency.

Learner Outcomes:

  • The learner will identify strategies they can use to reduce the length of behaviors, while increasing response fluency.
  • The learner will discover strategies they can use to disrupt and redirect behaviors, to focus on a task.
  • The learner will be able to identify how to increase behavioral momentum and fluency.

 

Saturday November 2 - Pediatric Feeding and Swallowing Difficulties

All-Day Presentation by Brenda Fetter, MA, CCC-SLP, CLC

Agenda

8:30 am-10:00 am Feeding the Medically Complex Child – Part 1
10:00 am-10:15 am BREAK
10:15 am-12:00 pm Feeding the Medically Complex Child – Part 2
12:00 pm-1:00 pm LUNCH (provided)
1:00 pm-3:15 pm Pediatric Swallow Studies and Thickened Liquids – Part 1
3:15 pm-3:30 pm BREAK
3:30 pm-4:30 pm Pediatric Swallow Studies and Thickened Liquids – Part 2

Pediatric Feeding and Swallowing Difficulties
Feeding difficulties are often the result of multiple factors including medical concerns, feeding skill deficits and behavioral concerns. During the first half of this workshop, we will explore the impact of medical concerns such as non-oral feedings, EoE, tracheostomy and cleft lip and/or palate on oral intake in the pediatric population. The second half of the presentation will focus on Videofluoroscopic Swallow Studies (VFSS) and thickened liquids. Swallow studies provide a wealth of information beyond aspiration. This presentation is primarily aimed at the non-medically based SLP (but all are welcome to attend) and will discuss appropriate VFSS referrals, patient preparation for the procedure, general study protocols, analysis of the study and accompanying report, as well as the pros and cons of VFSS vs. Flexible Endoscopic Evaluation of Swallowing (FEES) in the pediatric population. In regards to thickened liquids, we will consider the pros and cons of thickening agents, consistencies and testing methods.

Learner Outcomes:

  • The learner will identify three medical concerns and their impact on oral feeding in the pediatric population.
  • The learner will identify pediatric patients who would benefit from a Videofluoroscopic Swallow Study (VFSS).
  • The learner will discuss the pros and cons of use of thickened liquids with pediatric patients.

Presenters

Kerry Boehm
Kerry Boehm has worked as an early childhood administrator for the past 13 years.  Obtaining her ed specialist in administration has allowed her to continue to be a learner. Kerry has a passion for early learning that leads to many partnerships in the community and beyond. She believes that early learning has powerful benefits not only to children, but to their parents, as well. If you want to help a child, first help their family.  Her current work provides her with the opportunity to provide services to children and families through early childhood special education, Title funded preschool, Head Start and Parents as Teachers. She is a founding board member of the Missouri Parents as Teachers Association and finds that time spent with colleagues is time spent learning.   

Anita Cockrum, MS, CCC-SLP, BCBA
Anita Cockrum is a full-time speech-language pathologist for the North Kansas City School District.  She currently provides therapy for students in the district’s autism programming working primarily with students who use augmentative and alternative communication (AAC) and who exhibit significant barriers to learning.  Anita completed her masters of communication disorders at Missouri State University and later completed coursework in the area of applied behavior analysis through Florida Institute of Technology.

Brenda Fetter, MA, CCC-SLP, CLC
Ms. Fetter is a graduate of the University of Iowa. As a part of the Children’s Mercy Hearing and Speech Department, she is a member of the Cleft Lip and Palate Clinic, Super Q (22q) Express Clinic, Velopharyngeal Dysfunction (VPD) Clinic, Multidisciplinary Feeding Clinic and the Videofluoroscopic Swallow Study team. Brenda is a certified lactation counselor. She has over 19 years of experience treating pediatric patients with feeding and swallowing difficulties.

Melissa Finneseth, MS, CCC-SLP
Melissa Finneseth has worked as a speech-language pathologist for over 25 years, having received her B.S. and M.S. degree in speech pathology from the University of Central Missouri.  Melissa has dedicated her career to working with children’s communication concerns in the school system, as well as private practice.  Sixteen years ago, Melissa discovered her passion for working with the littlest communicators, and began a pilot program as the first speech pathologist working for Parents-as-Teachers in the state of Missouri.  A strong desire to teach, model, and shape the knowledge of parents, caregivers, parent educators and preschool workers is why Melissa continues to work in the early childhood setting and utilizes speaking engagements to create a team approach in improving young children’s communication skills wherever she goes.

Diane Cordry Golden, PhD, CCC-A
Diane Cordry Golden has 40 years of disability work experience at a federal, state and local level as a state and national assistive technology (AT) program director, state and local special education administrator, audiologist and technical assistance provider.  Currently, Dr. Golden provides technical assistance for State AT Programs with special focus on data analysis and program improvement as part of the Center for Assistive Technology Act Data Assistance.  She holds a PhD in special education administration, a master’s degree in audiology, and a bachelor’s degree in speech-language pathology. Dr. Golden has presented at numerous national conferences and has published on a wide variety of disability related topics including assistive technology policy and practice in special education, information and communication technology accessibility policy, textbook and instructional material accessibility in K-12 settings, accessible voting equipment, alternative service delivery models for speech-language and hearing intervention in schools, and special education administrator competencies. 

Stacee Jennings, MA, SPED, BCBA
Stacee Jennings has worked with students with autism, developmental delays and trauma backgrounds since 2001. She received her master’s degree in special education from University of Missouri-Kansas City and did her applied behavior analysis coursework at Penn State University online. She is a board certified behavior analyst and has worked in school settings as a teacher, consultant and behavior specialist since 2008. Currently, she works at North Kansas City School District as a behavior specialist.

Patricia Jones, MS, CCC-SLP
Patricia “Pat” Jones is a speech-language pathologist with over 25 years’ experience.
She has worked for Liberty School District for 15 years as a speech-language pathologist. Pat has experience in a variety of settings including inpatient and outpatient medical facilities and rehabilitation unit and the education setting.  She is currently working at an elementary school, providing speech and language services and social skills training. Pat has a strong interest in autism, as she is currently an IDAC (In-District Autism Consultant) for Liberty School District. She received her bachelor’s of science in education and master’s of science from the University of Central Missouri. Pat completed the professional concentration in autism spectrum disorders from the University of California Davis Extension in November 2013. In April 2012 and in 2016 she completed the Social Thinking Mentor Program with Michelle Garcia Winner in San Jose, California. As an active volunteer for the Missouri Speech-Language Hearing Association (MSHA) Executive Board, Pat has served as the vice president for school services in 2014 and 2018, president-elect in 2018 and president in 2019. Pat is currently the ASHA SEAL.

Elizabeth McKerlie, MS, CCC-SLP
Elizabeth “Beth” McKerlie is a speech-language pathologist with over 20 years’ experience, primarily in the schools.  For the past eight years, she has worked in the capacity as the speech/language and related services coordinator in the North Kansas City School District in Kansas City, Missouri.  Beth has spent most of her career mentoring clinical fellows and graduate students, has been a member of ASHA SIGs 1, 11, 14, 16, and has presented at many conferences at the state level and at the ASHA Convention. Throughout her career, Beth has been an active volunteer and Executive Board member of the Missouri Speech-Language-Hearing Association (MSHA) where she has served in three VP positions, 2016-2017 President Elect, 2017-2018 President and is currently serving as 2018-2019 Past President of MSHA.  Beth has also served MSHA as the ASHA SEAL from 2012-2018.  Beth was most recently recognized for her collaborative work with stakeholders in Missouri to revise school-based speech/language eligibility criteria.  As a result of this work and after securing an ASHA State Association Grant for MSHA in 2017, Beth most recently facilitated creation of a handbook/guidelines for SLPs in Missouri schools.  Beth was a graduate of the ASHA Leadership Development Program in the Schools in the inaugural class of 2012.

Debbie-Dawn McMahon, BCBA, LBA
Debbie-Dawn McMahon is a 1998 graduate of the University of Kansas, where she received her master’s degree. She is a Board Certified Behavior Analyst and a Licensed Behavior Analyst in the state of Missouri. She currently works as a behavioral therapist for the North Kansas City School District. 

Sarah Novickis, PhD, BCBA
Dr. Sarah Novickis is a behavior specialist at Pleasant Valley Early Childhood with North Kansas City Schools, where she observes students and develops behavior plans, trains teachers on how to implement plans, consults with teachers on student behavior problems, administers the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) and responds to students in crisis. Dr. Novickis received her doctorate in school psychology from the University of South Dakota in 2015 and completed her course work for her BCBA from the University of Northern Colorado and the University of Kansas.  Dr. Novickis also has experience working as a school psychologist, working in a clinical applied behavioral analysis setting for children with autism, and working as a mental health consultant for Head Start.

Susan Robichaud, BCaBA
Susan Hamilton Robichaud is a behavior specialist with the North Kansas City School District. She is a Board Certified assistant behavior analyst and a licensed assistant behavior analyst in the state of Missouri. She received her bachelor’s degree from the University of Kansas in 1994 and returned to school to do her verified course sequence for her BCaBA at Florida Institute of Technology in 2018. She works primarily with students at the elementary level within the general education setting. She has experience in self-contained classrooms, resource classrooms, general education and separate day school programs.

Jennifer Stevenson, MHS, CCC-SLP, EdS
Jennifer Stevenson is a full-time speech-language pathologist at Great Beginnings Early Education Center in the Lee’s Summit R-7 School District.  She started her career in the Kansas City area after completing her studies at the University of Missouri-Columbia with a master of health science degree in communication science and disorders.  Her 22-year professional background has included helping children across a variety of cultural and socioeconomic backgrounds from the Missouri First Steps program through high school improve their communication skills.  She has committed the last 16 years of her professional journey assessing and providing therapy services for early learners who struggle with speech and language delays.  Jennifer holds an educational specialist degree in administration from the University of Central Missouri.  She is a member of the American Speech-Language-Hearing Association and serves on the executive board of the Missouri Speech Language Hearing Association as vice president of communication (2016-2020).  

 

Continuing Education

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This program is offered for up to 1.35 ASHA CEUs
(Intermediate level, Professional area)

Presenter Disclosures:

Relevant Financial Relationships: Kerry Boehm has no financial relationships to disclose.
Relevant Non-Financial Relationships: Kerry Boehm has no non-financial relationships to disclose.

Relevant Financial Relationships: Anita Cockrum will be referencing her place of employment, North Kansas City Schools, where she receives travel support and will be referencing case studies from the place of employment.
Relevant Non-Financial Relationships: Anita Cockrum has no non-financial relationships to disclose.

Relevant Financial Relationships: Brenda Fetter will be referencing her place of employment, Children's Mercy, where she receives a salary and will be referencing case studies from the place of employment.
Relevant Non-Financial Relationships: Brenda Fetter has no non-financial relationships to disclose.

Relevant Financial Relationships: Melissa Finneseth has no financial relationships to disclose.
Relevant Non-Financial Relationships: Melissa Finneseth has no non-financial relationships to disclose.

Relevant Financial Relationships: Diane Cordry Golden has no financial relationships to disclose.
Relevant Non-Financial Relationships: Diane Cordry Golden has no non-financial relationships to disclose.

Relevant Financial Relationships: Stacee Jennings has no financial relationships to disclose.
Relevant Non-Financial Relationships: Stacee Jennings has no non-financial relationships to disclose.

Relevant Financial Relationships: Pat Jones will be referencing her place of employment, Liberty Public Schools, where she receives a salary.
Relevant Non-Financial Relationships: Pat Jones is the president-elect for the Missouri Speech-Language-Hearing Association and does not receive compensation for this role.

Relevant Financial Relationships: Elizabeth McKerlie received an honorarium from the Missouri Department of Elementary and Secondary Education (DESE) and funding from a grant from the American Speech-Language-Hearing Association (ASHA) for her presentation.
Revelant Non-Financial Relationships: Elizabeth McKerlie is a volunteer board member of the Missouri Speech-Language-Hearing Association as well as a member of DESE and Missouri Council of Administrators of Special Education (MO-CASE).

Relevant Financial Relationships: Debbie-Dawn McMahon has no financial relationships to disclose.
Relevant Non-Financial Relationships: Debbie-Dawn McMahon has no non-financial relationships to disclose.

Relevant Financial Relationships: Sarah Novickis will be referencing her place of employment, North Kansas City Schools, and will be referencing case studies from the place of employment.
Relevant Non-Financial Relationships: Sarah Novickis has no non-financial relationships to disclose.

Relevant Financial Relationships: Susan Hamilton Robichaud will be referencing her place of employment, North Kansas City Schools, where she receives a salary and will be referencing case studies from the place of employment.
Relevant Non-Financial Relationships: Sarah Novickis has no non-financial relationships to disclose.

Relevant Financial Relationships: Jennifer Stevenson will be referencing her place of employment, Lee Summit RT School District and Great Beginnings, where she receives a salary and travel support.
Relevant Non-Financial Relationships: Jennifer Stevenson is thevice president of communication s for the Missouri Speech-Language-Hearing Association and does not receive compensation for this role.

 
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