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Minnesota Speech-Language-Hearing Association
Representing Professionals Who Serve Individuals
With Communication Disorders Since 1936

Convention Recordings

2020 MNSHA Convention Recorded Sessions

Did you miss the MNSHA Virtual Convention, April 3-4, 2020? Some of the sessions were recorded and will be available July 27, 2020 – July 22, 2021 for on-demand viewing!

  • Session 1.1 - Games Rule Motivating and Engaging Games for All Learners

    MariBeth Plankers

    Game on! Discover highly engaging, interactive games perfect for enhancing your interventions with your diverse students. Explore and experience a wealth of motivating games, ranging from no/low tech to high tech. Tap into the latest research supporting the use of games. Help students design, imagine, create, and test ideas as they strengthen collaboration, teamwork and essential speech-language skills.

    At the completion of this session, the attendees will be able to:

    • Explore the power of games
    • Align game playing with the three principles of Universal Design for Learning (engagement, language/action, representation)
    • Incorporate engagement into gaming
    • Differentiate learning across all disorders and ages

     

    This program is offered for 0.15 ASHA CEUs (Intermediate level; Professional area).

    Disclosure:
    Financial Disclosure – MariBeth is a full-time employee of Minnesota State University Moorhead Regional Assistive Technology Center. Non-financial Disclosure: MariBeth has no relevant non-financial relationships to disclose.

  • Session 1.2 - Positive Behavior Supports in Snap Core First

    Dannel Friel, Tobii Dynavox; Amy Kirby, CCC-SLP, Tobii Dynavox

    Join us as we begin to explore the relationship between challenging behaviors and the communication needs of children using Augmentative Alternative Communication (AAC). We will discuss the primary reasons behind challenging behaviors and identify how Snap + Core First can help to prevent or replace these challenging behaviors.

    At the completion of this session, the attendees will be able to:

    • Name the four primary reasons behind challenging behaviors
    • Describe at least one vocabulary strategy that can be used to replace a challenging behavior
    • List at least five types of behavior supports that may be integrated into AAC devices

     

    This program is offered for 0.15 ASHA CEUs (Intermediate level; Professional area).

    Disclosure:
    Financial Disclosure – Dannel is a full-time employee of Tobii-Dynavox. Non-financial Disclosure: Dannel has no relevant non-financial relationships. Content Disclosure: Because of the unique characteristics of our product, this presentation will focus exclusively on the Tobii Dynavox product line and will not include information about other communication or educational products.
    Non-Finanncial Disclosure – Dannel has no relevant non-financial relationships to disclose.

  • Session 2.1 - Literacy and Language Toolkit for the SLP

    MariBeth Plankers

    Assemble a powerful literacy toolkit that works across caseloads, age ranges and diverse students’ needs. Discover the best expressive, receptive and narrative language tools and supports that target and align with your state standards. Explore literacy tools and strategies that strengthen reading comprehension, written language skills, and gain a wealth intervention resources. Increase students’ communicative success and support generalization across all settings of communication, reading and written language skills.

    At the completion of this session, the attendees will be able to:

    • Understand the correlation between the development of language and literacy.
    • Identify tools needed for assessment and intervention process planning related to
    • Participate in interactive intervention activities that target language learning for all

     

    This program is offered for 0.15 ASHA CEUs (Intermediate level; Professional area).

    Disclosure:
    Financial Disclosure – MariBeth is a full-time employee of Minnesota State University Moorhead Regional Assistive Technology Center. Non-financial Disclosure: MariBeth has no relevant non-financial relationships to disclose.

  • Session 3.1 - Augmentative Alternative Communication Intervention: Explore a Socially Based Model for the AAC User

    MariBeth Plankers

    The American Speech-Language-Hearing Association (ASHA) supports the use of a socially based model for AAC users. Learn practical ways to incorporate and harness a social intervention model in your therapy using no/low tech and high-tech tools. Help AAC users more successfully participate and communicate across settings and situations.

    At the completion of this session, the attendees will be able to:

    • Discuss and understand communication competencies
    • Identify the social components for an AAC User
    • Determine vocabulary for the AAC User with the User es

     

    This program is offered for 0.15 ASHA CEUs (Intermediate level; Professional area).

    Disclosure:
    Financial Disclosure – MariBeth is a full-time employee of Minnesota State University Moorhead Regional Assistive Technology Center. Non-financial Disclosure: MariBeth has no relevant non-financial relationships to disclose.

  • Session 4.1 - Dyslexia and the SLP: A Changing Landscape and Updated Role, Part 1

    Sarah James, CCC-SLP, Private Practice

    Updated research, updated laws and updated ideas! For years we’ve heard about dyslexia and may have known about the connections between speech-language impairments and dyslexia, but not addressed it specifically as part of an evaluation or in our treatment. Gain practical information about the SLP’s potential role, brain research to support it, resources, screening and intervention tools, as well as easy to-implement, applicable, everyday direct services activities.

    At the completion of this session, the attendees will be able to:

    • Describe the definition of dyslexia
    • List three connections between language impairments and dyslexia
    • List three literacy-language related activities specific to dyslexia

    This program is offered for 0.15 ASHA CEUs (Intermediate level; Professional area).

    Disclosure:
    Financial Disclosure – Sarah has no relevant financial relationships to disclose.
    Non-Financial Disclosure – Sarah has no relevant non-financial relationships to disclose.

  • Session 4.3 - What is Burnout and Why Talking About it Matters: Real Conversations About the Not so Pretty Parts of a Successful Career

    Janet Tilstra, PhD, St. Cloud State University; Mattie Murrey Tegals. CCC-SLP, St. Cloud State University

    Are the demands of your work and personal life exceeding your personal capacity? Are you facing too many days feeling overwhelmed or just plain tired? Are you no longer feeling passionate about a job you once loved? You are not alone. In this session, we identify and describe SLP burnout trends in school, medical, and university settings based on survey data and online discussion forums. We review real implications of workplace stress on professional success, personal well-being, and persistence in the profession. In the final half of the session you will learn pillars of well-being and strategize functional and attainable personal and workplace changes to increase your overall well-being, work satisfaction and the quality of service you provide to your patients/students.

    At the completion of this session, the attendees will be able to:

    • List top stressors affecting SLPs practicing in medical, school, and university settings
    • Describe long term impact of workplace stress on health
    • Outline five pillars of well-being
    • Outline three to five pragmatic changes to support your own personal/professional well-being

     

    This program is offered for 0.15 ASHA CEUs (Intermediate level; Professional area).

    Disclosure:
    Financial Disclosure – Janet has no relevant financial relationships to disclose.
    Non-Financial Disclosure – Janet has no relevant non-financial relationships to disclose.

    Financial Disclosure – Mattie has no relevant financial relationships to disclose.
    Non-Financial Disclosure – Mattieca has no relevant non-financial relationships to disclose.

  • Session 5.1 - Dyslexia and the SLP: A Changing Landscape and Updated Role, Part 2

    Sarah James, CCC-SLP, Private Practice

    Updated research, updated laws and updated ideas! For years we’ve heard about dyslexia and may have known about the connections between speech-language impairments and dyslexia, but not addressed it specifically as part of an evaluation or in our treatment. Gain practical information about the SLP’s potential role, brain research to support it, resources, screening and intervention tools, as well as easy to-implement, applicable, everyday direct services activities.

    At the completion of this session, the attendees will be able to:

    • Describe the definition of dyslexia
    • List three connections between language impairments and dyslexia
    • List three literacy-language related activities specific to dyslexia

     

    This program is offered for 0.15 ASHA CEUs (Intermediate level; Professional area).

    Disclosure:
    Financial Disclosure – Sarah has no relevant financial relationships to disclose.
    Non-Financial Disclosure – Sarah has no relevant non-financial relationships to disclose.

  • Session 5.2 - Evaluation and Treatment of Swallowing in Head and Neck Cancer Across the Care Continuum

    Evan Page, MA, CCC-SLP
    Patients with head and neck cancer and dysphagia present unique diagnostic and treatment challenges whether they are newly diagnosed, actively navigating treatment, or in the early or later stages of survivorship. This lecture will consider the importance of a wide ranging swallowing evaluation that looks beyond the presence or absence of airway compromise, as well as the value of supportive and prophylactic intervention during chemoradiation treatment.

    At the completion of this session, the attendees will be able to:

    • Identify most common swallowing impairments seen in patients with radiation associated dysphagia (RAD)
    • Identify tips for management of associated problems such as trismus, hypogeusia and dysgeusia which contribute to RAD
    • Discuss issues relating to the use of prophylactic feeding tubes in the head and neck population

     

    This program is offered for 0.15 ASHA CEUs (Intermediate level; Professional area).

    Disclosure:
    Financial Disclosure – Evan has no relevant financial relationships to disclose.
    Non-Financial Disclosure – Evan has no relevant non-financial relationships to disclose.

  • Session 5.3 - That is Not a Good Idea!: A Collaborative Practice Between a SLP and Special Education Teacher for Secondary Students

    Emily Aust, EdS, CCC-SLP, ISD 716; Kelsey Janni, MS, CCC-SLP, Belle Plaine School District

    “Can we put on a play?” In this session learn how one student’s comment turned into a joint effort by the Speech-Language Pathologist and Special Education teacher to have the Life Skills class put on a play! Learn how the class took a children’s book (“That is Not a Good Idea” by Mo Willems), wrote a script to make it a play, made costumes, rehearsed, rehearsed some more, and put a play in front of of 50+ people! After this initial success, learn how the SLP and teacher continued to collaborate to put on a preschool party, build a book walk for early childhood, and even begin work on a second play! And while accomplishing these activities, working on the students’ reading, writing, functional, and communication skills! After attending this session, attendees will ideas for collaboration, ideas for new creative ways to work on student goals and will learn the benefits of these activities in the greater school system!

    At the completion of this session, the attendees will be able to:

    • Describe new and creative ways to collaborate between professionals for service delivery
    • Address student goals within the context of creative mediums
    • List the benefits of the presenter’s activities beyond just progress on the student’s goals

     

    This program is offered for 0.15 ASHA CEUs (Intermediate level; Professional area).

    Disclosure:
    Financial Disclosure – Emily is employed by Belle Plain Schools.
    Non-Financial Disclosure – Emily is on the MNSHA Executive Council and receives no compensation for this role.

    Financial Disclosure – Kelsey is employed by Belle Plain Schools..
    Non-Financial Disclosure – Kelsey has no relevant non-financial relationships to disclose.

  • Sessions 6.1 and 7.1 - Ethical Practice in Speech-Language Pathology and Audiology: Dilemmas and Solutions, Parts 1 and 2

    Arlene Carney, PhD, CCC-A, American Speech-Language Hearing Association

    Ethical practice in our professions is more challenging than ever before as changes occur in technology, social media, regulations regarding licensure and certification, changes in reimbursement, documentation requirements, interprofessional practice, and the use of assistants, to name a few. These changes are taking place as audiologists and speech-language pathologists work in a wider variety of educational and healthcare settings. This presentation has two parts – an overview of the ethics program at ASHA and the Code of Ethics and a working session to apply the COE to several scenarios that pose ethical dilemmas.

    At the completion of this session, the attendee swill be able to :

    • Describe how to act when faced with a possible ethics violation
    • Identify how to find out if certified clinicians have a history of an ethical violation
    • Describe the Code of Ethics thoughtfully to determine how to prevent ethical violations

    Time-Ordered Agenda:

    • 25 Minutes – Ethics Program at ASHA
    • 20 Minutes – Ethics Violations and Processes
    • 45 Minutes – Code of Ethics (2016)
    • 20 Minutes – Newer Focuses in Ethics
    • 15 Minutes – Upcoming Code of Conduct for SLP and Aud Assistants
    • 45 Minutes – Ethics Scenarios, 45 minute
    • 10 Minutes – Summary

     

    Ethics course, Sessions 6.1/7.1, is offered for 0.3 ASHA CEUs (introductory level, related area)

    Disclosure:
    Financial Disclosure – Arlene has no relevant financial relationships to disclose.
    Non-Financial Disclosure – Arlene has no relevant non-financial relationships to disclose.

  • Session 7.3 - Introduction to Communicating Beyond Requesting

    Dannel Friel, Tobii Dynavox

    Learn specific strategies to go beyond requesting -into the world of asking questions, making comments, protesting, expressing opinions, and other communicative functions. We will explore the power of various communicative functions, vocabulary selection, and specific strategies to facilitate communication beyond requesting.

    At the completion of this session, the attendees will be able to:

    • Name communicative functions beyond requesting
    • Identify communication tools that support interactions beyond requesting
    • List partner communication strategies that support better communication interactions

     

    This program is offered for 0.15 ASHA CEUs (Intermediate level; Professional area).

    Disclosure:
    Financial Disclosure – Dannel is a full-time employee of Tobii-Dynavox. Non-financial Disclosure: Dannel has no relevant non-financial relationships. Content Disclosure: Because of the unique characteristics of our product, this presentation will focus exclusively on the Tobii Dynavox product line and will not include information about other communication or educational products.
    Non-Financial Disclosure – Dannel has no relevant non-financial relationships to disclose.

Continuing Education

 

 

 

 

 

This program is offered for up to 1.5 ASHA CEUs (Various levels; Professional area).
Ethics course, Session 6.1/ 7.1, is offered for 0.3 ASHA CEUs (introductory level, related area)

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MISSION:
MNSHA is a volunteer organization advocating for and connecting speech-language pathology and audiology professionals to support the people we serve.

VISION:
An inclusive, diverse, professional community improving lives by making communication possible for all.

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