2026 MNSHA Convention Excellence Series

Did you miss the 2026 MNSHA Convention?

You can now view highlighted presentations recorded during the Convention.

Recordings are available for viewing from August 3 to December 31, 2026.

Fees

MNSHA Members – $80
MNSHA Student Members – $5
Non Members – $160
Non Student Members – $20

Member Registration Click Here

Non-Member Registration Click Here

Individuals who paid and attended the 2026 Convention will have free access to the recordings. Convention attendees will receive an email with instructions for accessing the recordings. If you have not received the email by August 3, contact the MNSHA Office at office@mnsha.org.

Topics

AAC & Technology

• Session 1 - Enhancing AAC Consideration: Unveiling MN STAR Program’s AAC Toolkit

  1.5 hours (0.15 CE)

  Rebecca Tetlie, CCC-SLP, Former St. Paul Public Schools SLP; Amy Perron, MN STAR Program; Mary Bauman-Spooner, MS, CCC-SLP, St, Cloud State University

  The Minnesota STAR Program has launched a new Augmentative and Alternative Communication (AAC) Consideration Toolkit designed to support a child’s IEP team in determining if a student could benefit from AAC. These kits are available for short-term, 8-week loans to allow school teams to trial a range of AAC tools with school-aged students. Each toolkit contains a curated selection of non-electronic, light-tech and high-tech AAC equipment, accompanied by a comprehensive Guidebook and dedicated data collection forms. This presentation will detail the kit’s contents, outline the application and explore the evidence-based strategies from the Guidebook that facilitate successful AAC consideration.

  Learner Outcomes: At the end of this presentation participants will be able to:

  • Identify the purpose and services of the MN STAR Program and its lending library
  • List the key contents of the AAC Consideration Kits
  • Describe the process for accessing the AAC Consideration Kits for a student trial
  • Identify strategies for considering AAC with both emergent and symbolic students outlined in the kit’s Guidebook

  Level of Learning: Introductory

• Session 2 - AI in Communicative Sciences & Disorders: Clinical Work, Supervision and Ethical Considerations

  1.5 hours (0.15 CE)

  Ashley Dockens, PhD, AuD, Lamar University

  This dynamic session will demonstrate exciting possibilities of integrating artificial intelligence (AI) into the daily practice of clinicians who supervise graduate students. Recognizing the crucial role of preceptors in shaping future clinicians, we will explore practical AI applications to enhance clinical decision-making, streamline documentation and enrich the supervisory experience. We will also navigate the ethical considerations inherent in using AI with clients and in guiding student learning, ensuring responsible and effective implementation. This session will provide actionable insights and readily applicable strategies for leveraging AI to elevate clinical practice and student mentorship.

  Learner Outcomes: At the end of this presentation participants will be able to:

  • Identify practical applications of AI tools that can enhance clinical decision-making, documentation or client management in clinical practice.
  • Describe strategies to use AI ethically and effectively in the supervision of graduate students and in clinical settings.
  • Develop a preliminary plan to explore and potentially implement at least one AI-powered tool or strategy in their clinical practice or supervisory approach.

  Level of Learning: Introductory

Equity & Inclusion

• Session 3 - Cultivating AAC Allyship From a Disability Justice Framework

  1 hour (0.10 CE)

  Alma Silver, BA, Freelancer

  As speech-language pathologists, it is essential to lead in your practice with AAC users through a justice-oriented approach to communication. Intentional allyship with the AAC community can be demonstrated by making shifts in language, attitude and practice.

  My personal journey as an AAC user has shown me the impact that each of these kinds of shifts can have on a person’s life. Over the course of my journey, communication through AAC systems has unlocked doors for me to achieve professional and personal successes that I rarely saw represented for people who looked or spoke like me when I was growing up. It also led me to experience systemic barriers and ableist attitudes that framed my communication through AAC as an option, or a burden, rather than a basic human right. I now successfully use my AAC systems to amplify my voice as an accessibility coordinator and adult educator. Along the way, the moments that have left the most indelible mark on me have been connecting with other AAC users who have navigated similar experiences of feeling “othered” and constructing an identity outside of hegemonic, non-disabled norms and expectations. In reflecting upon my communication journey through AAC, I will highlight strategies for effectively supporting clients who begin to discover their voices and unlock their potential using AAC. I will also overview community-driven resources and mentorship opportunities that you can share with your clients to cultivate connection, empowerment, and solidarity.

  Learner Outcomes: At the end of this presentation participants will be able to:

  • Explain the communication-first, social model of disability
  • Identify and apply the core principles of disability justice to future interactions with clients who use AAC
  • Select empowering and affirming word choices to use when interacting with AAC users, or discussing AAC in professional and clinical settings
  • Draw from lived experience to effectively support AAC users through shifts in attitude and practice

  Level of Learning: Introductory

• Session 4 - Anchoring Communication Sciences in Rights, Rest & Responsive Practice

  1.5 hours (0.15 CE)

  Phuong Lien Palafox, MA, CCC-SLP, Phuong Lien Palafox, LLC

  The field of communication sciences is transforming—shaped by intensifying workloads, evolving societal ideologies and urgent calls for advocacy. In this shifting landscape, speech-language pathologists and audiologists are not only supporting communication but also navigating emotional labor, systemic strain and the quiet weight they often carry alone. Rooted in humanity anchors, culturally responsive agency and her recent research on overwhelmed practitioners, Phuong invites participants into a forward-thinking framework. Together, we will explore considerations for systemic change that empower clinicians to transform the lives of others without losing themselves along the way. Participants will leave this session with renewed clarity, sustainable strategies and the inner refueling necessary to stay engaged, whole and impactful in an ever-evolving field.

  Learner Outcomes: At the end of this presentation participants will be able to:

  • Identify and describe pain points and needs within communication sciences.
  • Describe and discuss a framework to disrupt and redesign current systems within communication sciences.
  • Identify and describe current outcomes of advocacy within communication sciences.

  Level of Learning: Introductory

Pediatric & Family Support

• Session 5 - Empowering Families: Practical Strategies for Parent and Caregiver Coaching

  1.5 hours (0.15 CE)

  Katie Warne, LSLS Cert AVT, CCC-SLP, M Health Fairview

  Parents and caregivers play a central role in their child’s language development, and their ability to practice and reinforce strategies at home is essential for meaningful carryover beyond the therapy room. This presentation will explore practical approaches for guiding and supporting parents and caregivers during speech therapy sessions and will demonstrate how these skills apply across a wide range of intervention settings. The session will also highlight tools that increase parents’ and caregivers’ confidence in supporting their child’s overall speech and language development during everyday routines, play and social experiences.

  Learner Outcomes: At the end of this presentation participants will be able to:

  • Describe at least 3 adult learning strategies to utilize during parent coaching sessions.
  • Describe at least 3 practical strategies for guiding and coaching parents across a variety of intervention settings.
  • Identify 3 ways families can support their child’s language development throughout daily routines, play, and social interactions.

  Level of Learning: Intermediate

• Session 6 - Bridging Behavior and Communication: The SLP’s Role in Support and Collaboration

  1.5 hours (0.15 CE)

  Angie Lauderbaugh, EdD, CCC-SLP, Minnesota State University, Mankato

  Clients with communication disorders may also exhibit challenging behaviors that can create safety concerns or limit progress toward therapy goals. This session is grounded in the belief that behavior is communication, and that these behaviors often stem from a skills deficit in the area of communication. Despite frequent exposure to challenging behavior, many SLPs and audiologists receive limited training in positive behavior support and may not recognize the important role they play in helping individuals build functional communication skills that reduce reliance on challenging behaviors. This presentation will introduce foundational behavior concepts, outline the role of SLPs and audiologists within interprofessional teams addressing behavior and communication, and highlight practical strategies that can be used both proactively and during escalated moments.

  Learner Outcomes: At the end of this presentation participants will be able to:

  • Explain how behavior and communication interact and describe why understanding this relationship is essential for SLPs and audiologists across settings.
  • Define key behavioral terms (e.g., target behavior, antecedent, consequence, function of behavior) and discuss how these concepts relate to communication.
  • Describe the collaborative role of SLPs and audiologists within interprofessional teams (e.g., behavior analysts, teachers, occupational therapists, psychologists) to support clients with challenging behaviors.
  • Identify proactive behavior support and de-escalation strategies that can be integrated into communication or hearing services to promote safety and success.

  Level of Learning: Introductory

Voice & Swallowing

• Session 7 - Feeling Stuck? Clinical Care Considerations for Unilateral Vocal Fold Paralysis

  1.5 hours (0.15 CE)

  Lauren Shnowske, MS, CCC-SLP, University of Minnesota Physicians

  Unilateral vocal fold paralysis (UVFP) is a complex laryngeal phenomenon that can lead to impairments such as dysphonia, dysphagia and dyspnea due to impaired motion of one of the two vocal folds. This complicated condition impacts every individual differently, depending on the etiology of the immobility, position of the impacted vocal fold and prognosis for recovery. Given the high variability in presentation, including type and severity of impairment, many speech-language pathologists may be unsure how to intervene. This presentation aims to explore both the evaluation and treatment of dysphonia and dyspnea related to UVFP. Awareness of both the cause of immobility and prognosis for spontaneous recovery can influence how, when and if a patient may benefit from speech pathology services. Additionally, an understanding of crucial stroboscopic parameters and stimulability probes is imperative in developing an appropriate course of care with evidence-based therapeutic interventions. The importance of collaborating with ENT providers will also be discussed as it relates to surgical interventions instead of or in addition to skilled behavioral interventions.

  Learner Outcomes: At the end of this presentation participants will be able to:

  • Describe 3 important stroboscopic parameters to determine if voice therapy would be effective
  • Describe 3 stimulability probes to determine prognosis with voice therapy alone
  • List 3 common causes of unilateral vocal fold paralysis
  • List 3 surgical interventions provided by ENT providers that could aid voice, breathing, and swallowing in a patient with unilateral vocal fold paralysis

  Level of Learning: Intermediate

• Session 8 - Orofacial Myofunctional Disorders: Impact of Orofacial Myofunctional Disorders on Speech and Swallowing Therapy

  1.5 hours (0.15 CE)

  Lea Allbaugh, MS, CCC-SLP, N/A

  Speech-language pathologists often encounter clients who plateau in therapy despite consistent intervention. This course explores the critical role orofacial myofunctional disorders (OMDs) play in the progress of both speech and swallowing goals. Participants will learn how structural and functional differences, such as poor oral resting posture, dental occlusion, lingual coordination and restricted lingual mobility can interfere with articulation and oral phase swallowing skills. Attendees will gain a deeper understanding of how to identify when OMDs may be impacting progress, screen for OMDs and collaborate with interdisciplinary professionals.

  Learner Outcomes: At the end of this presentation participants will be able to:

  • Identify key characteristics of orofacial myofunctional disorders (OMDs) that can negatively impact progress in speech and swallowing therapy.
  • Explain the impact of lingual coordination, oral resting posture and airway patency on articulation development and oral phase swallowing skills.
  • Screen for common signs of OMDs and determine when referral to preferred providers is recommended.

  Level of Learning: Intermediate

Continuing Education

This course is offered for General convention sessions are available for up to .85 ASHA CEUs, various levels.
Content area I/ethics is offered for .15 ASHA CEUs, intermediate level.
Content area II/(Cultural, Language and Identity) is offered for .15 ASHA CEUs intermediate level

Sessions Qualifying for Certification Maintenance
Participation in any of the following sessions will count towards the required professional development hours for ASHA Certification Maintenance in:

• Content Area 1-Ethics: S02 (Introductory Level)
• Content Area 2-CLI (Cultural, Language and Identity): S04 (Introductory Level)

Note: For tracking purposes, earned ASHA CEUs for these sessions are grouped by content category and reported separately to ASHA.

Disclosures

Click here for Speaker Disclosures

 Satisfactory Completion Requirements

Certificates of completion will be awarded after watching recordings, submission of a completed evaluation and submission of a completed assessment of learning. Partial credit is awarded for this continuing education event. A link to the online assessment and evaluation will be provided.

 Understanding ASHA Certification Maintenance

Sessions qualifying for the required ASHA Certification Maintenance Professional Development hours in Ethics (Content Area 1) and, Cultural, Language and Identity (CLI),(Content Area 2), are identified under the description of each qualifying session on the website.

ASHA requires the following in each three year-certificate maintenance interval:

One professional development hour in ethics: Content Area 1 (CA1-Ethics)

Two professional development hours in cultural, language and identity: Content Area 2 (CA2-CLI)

View ASHA Professional Development Requirements for Certification Maintenance of the ASHA CCC-A and CCC-SLP: https://www.asha.org/certification/prof-dev-for-2020-certification-standards/

Cancellation/Refund Policy

Cancellations accepted until one week following registration. A $25 processing fee will be deducted from registration fees paid.

Professional Conduct and Discrimination Policy

All participants are expected to conduct themselves in professional manor. Please review MNSHA’s Professional Conduct and Discrimination Policy.

Complaint Policy

Questions and concerns should be emailed to the Association Office, office@mnsha.org . Complaints arising during or after an event, can be filed using the post event evaluation form or by contacting the Association office.

Accessibility Policy

The Association is committed to providing an outstanding experience for all participants at its events. We strive for full access to the activities of these events and accommodations relating to mobility, hearing, vision or other areas may be provided. We ask that requests for reasonable accommodations at the event be made as early as possible, and well in advance of the event, so we may explore options to best meet the individual’s need or provide a resource/suggestion to help meet the individuals’ requirement.

Potential Barriers: Although we strive to make this event as accessible as possible to all members, some barriers may remain due to financial, logistical, facility, vendor or volunteer/staffing limitations.

If the association is unable to provide an accommodation due to one or more of the reasons stated above and the individual feels attendance is no longer an option, the Association will provide a full refund of the event registration fee.