Fall Workshop

3-Hour Recording: 2022 Fall Workshop – MNSHA’s Grand Rounds

Online Registration
MNSHA Members: $30
Non-Members: $60
Students: $15

Recorded version of this Workshop will be available December 1-31, 2022

Abstract:
This workshop will review and discuss six different case studies from both the educational and healthcare perspectives. Participants can look forward to discussions involving dysphagia, dysarthria, gestalt language processing, neurodiversity and anti-ableism and the connections between behavior and language.

Level of Learning: Intermediate

Presenter #1: Stephanie Bordewick, MS, CCC-SLP

Speaker Bio: Stephanie Bordewick, MS, CCC-SLP, has been a speech-language pathologist in Minnesota for 14 years and has worked primarily in the elementary school setting. Stephanie is the current president of the Minnesota Speech Language Hearing Association (MNSHA).

Abstract:
Review a case study of an autistic AAC user who is also a gestalt language processor. The client is a five year old who uses gestalts, AAC, movement/gestures and some single words to communicate. Discussion will focus on treatment options that combine use of AAC with verbal expression.

Learner Outcomes:

1. Assess the client’s case study in peer collaboration.
2. Summarize what gestalt language processing is.
3. Decide on a course of treatment.

Time-Ordered Agenda:
10 minutes: Overview of autistic AAC user’s case study
10 minutes: Case study review in breakout groups
10 minutes: Discussion, review and questions

Disclosures:
Relevant Financial Disclosure: Stephanie Bordewick is a salaried employee of MPS Schools and will be referencing her place of employment during her presentation.
Relevant Non-Financial Disclosure: Stephanie Bordewick has no relevant non-financial relationships to disclose.

Presenter #2: Kristin Dobberke, MA, CCC-SLP

Speaker Bio:
Kristin Dobberke, MA, CCC-SLP, is a speech-language pathologist who works at the Minneapolis Veteran’s Affair (VA), specializing in swallowing and voice management with patients who have head and neck cancer, the evaluation and management of dysphagia care across the continuum of care and aural rehabilitation in adults. Most recently Kristin has spent her time working with patients who have neurodegenerative diseases. Kristin is involved in the multifacility Intensive Dysphagia Treatment Program through the VA.

Abstract:
The dysphagia topic will discuss a patient with persistent dysphagia in the context of post-COVID syndrome. Medical course highlights will be presented. During the breakout session, we will discuss dysphagia treatment options and interdisciplinary management. The final section will focus on considerations of patient variables to assess the risk associated with ongoing prandial aspiration. Group discussion will include considerations of challenges and strategies to maintaining patient-centered care.

Learner Outcomes:

1. Describe utilization of objective measures to guide dysphagia intervention.
2.  List factors to consider when assessing risk in individuals who aspirate with dysphagia.
3. Discuss considerations of patient-centered care in dysphagia practice.
4. Identify evidence-based resources to support best practice in dysphagia management.

Time-Ordered Agenda:
10 minutes: Case history
10 minutes: Case study review in breakout groups
10 minutes: Discussion, review and questions

Disclosures:
Relevant Financial Disclosure: Kristin Dobberke has no relevant financial relationships to disclose.
Relevant Non-Financial Disclosure: Kristin Dobberke has no relevant non-financial relationships to disclose.

Presenter #3: Sucheta Kamath, MA, MA, BC-ANCDS, CCC-SLP

Speaker Bio:
Sucheta Kamath is a Founder/CEO of ExQ, an ed-tech entrepreneur, an award-winning speech language pathologist, an Executive Function specialist, a podcast host, a TEDx speaker and is a
Mindfulness Meditation Teacher. Sucheta is on a mission to transform education to teach children how to learn to learn and has been leading the way in helping leaders and entrepreneurs build mindful, self-reflective and inclusive brains, relationships, classrooms and workplaces. Lastly, Sucheta serves on many boards including the Leadership Atlanta, the National Multi-Faith initiative to End Mass Incarceration (EMI) and the Brain Aneurysm Foundation and she is involved in many racial equity, justice and interfaith projects, as well as community programing for the homeless.

Abstract:
In this MNSHA Grand Rounds Virtual Workshop, Sucheta will present a 10-minute case
Overview on adult diagnosed with ASD and neurodiversity; following which the participants will engage in 10 minutes discussion in the break out room. Finally, Sucheta will discuss clinician reflections and consolidate therapeutic considerations during the regrouping part of the case study discussion.

Learner Outcomes:

1. Assess post COVID workplace challenges in adaptation of a client with ASD & Neurodiversity.
2. Identify strategies to improve prosocial skills in order to facilitate conversation repair, explain personal challenges, ask for clarification and seek help.
3. Demonstrate practical strategies to promote executive function and metacognition to improve workplace productivity.

Time-Ordered Agenda:
10 minutes: ASD & Neurodiversity Case presentation
10 minutes: Case study review in breakout groups
10 minutes: Discussion, review and questions

Disclosures:
Relevant Financial Disclosure: Sucheta Kamath has no relevant financial relationships to disclose.
Relevant Non-Financial Disclosure: Sucheta Kamath has no relevant non-financial relationships to disclose.

Presenter #4: Gabriela Meade, PhD, CCC-SLP

Speaker Bio:
Gabriela Meade, PhD, CCC-SLP, is currently a postdoctoral fellow in medical speech pathology at the Mayo Clinic Rochester where she specializes in differential diagnosis of progressive speech and language disorders.

Abstract:
Treating patients with a progressive dysarthria presents unique challenges. Following this presentation of a case study of a patient with amyotrophic lateral sclerosis (ALS) and a mixed dysarthria, participants will be encouraged to discuss treatment options for this population. Comprehensibility strategies and voice banking will be emphasized and the role of strengthening.

Learner Outcomes:

1. Identify the spastic and flaccid dysarthria features in a patient with ALS.
2. Demonstrate the ability to implement at least three treatment approaches to progressive dysarthria.
3. Interpret the state-of-the-art literature on strengthening exercises in patients with ALS.

Time-Ordered Agenda:
10 minutes: Presentation overview of the case study
10 minutes: Case study review in breakout groups
10 minutes: Discussion, review and questions

Disclosures:
Relevant Financial Disclosure: Gabriela Meade is a salaried employee of the Mayo Clinic and will be referencing her place of employment as well as actual case studies during her presentation.
Relevant Non-Financial Disclosure: Gabriela Meade has no relevant non-financial relationships to disclose.

Presenter #5: Mary Carpenter, MS, CCC-SLP, BCBA

Speaker Bio:
Mary Carpenter, MS, CCC-SLP, BCBA, received her Master’s of Science from St. Cloud State University in applied behavioral science and speech-language pathology. She has worked in-home care, clinical case, private practice and school settings as a behavioral analysis for the past 15 years. Mary has a special interest and passion for teaching functional communication skills.

Abstract:
Functional communication training is an approach that teaches appropriate communication skills as a replacement to challenging behavior. What is taught depends on the function of the behavior. This presentation will describe functional communication training in more detail, benefits of this approach, provide speech-language pathologists potential ways to incorporate the process and give case study examples.

Learner Outcomes:

1. Define functional communication training.
2. List benefits of using this approach.
3. Assess an example of functional communication training.

Time-Ordered Agenda:
5 minutes: Functional communication training overview
10 minutes: Case study review in breakout groups
15 minutes: Discussion, review and questions

Disclosures:
Relevant Financial Disclosure: Mary Carpenter is a salaried employee of Alexandria Public Schools and will be referencing her place of employment and actual case studies during her presentation..
Relevant Non-Financial Disclosure: Mary Carpenter is a board certified behavior analyst.

Presenter #6: Kristin M. Ostlund, MS, CCC-SLP

Speaker Bio:
Kristin Ostlund, MS, CCC-SLP, is a speech-language pathologist located in west central Minnesota where she lives with her husband and four young children. Kristin previously worked in the nursing home system before transitioning to inpatient and outpatient services at her local hospital. While at the hospital, she sought training in oral-motor rehabilitation and pediatric feeding therapy. She and an occupational therapist coworker then developed an outpatient pediatric feeding program at that hospital, which continues to be successful today. After a decade at the hospital, she then transitioned to a role at her local community college, teaching courses in the speech-language pathology assistant program. When not working, Kristin enjoys spending time with her family, playing piano for her church and harvesting her large garden.

Abstract:
The client is a four year-old male who was born prematurely at 26 weeks gestation. He relied on PEG tube feeding for all nutrition and hydration needs since birth. Previous attempts at a transition to oral feeding resulted in gagging, vomiting and ultimately failure to thrive. At the time of evaluation, the client would occasionally sip small sips of water from a cup and would “taste” some purees by tapping them on his tongue. No significant oral intake had successfully taken place. An oral-motor examination revealed weakened oral musculature of the lips, cheeks, jaw and tongue. A videofluoroscopy revealed no aspiration. Other motor skills were largely within normal limits when compared with age-matched peers (adjusted age), per PT and OT evaluations. Through this round table discussion, we will explore the therapy process used to help this child successfully wean off of his PEG tube to become a successful oral feeder.

Learner Outcomes:

1. Analyze the evaluation process for a preschool-child who is not eating orally.
2. Describe the practical and therapeutic processes for bringing the child’s oral musculature to a functional level for oral feeding.
3. Summarize the process of gradually increasing the texture of the child’s intake to result in successful oral feeding.

Time-Ordered Agenda:
10 minutes: Overview of therapy process used on four year old client
10 minutes: Case study review in breakout groups
10 minutes: Discussion, review and questions

Disclosures:
Relevant Financial Disclosure: Kristin Ostlund has no relevant financial relationships to disclose.
Relevant Non-Financial Disclosure: Kristin Ostlund has no relevant non-financial relationships to disclose.