Representing Professionals Who Serve Individuals
With Communication Disorders Since 1936
With Communication Disorders Since 1936
Friday, February 27
8:00 am – 9:00 am
Session 1 - KEYNOTE - Cultivating AAC Allyship From a Disability Justice Framework
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
9:15 am – 10:45 am
Session 2 - Anchoring Communication Sciences in Rights, Rest & Responsive Practice
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.
Time Ordered Agenda:
- 10 minutes — Current Needs of School-Based SLPs
- 60 minutes — Advocacy Framework
- 10 minutes — Mental Health Needs & Professional Agency
- 10 minutes — Current Disruptions and Their Impact
Level of Learning: Introductory
Session 3 - Clinical Considerations in Gender-Affirming Voice Training: An Introduction for Speech-Language Pathologists
Patrick Beasley, MS, CCC-SLP, Lions Voice Clinic – The University of Minnesota
Speech-language pathologists play an essential role in gender-affirming care by helping transgender and gender-diverse individuals modify their voices to better align with their gender identity. This session provides an introduction to the anatomical, physiological and therapeutic factors influencing gender-affirming voice outcomes. Participants will explore clinical considerations for both voice feminization and masculinization, including the effects of hormone therapy, surgical interventions such as Wendler glottoplasty and evidence-based non-surgical strategies.
Emphasis will be placed on individualized, anatomy-informed treatment planning; integration of semi-occluded vocal tract and resonant voice therapy techniques; and the development of cultural humility and competence in gender-affirming voice practice. Attendees will gain practical strategies for aligning pitch, resonance and articulatory characteristics to meet client goals while promoting vocal health.
Through a combination of lectures and clinical demonstrations, participants will enhance their understanding of the speech-language pathologist’s role across the continuum of care—from pre-therapy evaluation to post-surgical rehabilitation—ultimately supporting client satisfaction and identity-congruent voice outcomes.
Learner Outcomes: At the end of this presentation participants will be able to:
- Describe key anatomical and physiological factors influencing gender-affirming voice outcomes.
- Identify effective strategies for voice feminization and masculinization.
- Define the role of the speech-language pathologist in comprehensive gender-affirming voice care.
- Demonstrate understanding of therapeutic exercises and vocal hygiene principles that support successful outcomes.
Time Ordered Agenda:
- 5 minutes – Introduction and Disclosures
- 10 minutes – The Role of the SLP in Gender-Affirming Voice Care
- 10 minutes – Anatomical, Physiological, and Acoustic Foundations
- 15 minutes – Therapeutic Assessment and Intervention Strategies
- 10 minutes – Counseling, Self-Reflection, and Client Empowerment
- 25 minutes – Case Integration and Group Demonstration
- 10 minutes – Q&A and Resources
Level of Learning: Introductory
Session 4 - AI in Communicative Sciences & Disorders: Clinical Work, Supervision and Ethical Considerations
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.
Time Ordered Agenda:
- 5 minutes – Welcome and Session Framing
- 10 minutes – Setting the Stage: Why AI Matters in CSD
- 20 minutes – Practical AI Applications in Clinical Work
- 20 minutes – AI in Supervision: Enhancing the Learning Experience
- 15 minutes – Ethics and Guardrails in AI Use
- 15 minutes – Implementation Planning Workshop
- 5 minutes – Wrap Up and Q&A
Level of Learning: Introductory
Session 5 - Simple Shifts, Big Gains: Practical SLP Tools for Language-Rich Classrooms
Maria Unger, MA, CCC-SLP, Pediatric Therapy Services
Simple Shifts, Big Gains: Practical SLP Tools for Language-Rich Classrooms is a targeted professional learning session designed for school-based Speech-Language Pathologists who are seeking effective, classroom-ready strategies to share with educators. This session focuses on equipping SLPs with simple, high-impact tools that teachers can easily embed into daily routines to create naturally language-rich environments. Grounded in evidence-based SLP practices, the presentation outlines practical ways SLPs can coach, collaborate and model for educators—without overwhelming school staff or adding to their workload. Participants will explore adaptable strategies such as enriched teacher talk, visual and environmental supports, scaffolding methods and opportunities for structured interactions that promote receptive, expressive and pragmatic language growth. SLPs will leave with a clear framework and ready-to-use resources to help classroom teams make small, intentional shifts that lead to big gains in student communication, engagement and academic success.
Learner Outcomes: At the end of this presentation participants will be able to:
- Identify at least three evidence-based SLP strategies that can be easily embedded into classroom routines to support receptive, expressive and pragmatic language development.
- Demonstrate how to effectively coach, model or collaborate with educators to implement simple, high-impact language-rich practices across the school day.
- Develop a plan for selecting and sharing ready-to-use tools and visual/environmental supports that promote intentional language opportunities within diverse classroom settings.
- Analyze common classroom routines to determine where small, strategic shifts can create meaningful gains in student communication and engagement.
Level of Learning: Intermediate
Session 6 - PFD and ARFID: Multidisciplinary Considerations in Clinical and Educational Contexts
Sally Asquith, MS, CCC-SLP, Carolina Speech & Language Center, Inc. Northstar Center for Autism
Kaitlyn Cavanaugh, MS, OTR/L, CLC, The Art of Eating, LLC
Elizabeth Halpin, MHS, OTR/L, Columbus City Schools
Rachel Kassel, MD PhD, University of Alabama at Birmingham
Catherine Larson-Nath, MD, CNSCThis presentation provides speech-language pathologists with a practical, multidisciplinary overview of Pediatric Feeding Disorder (PFD) and Avoidant/Restrictive Food Intake Disorder (ARFID), with emphasis on how these diagnoses impact children across home, medical and school environments. Participants will review core diagnostic concepts and explore common barriers to safe and adequate eating within school settings, including time constraints, cafeteria limitations, staffing roles and access to specialized nutrition or thickened liquids.
The talk clarifies the roles and responsibilities of school-based team members—including SLPs, OTs, nurses, teachers, paraprofessionals, cafeteria staff and dietitians—and addresses common school-based questions related to food provision and therapies. Medical considerations such as aspiration risk, cardiovascular health and nutrition delivery are reviewed alongside psychosocial factors, including culture, caregiver–feeder interactions, mental health and sensory influences on eating.
Participants will examine how feeding goals intersect with educational access and learning, review relevant federal and state regulations and discuss realistic problem-solving when ideal recommendations cannot be fully implemented at school. Clinical cases highlight flexibility, collaboration and accommodation across environments, emphasizing safe, inclusive participation in school meals while respecting individual differences and family preferences.
Learner Outcomes: At the end of this presentation participants will be able to:
- Differentiate Pediatric Feeding Disorder and ARFID; describe their potential impact on school participation.
- Identify school-based roles and responsibilities in supporting students with feeding disorders.
- Apply multidisciplinary and regulatory considerations to school-based feeding accommodations.
Level of Learning: Introductory
11:00 am – 12:00 pm
Session 7 - Beyond 90 Years of Advocacy, Leadership, & Volunteerism: Strategies for Members Success
Ann Bernadette Mayfield-Clarke, PhD, CCC-SLP
For ninety years, the Minnesota State Speech and Hearing Association has served as a cornerstone for professional advancement, collective voice, and community impact. This commemorative initiative explores how sustained advocacy, principled leadership, and dedicated volunteerism have shaped the association’s legacy while positioning its members for continued success. By reflecting on historical milestones, policy achievements, and member driven initiatives, the program highlights how advocacy efforts have protected professional standards, expanded opportunities, and amplified the association’s influence at local and state levels. Leadership development emerges as a unifying force, illustrating how visionary governance and strategic decision making have guided the association through periods of growth, challenge, and transformation. Equally central is volunteerism, which has provided the human capital necessary to translate vision into action, foster peer mentorship, and strengthen a culture of service and belonging.
The presentation will also emphasize forward looking strategies, connecting past lessons to future priorities. Participants are encouraged to view advocacy, leadership, and volunteerism not as isolated functions, but as an integrated system that empowers members, sustains organizational relevance, and drives long term success. Celebrating ninety years is both a recognition of enduring commitment and a call to action—inviting current and emerging members to carry the association’s mission forward with renewed purpose, shared responsibility, and collective pride.
In summary, this reflection honors the past while equipping members with insights and motivation to shape the association’s next decade of impact.
Learner Outcomes: At the end of this presentation participants will be able to:
- Analyze the historical impact of advocacy, leadership, and volunteerism on the growth, resilience, and influence of the state association over its 90 year history.
- Apply advocacy and leadership strategies demonstrated by the association to advance professional interests, strengthen member engagement, and influence policy outcomes.
- Evaluate the role of volunteerism in sustaining organizational excellence and design actionable approaches for increasing volunteer participation to support future member success.
Level of Learning: Intermediate
12:30 pm – 2:00 pm
Session 8 - Management of Auditory Processing in the School and Clinical Setting (SLP/AUD), Part 1
Matthew Barker, AuD, CCC-A, Acoustic Pioneer
Amy Bradbury, AuD, CCC-A, CiTi BOCESManagement of auditory processing can be quite overwhelming for audiologists and SLPs. It is an evolving area and taking the time to review all the opinions and approaches can be very time consuming and confusing, yet schools are reliant on the knowledge of the audiologists and SLPs to guide them in this area. There are many aspects to consider, including the number of students that should be tested for deficits, who is able to administer the screening/testing and when should referrals should be initiated. In addition, there is a continual need to maintain knowledge of current and effective assessment and intervention approaches. This session will include the experience of an educational audiology team that has managed hundreds of students across multiple districts involving direct support from the speech/language pathologists and school psychologists. A framework for assessment and intervention from the individual student level up through managing large numbers of students will be presented. Specific new evidence-based methods for testing students and effective deficit-specific interventions, including data about educational gains for students will be reviewed. Practical hands-on experience will be included. Please have an iPad or other tablet/PC and headphones available, if possible. It is recommended to complete the free ASHA training videos online prior to this session. https://acousticpioneer.com/en/videos.
This session will also review evidence-based approaches for management of students identified with auditory processing deficits and/or language/reading delays. Current research and literature indicate that language and reading deficits often co-occur with auditory processing deficits. Further, treating those auditory processing deficits improved the progress seen for the language and reading interventions. Join us to review specific research and literature as well as practical protocols for successful implementation in the school setting.
Learner Outcomes: At the end of this presentation participants will be able to:
- Identify two prominent areas of auditory processing related to language/reading.
- Explain some of the validity data for using a computer based test and therapy developments.
- Set up and administer therapeutic options based on APD measurements.
Level of Learning: Intermediate
Session 9 - Feeling stuck? Clinical Care Considerations for Unilateral Vocal Fold Paralysis
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 three important stroboscopic parameters to determine if voice therapy would be effective
- Describe three stimulability probes to determine prognosis with voice therapy alone
- List three common causes of unilateral vocal fold paralysis
- List three 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 10 - Enhancing AAC Consideration: Unveiling MN STAR Program’s AAC Toolkit
Rebecca Tetlie, CCC-SLP, Former St. Paul Public Schools
Amy Perron, MN STAR Program
Mary Bauman-Spooner, MS, CCC-SLP, St, Cloud State UniversityThe 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 11 - Expanding Impact: Our District Journey Strengthening Services by Leveraging SLPAs
Emily Aust, EdD, CCC-SLP, Eden Prairie Schools
Jenna Rohs, MA, CCC-SLP, Eden Prairie Schools
Natalie Martin, MA, CCC-SLP, Eden Prairie Schools
Tricia Nissen, Eden Prairie Schools
Carla Richards, Eden Prairie Schools
Nicole Gerogeorge, Alexandria Technical CollegeAs student needs grow and caseloads rise, many districts are exploring Speech-Language Pathology Assistants (SLPAs) as a strategic workforce solution. This session will provide the story of one district’s journey with growing their team with SLPAs. A panel will discuss how adding SLPAs can enhance service delivery, reduce workload burden and improve student outcomes when implemented within a well-designed framework. Panelists will explain how they navigated role delineation, legal and ethical considerations, onboarding and training practices and collaborative models that maximize efficiency while protecting clinical integrity. Through the panelists experiences, attendees will gain clarity on how to advocate for SLPAs, establish sustainable systems and foster a high-quality SLP–SLPA partnership that elevates communication supports across a district.
Learner Outcomes: At the end of this presentation participants will be able to:
- Define appropriate SLPA scope of practice in school settings
- Apply strategies for successful SLPA integration within existing service delivery structures
- Evaluate creative implementation ideas and analyze pros and cons of incorporating SLPAs within diverse district models
Level of Learning: Intermediate
Session 12 - Centering Multilingual Perspectives for Cultural Responsivity in Early Intervention
Anne Larson, PhD, CCC-SLP, Minnesota State University, Mankato
Linguistic racism and bias in early childhood special education (ECSE) and early intervention (EI) can profoundly affect access to, and participation in, services for multilingual and multidialectal children and families. This session examines the historical roots and current manifestations of linguicism, drawing on research and family perspectives from Black, Hmong, Latine and Indigenous communities in Minnesota. Session attendees will explore how assumptions about language shape eligibility, assessment and service delivery, and consider strategies for centering multilingual families in practice.
Through case-based reflection, attendees will analyze culturally responsive approaches recommended by families who have participated in EI. Practical applications will be emphasized, with opportunities to connect research findings to real-world EI/ECSE contexts. The session will conclude with guided reflection, inviting participants to identify a personal or programmatic goal for advancing equity and culturally sustaining practices. Attendees will leave with actionable ideas for reducing linguistic bias and promoting home language maintenance in the early years.
Learner Outcomes: At the end of this presentation participants will be able to:
- Define linguicism and explain its historical and ongoing impact on multilingual children and families in Early Intervention and ECSE.
- Analyze family perspectives from Black, Hmong, Latine and Indigenous communities to identify barriers and strengths in EI service delivery.
- Apply culturally-responsive strategies recommended by families, to real-world EI/ECSE contexts.
- Develop a personal or programmatic goal to advance equity and culturally sustaining practices in professional settings.
Time Ordered Agenda:
- 5 minutes – Welcome & Framing
- 30 minutes – Linguistic racism and bias in our field and lived experience
- 40 minutes – Family perspectives and recommendations for culturally-responsive services
- 15 minutes – Final reflections & Closing
Level of Learning: Intermediate
2:15 pm – 3:45 pm
Session 13 - Management of Auditory Processing in the School and Clinical Setting (SLP/AUD), Part 2
Matthew Barker, AuD, CCC-A, Acoustic Pioneer
Amy Bradbury, AuD, CCC-A, CiTi BOCESManagement of auditory processing can be quite overwhelming for audiologists and SLPs. It is an evolving area and taking the time to review all the opinions and approaches can be very time consuming and confusing, yet schools are reliant on the knowledge of the audiologists and SLPs to guide them in this area. There are many aspects to consider, including the number of students that should be tested for deficits, who is able to administer the screening/testing and when should referrals should be initiated. In addition, there is a continual need to maintain knowledge of current and effective assessment and intervention approaches. This session will include the experience of an educational audiology team that has managed hundreds of students across multiple districts involving direct support from the speech/language pathologists and school psychologists. A framework for assessment and intervention from the individual student level up through managing large numbers of students will be presented. Specific new evidence-based methods for testing students and effective deficit-specific interventions, including data about educational gains for students will be reviewed. Practical hands-on experience will be included. Please have an iPad or other tablet/PC and headphones available, if possible. It is recommended to complete the free ASHA training videos online prior to this session. https://acousticpioneer.com/en/videos.
This session will also review evidence-based approaches for management of students identified with auditory processing deficits and/or language/reading delays. Current research and literature indicate that language and reading deficits often co-occur with auditory processing deficits. Further, treating those auditory processing deficits improved the progress seen for the language and reading interventions. Join us to review specific research and literature as well as practical protocols for successful implementation in the school setting.
Learner Outcomes: At the end of this presentation participants will be able to:
- Identify two prominent areas of auditory processing related to language/reading.
- Explain some of the validity data for using a computer based test and therapy developments.
- Set up and administer therapeutic options based on APD measurements.
Level of Learning: Intermediate
Session 14 - Impact of Orofacial Myofunctional Disorders on Speech and Swallowing Therapy
Lea Allbaugh, MS, CCC-SLP
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
Attendees will need to have a piece of chewing gum available to participate in the interactive portion of the presentation.
Session 15 - Lessons Learned in Selecting Modalities for Speech-Language Pathology Graduate Student Simulation
Kristin Berndt, MS, CCC-SLP, Minnesota State University, Mankato
Megan Dohm, DNP, RN, PHN, CHSE, Minnesota State University, MankatoSimulation-based education is rapidly expanding in speech-language pathology (SLP) training as programs strive to meet ASHA standards while ensuring students gain competence across a wide range of clinical experiences. This presentation highlights lessons learned from developing and implementing simulation activities for graduate SLP students, with an emphasis on selecting appropriate modalities to meet specific learning outcomes.
Through collaborative design with nursing faculty and standardized patient (SP) trainers, the team developed immersive simulations targeting communication and cognitive disorders following traumatic brain injury (TBI). Attendees will explore how SP portrayals and virtual reality (VR) tools can be used to create high-quality, realistic and standardized learning experiences. Survey data from graduate students revealed increased confidence, reduced anxiety and enhanced understanding of communication strategies, assessment procedures and interprofessional collaboration.
Presenters will discuss key considerations in simulation planning, including fidelity, feasibility, learner engagement and debriefing structure. Participants will gain practical strategies for aligning simulation objectives with course competencies, preparing SPs to portray abstract symptoms consistently and determining when to integrate emerging technologies such as VR.
This session offers a pragmatic overview for academic and clinical educators seeking to expand simulation within their programs. The discussion will emphasize lessons learned, common challenges and evidence-based practices to support student readiness for clinical placements and professional practice.
Learner Outcomes: At the end of this presentation participants will be able to:
- Identify best practices for training standardized patients (SPs) to realistically portray abstract changes in communication and cognition within the field of Speech-Language Pathology
- Describe strategies to create high-quality, standardized yet realistic simulations with SPs
- Evaluate the role of integrating virtual reality (VR) technology into simulation training for practicing difficult conversations.
Level of Learning: Intermediate
Session 16 - Bridging Behavior and Communication: The SLP’s Role in Support and Collaboration
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
Session 17 - Empowering Families: Practical Strategies for Parent and Caregiver Coaching
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 three adult learning strategies to utilize during parent coaching sessions.
- Describe at least three practical strategies for guiding and coaching parents across a variety of intervention settings.
- Identify three ways families can support their child’s language development throughout daily routines, play and social interactions.
Level of Learning: Intermediate
