Convention Sessions

2021 MNSHA Virtual Convention

Friday, April 9, 2021

8:00 am – 9:00 am

• Keynote - Possible After Impossible

  Clare Sierra

  Clare is a successful artist and stroke survivor with aphasia living in Minnesota. Clare will share four amazing accomplishments which she thought that she could never achieve during the first six months after a stroke. Would she be able to talk again? Would she regain her ability to walk without barriers? Would she be able to adapt to use her left hand as well as her dominant right hand on daily tasks? Would she have the mental capacity to maintain and advance her artistic creativity to continue her passion for art? There are times in life we need assistance and support. Clare’s life journey after a stroke can teach us to build and foster resilience in achieve life goals.

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

  • Describe at least two challenges in life and communication after having a stroke.
  • Identify one way in which speech-language-hearing practitioners can contribute to successful communication outcome.
  • Discuss life goals of stroke survivors in aphasia rehabilitation.

  Level of Learning: Introductory

9:30 am – 11:00 am

• Session 1.1 - Disorder Within Difference: Practical Applications That Can Be Used on Monday!

  Jill Rentmeester Disher, PhD, CCC-SLP, Minneapolis Public Schools

  In 2016, Oetting and colleagues challenged our profession to change the terms “Disorder vs. Difference” to “Disorder within Difference.” In this session, we describe several practical applications of “Disorder within Difference” in areas of: (1) Conceptual Scoring for bilingual evaluations; (2) Evaluation report writing for AAE; and (3) Expanding our repertoire of anti-bias evaluation measures for the numerous types of diversity speech-language pathologists (SLP) serve. This session applies to both medical and educational speech-language pathologists (SLPs) who serve diverse learners in rural, suburban, and urban settings. There is no place in Minnesota that is not diverse. At the end of the session, participants will receive a Google folder link containing several pre-made evaluation protocols/measures that can be used for ages 3-21. These resources can be used immediately with clients/students! And, as Google resources, can be edited for your own purposes.

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

  • Describe three practical applications of “disorder within difference”.
  • Apply three applications of “disorder within difference” to case studies.
  • Develop a plan to implement three applications of “disorder within difference” to their own caseload.

  Level of Learning: Intermediate

• Session 1.2 - Five Ways You Make an Impactful Difference as a Supervisor

  Mattie Murrey Tegels, MA, CCC-SLP, St. Cloud State University

  This session will expand your understanding of the top five mistakes and stressors that students and clinical fellows (CFs) have when starting in their new settings and help you in identifying potential difficulties that a student or CF may be experiencing. It will examine the common stressors and beliefs of students entering into internship and CF placements and identify effective solutions for the most common difficulties. Most importantly, this session will give you hands-on tools for developing and implementing a plan of action when a student or CF is requiring additional support.

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

  • Identify the top five mistakes students and clinical fellows make when starting a new setting.
  • Identify potential difficulties that a student or CF may be experiencing and expand understanding of the common stressors and beliefs of students entering into internship and CF placements.
  • Identify effective solutions for the most common difficulties that students and CF experience.
  • Develop and implement a plan of action when a student or CF is requiring additional support.

  Level of Learning: Intermediate

• Session 1.3 - SLP’s Framework for Evaluating and Treating Those With Cognitive Deficits

  Aaron Brummel, MA, CCC-SLP, Mayo Clinic

  This session will cover a broad range of topics relating to the evaluation and treatment of cognitive-communication deficits. First, the session will focus on describing aspects of cognition (orientation, memory, attention, executive functions) and how they are influenced by premorbid features, such as age and education. We will discuss the wide range of cognitive-communication functioning and the importance of identifying deficits in the context of multicultural differences. We will detail research-based environmental factors that contribute to positive treatment outcomes. Through case studies, we will describe the process of evaluating and treating these patients through the acute care, inpatient rehabilitation, and outpatient rehabilitation settings. We will review evidenced-based evaluations and treatments for a wide variety of patients who experience cognitive-communication deficits (TBI, Parkinson’s, Stroke, Cancer, etc.) Finally, additional case studies will be used to facilitate discussion and allow audience members to apply recently learned information.

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

  • Identify premorbid level factors associated with cognition (Aging, education, etc.).
  • Apply evidence-based practice evaluations and treatments to best serve patients with cognitive deficits.
  • Identify the critical steps before, during, and after seeing a patient with cognitive deficits.

  Level of Learning: Intermediate

11:15 am – 12:45 pm

• Poster Presentations

  Poster Presentations – coming soon

1:15 pm – 2:45 pm

• Session 2.1 - The Future Self: Evidence-Based Strategies to Manage Executive Function and Emotional Dysregulation Over a Lifespan (Part 1)

  Sucheta Kamath, MA, CCC-SLP, ExQ

  A healthy prefrontal system acts more like a cool wizard rather than the brain that is high jacked by the limbic system which acts more like a crazy reactive lizard brain. This wizard brain enables individuals to readjust behaviors, reassess the social context, reappraise the emotional and affective states, and redirect responses to produce favorable outcomes for self and for others. In this session, Sucheta will discuss self-regulation, social-emotional competence, and an effective M-E-T-A™ (Mindful Examination of Thinking and Awareness) intervention approach designed to enhance Executive Function including goal-directed planning, strategic thinking, and future-forward thinking. The session will present effective and evidence-based strategies to help manage executive dysfunction and emotional dysregulation in children and adults with cognitive-communication disorders in a variety of contexts. Finally, this session will help clinicians dive deep into the interplay between one’s own executive function skills and of those that we coach, teach, or manage.

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

  • Identify the nature and scope of Hot and Cool Executive Function, social-emotional regulation, and the role of context in producing effective self-directed goals.
  • Describe the role of emotions in self-regulation as it relates to the daily adaptive processes in children and adults in emotionally charged situations.
  • Describe practical interventions that promotes the development of key components of Executive Function in multiple contexts.
  • Integrate tools and methods that promote the transfer and generalization of social-emotional, cognitive, and executive function skills beyond the clinical setting into everyday situations.

  Level of Learning: Intermediate

• Session 2.2 - Speech Pathology's Role in Evaluating and Treating Patients With Tracheostomies

  Emily Axelson, MS, CCC-SLP; Nicole Wakeman, MA, CCC-SLP, From Mayo Clinic

  Speech pathology plays a vital role on the multidisciplinary team and in the management of patients with a tracheostomy. In this session we will review basic anatomy and physiology as it pertains to speech and swallowing in patients with a tracheostomy. Discussion will review the role of the Speech Pathologist on a multidisciplinary team, early intervention in the intensive care unit (ICU), initial assessments of both speech and swallowing, and subsequent treatment. Special attention will be paid to the changes in care that may occur from initial tracheostomy placement to vent weaning and eventual decannulation. Additionally, we will review current best practices and the guiding evidence used to facilitate decision making and treatment planning. This session will cover the speech-language pathologist’s role across the continuum of care from the ICU to acute/post-acute rehabilitation.

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

  • Identify roles of the Speech Pathologist in the care of patient’s with tracheostomies.
  • Identify basic evaluation and treatment targets for communication and dysphagia.
  • Identify and understand the various roles of the multidisciplinary team.

  Level of Learning: Intermediate

• Session 2.3 - Trauma 101: Things to Know and Things to Do

  Annie Mitty, EdS, NCSP, Intermediate District #287

  The phrase “trauma informed” is ubiquitous in the educational field of practice, but it is not well-defined. Promising professional practice must include basic knowledge of trauma, trauma’s effects on children and young adults, and consultation to ensure remediation of trauma fallout. This session will instruct attendees about basics on trauma topics such as types of trauma, unique features of trauma expression in children and young adults, historical trauma, generational trauma, and racialized trauma. Participants will have opportunities to discuss best practices in the field related to trauma, receive resources for further study, and make an active plan to address trauma informed practice in their own professional practice.

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

  • Explain basics trauma topics such as types, unique features of trauma in children and young adults, historical and generational trauma, and racialized trauma.
  • Explain best practices in the field related to trauma.
  • Formulate an active plan to address trauma informed practice in their own professional practice.

  Level of Learning: Introductory

3:00 pm – 4:30 pm

• Session 3.1 - An Organized Collection of Free Online AAC Tools for You!

  Jolene Hyppa-Martin, PhD, CCC-SLP, University of Minnesota; Rebecca Tetlie, MA, CCC-SLP, ATP, St. Paul Public Schools; Michael Peterson, MA, CCC-SLP, Gillette Children’s Specialty Healthcare; Maxine Slobof, MA, CCC-SLP, Hennepin County Medical Center; Cristin McCormick, MA, CCC-SLP, Children’s Minnesota, Gillette Children’s Specialty Healthcare; Cheryl Luckow, MA, CCC-SLP, Anoka Hennepin Schools, Private Practice

  Do you ever wish that you could access an organized collection of FREE, up-to-date online augmentative and alternative communication (AAC) tools on a moment’s notice? Join members of the Minnesota Speech-Language-Hearing Association (MNSHA) AAC Committee for a session that highlights the new Minnesota AAC Repository. In the online repository, members of the AAC Committee have curated a collection of their favorite, most used, most helpful AAC assessment and therapy resources. In this session, the committee members will share how you can access the repository, the types of resources you can locate there, how you might apply these tools in your clinical practice with clients who have complex communication needs. The presenters will also share the process for contributing to the repository and have plenty of time for Q & A during which you can suggest your favorite AAC tools as additions!

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

  • Describe the process to access and contribute to the Minnesota AAC Repository.
  • Describe several tools that can be used to support your evidence-based AAC assessments and interventions.
  • Apply the Minnesota AAC Repository to locate several resources available to interventionists to assist in serving individuals with complex communication needs.
  • Contribute AAC assessment and therapy tools to the Minnesota AAC Repository.

  Level of Learning: Introductory

• Session 3.2 - The Future Self: Evidence-Based Strategies to Manage Executive Function & Emotional Dysregulation Over a Lifespan (Part 2)

  Sucheta Kamath, MA, CCC-SLP, ExQ

  A healthy prefrontal system acts more like a cool wizard rather than the brain that is high jacked by the limbic system which acts more like a crazy reactive lizard brain. This wizard brain enables individuals to readjust behaviors, reassess the social context, reappraise the emotional and affective states, and redirect responses to produce favorable outcomes for self and for others. In this session, Sucheta will discuss self-regulation, social-emotional competence, and an effective M-E-T-A™ (Mindful Examination of Thinking and Awareness) intervention approach designed to enhance Executive Function including goal-directed planning, strategic thinking, and future-forward thinking. The session will present effective and evidence-based strategies to help manage executive dysfunction and emotional dysregulation in children and adults with cognitive-communication disorders in a variety of contexts. Finally, this session will help clinicians dive deep into the interplay between one’s own executive function skills and of those that we coach, teach, or manage.

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

  • Identify the nature and scope of Hot and Cool Executive Function, social-emotional regulation, and the role of context in producing effective self-directed goals.
  • Describe the role of emotions in self-regulation as it relates to the daily adaptive processes in children and adults in emotionally charged situations.
  • Describe practical interventions that promotes the development of key components of Executive Function in multiple contexts.

  Level of Learning: Intermediate

• Session 3.3 - Telehealth Distance Learning for the Practicing Speech-Language Pathologist

  MariBeth Plankers, MS, CCC-SLP, Minnesota State University Moorhead

  Welcome to the world of distance learning, also known as telehealth. This session will explore a wealth of options that are available to the practicing speech-language pathologist in the need of developing and or expanding their practice for distance for assessment and intervention.

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

  • Adhere to the guidelines for telehealth services.
  • Demonstrate the use of distance learning resources for assessment and intervention.
  • Provide support to students and families in a telehealth service model.

  Level of Learning: Intermediate

4:30 pm – 5:00 pm

• Honors and Awards Ceremony

5:00 pm – 6:00 pm

• MNSHA Meet Up Happy Hour

  Grab your favorite drink and snack and join your fellow colleagues in a social hour.

Saturday, April 10, 2021

8:00 am – 9:30 am

• Session 4.1 - A Universal Approach to AAC Implementation, Part 1

  Meghan Kunz, SLP-A, AT; Heather Prenovost, MS, CCC-SLP, AT, From PRC-Saltillo

  This session will provide an introduction to a universal approach for augmentative and alternative communication (AAC) implementation. Core vocabulary is comprised of the words we use for communication regardless of context, and it is beneficial to target these words during AAC implementation. Core vocabulary can simplify your AAC therapy planning across language systems and devices. Participants will develop an understanding of core vocabulary and how it fits in with language development and communication. Participants will explore core vocabulary within Unity and WordPower through a hands on activity, however these strategies can be applied to any other core based system. Strategies for teaching core vocabulary within lessons and daily routines will be discussed. Participants will plan for use of core vocabulary in social and academic environments.

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

  • Describe the relationship with core vocabulary and language development.
  • Identify reasons for communication.
  • Show how to navigate a core word based system to create novel sentences within activities.
  • Apply strategies for selecting implementing core vocabulary with AAC.

  Level of Learning: Introductory

• Session 4.2 - SLP Improv - How to Have Lean and Agile Conversations

  Mattie Murrey Tegels, MA, CCC-SLP, St. Cloud State University

  This session is about how to say what you mean and mean what you say! Being able to say what you need to say in a manner that is understood by the listener is a skill. All too often, a speech-language pathologist (SLP) will have an important message to say and not sure how to say it. This session teaches the SLP how to have those very important lean and agile conversations and a very interactive and effective learning manner: IMPROV! SLP scripting and improv is an approach to KEY communication exchanges. Here’s how it works: The first part of the session will be discussing the INS and OUT of SLP Scripting. The second part of the course will be DOING SLP Improve. The third part of the course will be PROBLEM SOLVING SLP Improve. Yes, we will be doing actual IMPROV with scripts and participants playing parts of the patient, the SLP, the nurse, the doctor, etc… This session will teach you how to have those most important lean and agile conversations!

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

  • Formulate a template for a variety of lean and agile conversations in the medical setting.
  • Implement SLP scripting in an IMPROV exchange with participants trying out different roles and perspectives of key participants.
  • Identify crucial components of SLP scripting and improv as an approach to key communication exchanges.
  • Identify effective solutions for the most common difficult communication exchanges speech-language pathologist’s experience.

  Level of Learning: Introductory

• Session 4.3 - Supervision in Speech-Language Pathology and Audiology: Practical Knowledge and Leadership Skills, Part 1

  Rebecca Lulai, MA, CCC-SLP, University of Minnesota

  In the past year the way we provided clinical and educational services has changed dramatically. The need for trained supervisors has remained but has required increased flexibility. This session will discuss new requirements for direct, indirect, remote and in-person supervision of students, clinical fellows, and externs. Participants will have the opportunity to learn and apply various leadership styles to common supervision scenarios through large and small group collaboration. Participating in both Part 1 and Part 2 of this session will meet American Speech-Language-Hearing Association’s (ASHA) professional development requirements to become eligible to supervise students, externs, and clinical fellows in speech-language pathology or audiology.

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

  • Demonstrate knowledge of supervision requirements, student/clinical fellow/extern competency standards, and new accommodations from ASHA regarding supervision in the field.
  • Identify and match typical supervisory behaviors with various leadership styles.
  • Apply leadership styles and behaviors to common scenarios in supervision to optimize outcomes and increase competence and independence in supervisees.

   Level of Learning: Intermediate

10:00 am – 11:30 am

• Session 5.1 - A Universal Approach to AAC Implementation, Part 2

  Meghan Kunz, SLP-A, AT, PRC-Saltillo; Heather Prenovost, MS, CCC-SLP, AT, PRC-Saltillo

  This session will provide an introduction to a universal approach for augmentative and alternative communication (AAC) implementation. Core vocabulary is comprised of the words we use for communication regardless of context, and it is beneficial to target these words during AAC implementation. Core vocabulary can simplify your AAC therapy planning across language systems and devices. Participants will develop an understanding of core vocabulary and how it fits in with language development and communication. Participants will explore core vocabulary within Unity and WordPower through a hands on activity, however these strategies can be applied to any other core based system. Strategies for teaching core vocabulary within lessons and daily routines will be discussed. Participants will plan for use of core vocabulary in social and academic environments.

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

  • Describe the relationship with core vocabulary and language development.
  • Identify reasons for communication.
  • Show how to navigate a core word based system to create novel sentences within activities.

  Level of Learning: Introductory

• Session 5.2 - Reading Development and the SLP: Our Role in Building Reading Skills Through Language Fundamentals

  Sarah James, MS, CCC-SLP, Innovative Therapy Solutions, LLC

  Speech-language pathologists (SLPs) have a direct connection and role in reading development since language is the core building block of reading. Examine research-based areas for reading instruction and specific language skills that help build those areas of reading. The five aspects of Reading First as they relate to SLPs will be the focus of this session as well as related strategies, activities, digital tools, and online resources for in-person and online intervention.

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

  • Name the five aspects of Reading First.
  • Name five language skills that are directly connected to reading development.
  • Name three online resources.

   Level of Learning: Intermediate

• Session 5.3 - Supervision in Speech-Language Pathology and Audiology: Practical Knowledge and Leadership Skills, Part 2

  Rebecca Lulai, MA, CCC-SLP, University of Minnesota

  In the past year the way we provided clinical and educational services has changed dramatically. The need for trained supervisors has remained but has required increased flexibility. This session will discuss new requirements for direct, indirect, remote and in-person supervision of students, clinical fellows, and externs. Participants will have the opportunity to learn and apply various leadership styles to common supervision scenarios through large and small group collaboration. Participating in both Part 1 and Part 2 of this session will meet American Speech-Language-Hearing Association’s (ASHA) professional development requirements to become eligible to supervise students, externs, and clinical fellows in speech-language pathology or audiology.

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

  • Demonstrate knowledge of supervision requirements, student/clinical fellow/extern competency standards, and new accommodations from ASHA regarding supervision in the field.
  • Identify and match typical supervisory behaviors with various leadership styles.
  • Apply leadership styles and behaviors to common scenarios in supervision to optimize outcomes and increase competence and independence in supervisees.

   Level of Learning: Intermediate

11:45 am – 12:45 pm

• Business Meeting/Poster Awards

1:30 pm – 3:00 pm

• Session 6.1 - A Retrospective on Dynamic Duos: Spoken Language Interpreters and Speech-Language Pathologists Engaged in Interprofessional Education and Practice

  Marilyn Fairchild, MA, CCC-SLP, University of Minnesota

  According to American Speech-Language-Hearing Association (ASHA), at the end of 2019, only 6.5 percent of ASHA members met the ASHA definition of bilingual service provider (https://www.asha.org/research/memberdata/). With increasingly diverse caseloads, speech-language pathologists (SLPs) must rely upon the services of spoken language interpreters in order to adequately assess and treat bilingual populations. On tight timelines and stretched budgets, SLPs and spoken language interpreters must work together efficiently and effectively. ASHA reports that successful interprofessional relationships occur when members of respective professions learn about, from and with each other to enable effective collaboration and improve outcomes for individuals and families with whom we serve (https://www.asha.org/practice/interprofessional-education-practice/).

  This session will describe collaboration for more than four years between spoken language interpreters and speech-language pathologists from both educational and medical settings. We will discuss the planning of this collaborative session, highlight the structure of the events and provide information on some of the challenges and outcomes of the partnership. In addition, we will discuss some of the issues that frequently come up during discussions, including provision of trauma informed care, navigating cultural differences in approach to disability and roles and responsibilities of each respective professional in an interpreter-SLP dyad.

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

  • Identify strategies for managing common challenges that interpreters and SLPs face when working together to provide services to clients.
  • Describe benefits of long-term community engaged partnerships.
  • Explain differences in training, codes of ethics, and demographics between the fields of spoken language interpreting and speech language pathology.

  Level of Learning: Introductory

• Session 6.2 - Student Forum (No CEUs Offered)

  Mattie Murrey Tegels, MA, CCC-SLP, St. Cloud State University

  This student session will provide a platform for students and professional to discuss hot topics.

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

  • Identify various resources.

  Level of Learning: Introductory

• Session 6.3 - Writing Development and the SLP: Our Role in Building Writing Skills Through Language Fundamentals

  Sarah James, MS, CCC-SLP, Innovative Therapy Solutions, LLC

  Speech-language pathologists (SLPs) have a direct connection and role in writing development since oral language and writing have a reciprocal relationship. Explore six areas of writing development with connections to specific language skills that help to build those areas. Learn ways to help students increase length and complexity through adding details and specific information. Several instructionally based differentiated writing options will be explored for use in face-to-face and online therapy.

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

  • Name six areas of writing development.
  • Name three language skills directly connected to writing development.
  • Name three online resources for use in writing activities.

  Level of Learning: Intermediate

3:15 pm – 4:45 pm

• Session 7.1 - Healthcare Issues Forum

  Rene L. Utianski, PhD, CCC-SLP, Mayo Clinic

  Primary issues in healthcare including service delivery, reimbursement, community standards, and others will be discussed in a session with members of the Minnesota Speech-Language-Hearing Association (MNSHA) Health Care Committee. This session is recommended for MNSHA members who are interested in health care issues and/or work in the acute hospital, outpatient clinic, university, rehabilitation, or skilled nursing settings. Current legislation impacting health care delivery will be reviewed. Attendees will be encouraged to present their questions for discussion and there will be opportunities to share relevant tools and resources.

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

  • Discuss current issues impacting provision of speech-language and audiology services in healthcare settings.
  • Identify opportunities for advocacy of healthcare issues in Minnesota.

  Level of Learning: Introductory

• Session 7.2 - School Issues Forum

  Stephanie Bordewick, MS, Anoka-Hennepin School District

  Minnesota Speech-Language-Hearing Association’s (MNSHA) School Issues Committee (SIC) works year round to serve and support the interests of school-based speech-language pathologists. This informative session will provide a brief overview of MNSHA with a specific focus on SIC. It will address important and timely topics such as proposed changes to the Minnesota fiscal code as it applies to salary increases for speech-language specialists working in approved private special education schools, the reauthorization of individuals with disabilities education act (IDEA), known as the every student succeeds act (ESSA) with specific attention to the language changes pertaining to the school-based speech-language pathologist (SLP); and SIC’s input relative to legislative bills. There will be a brief question and answer at the end of the session.

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

  • Explain critical issues relative to the provision of speech-language services in the schools.
  • Describe re-authorization of IDEA, known as ESSA and the specific changes pertinent to school-based speech-language pathologists.

  Level of Learning: Introductory