Communication Sciences & Disorders
School of Applied Sciences, University of Mississippi

2022 Fall Institute at Ole Miss

Dates: October 19-21, 2022, Virtual Format

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We are excited to present the 2022 Fall Institute at Ole Miss!  The Fall Institute will be held October 19 through 21 via a virtual format and is hosted by the UM NSSLHA Chapter and the Department of Communication Sciences and Disorders in the School of Applied Sciences at the University of Mississippi.

New this year: Wednesday, October 19 – Student Day! Student Day and Conference are FREE for students!  CLICK HERE FOR STUDENT REGISTRATION!

 

Topics and Presenters

Presentations:

  • What Does Ethics Mean in Speech-Language Pathology and Audiology?, Dr. Carolyn Higdon, Ed.D., CCC-SLP
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      • Bio: Carolyn Wiles Higdon, EdD, CCC-SLP, is a full professor at the University of Mississippi in Oxford with a dual appointment to the University of Mississippi Medical Center in Jackson. Dr. Higdon is the chief executive officer of Wiles Higdon and Associates, LLC, in Atlanta, Georgia. Through her practice, she is a reviewer for the Department of Labor, a certified life care planner, and a trained family mediator in the areas of special education, the Americans with Disabilities Act, and employment disputes. Dr. Higdon has served on a number of ASHA committees and boards, including the Financial Planning Board, the Government Relations and Public Policy Board, and the Special Interest Divisions Board of Division Coordinators. Dr. Higdon is an ASHA Fellow and has been a member of the ASHA Speech-Language Pathology Advisory Council and the ASHA Legislative Council. Dr. Higdon is the founding member and past chair of both Special Interest Group (SIG) 17, Global Issues in Communication Sciences and Related Disorders, and SIG 12, Augmentative and Alternative Communication. She has been a site visitor for the Council on Academic Accreditation in Audiology and Speech-Language Pathology, an augmentative and alternative communication consultant to the ASHA Health Care Economics Committee, and a chapter advisor to the National Student Speech Language Hearing Association at the University of Mississippi. Dr. Higdon is a past SLP academic member of the Council of Academic Accreditation, the Governmental and Public Policy Board, and immediate past SIG 17 Perspectives Editor. Dr. Higdon is a former chair of the Department of Communication Sciences and Disorders at Ole Miss, past-president of the Mississippi Speech and Hearing Association, and past chair of the Georgia Board of Examiners. She has been a member of the Speech-Language Pathology Professional Standards Committee of the Commission on Graduates of Foreign Nursing Schools and International Commission on Healthcare Professions, the sitting speech-language pathologist for the Rehabilitation Engineering Society of North America’s Professional Standards Committee for the development of the assistive technology credential, and a past member of the Joint Committee of ASHA and the American Academy of Otolaryngology-Head and Neck Surgery. Dr. Higdon holds state health licensure in multiple states. Dr. Higdon has published numerous articles and chapters on such topics as life care planning, augmentative and alternative communication and assistive technology, health literacy, early intervention, and the future of speech-language pathology in medical and educational arenas. She has presented approximately 150 national and international lectures on a variety of clinical, administrative, and business management topics. She is a member of Phi Kappa Phi and was awarded the Alpha Omicron Pi Woman of Excellence Award for Outstanding Faculty Member at the University of Mississippi. Dr. Higdon received her bachelor’s and master’s degrees from Kent State University and her doctorate of education from the University of Georgia, with a second doctoral degree in process.
      • Disclosures: Financial Disclosures – University of Mississippi Salary; No Non-financial Disclosures 
      • Learner Outcomes:
        1. Participants will describe at least one strategic questioning approach and explain the evidence for using it in the clinical teaching setting.
        2. Participants will summarize the principles and rules of the Code of Ethics as they relate to each of the presented cases.
        3. Participants will describe the process to file a complaint with the Board of Ethics.
  • Learning Differences and the Power of Early Literacy, John Hodges, M.A.
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      • Bio: John Hodges has worked at June Shelton School and Evaluation Center for over 10 years, where he has assumed many positions in the Outreach Department- Scholars Coordinator, Outreach Coordinator, and SEE Coordinator. He is now the Director of the North Mississippi Literacy Project, a 3-year pilot litearcy program for pre-k through 2nd-grade students. In May 2015, John received his Master of Arts degree from Dallas Baptist University (DBU), specializing in Teaching Multi-Sensory Education. He is now an Adjunct Professor for the Masters of Education in Reading program at DBU. John is also a nationally Certified Academic Language Therapist (CALT) and Qualified Instructor (QI) of the Therapy Level for the Sequential English Education (SEE) method. Outside of these roles, John serves on the advisory board for the Dallas Branch of the International Dyslexia Association and is on the Executive Committee for the Academic Language Therapy Association (ALTA). As an individual with dyslexia and ADHD, John understands the unique gifts and challenges of learning differently. As a result, he is very passionate about guiding all students to discover their unique learning styles and unlock their true potential.
      • Disclosures: No financial or non-financial disclosures
      • Learner Outcomes:
        1. Participants will identify the characteristics of learning differences in an educational setting.
        2. Participants demonstrate an understanding of Multi-Sensory Language Education methodology for dyslexic students.
        3. Participants demonstrate an understanding of the power of early literacy instruction for dyslexic students.
  • Optimizing Outcomes for Cochlear Implant Recipients Through Evidence Based Practice, Kaitlyn A. Toner, AuD, MSCI
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      • Bio: Dr. Kaitlyn Toner is a licensed audiologist with expertise in pediatric audiology and implantable hearing devices. After graduating with her Bachelor of Science in Communication Sciences and Disorders from the University of Mississippi, Dr. Toner went on to receive a Master of Science in Clinical Investigation with an Emphasis in Speech and Hearing Science and Doctor of Audiology with a Specialization in Pediatric Audiology from Washington University School of Medicine in St. Louis. Dr. Toner currently works for Cochlear Americas, providing expert clinical and surgical support for hearing healthcare professionals in San Diego and Hawaii. Prior to joining Cochlear, Dr. Toner was on faculty at the University of Mississippi Medical Center. She is also currently pursuing a Master of Science in Organizational Leadership with a Specialization in Organizational Learning at Colorado State University. Dr. Toner’s professional goals include improving clinical and surgical outcomes for cochlear implant recipients through professional adoption of evidence-based practices to guide speech, language, and hearing interventions.
      • Disclosures: Financial Disclosures – Cochlear Americas Salary; No Non-financial Disclosures
      • Learner Outcomes:
        1. The learner will define and explain expanding cochlear implant indications and evaluation referral criteria.
        2. The learner will demonstrate understanding of current clinical evidence supporting the need for early detection and intervention.
        3. The learner will apply evidence presented into intervention strategies to facilitate a patient-centered approach while optimizing clinical outcomes.
  • Navigating the Depths of Preceptorship, Supervision, and Mentorship, Theresa H. Rodgers, , MA, CCC-SLP, BCS-CL, ASHA Fellow, Licensed SLP, EdS (Learning Disabilities)
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      • Bio: Theresa Rodgers is a speech-language pathologist in the metro Baton Rouge area. She is a former Chief Administrative Officer for a government entity, and a former special education supervisor and speech-language pathologist for the Ascension Parish School System where she was employed for thirty-three years. Theresa was the 2020 ASHA President, is a former Chair of the ASHA Board of Ethics, the Committee on Nominations and Elections, and the Council for Clinical Certification. She was previously a member of ASHA’s Board of Directors from 2012-2014, serving as Vice President for Government Relations and Public Policy, and also served six (nonconsecutive) terms on the Louisiana licensure board including three years as Chair. Theresa is a former President of the National Council of State Boards of Examiners for Speech-Language Pathology and Audiology, the Council of State Association Presidents, and the Louisiana Speech-Language-Hearing Association. She presents frequently at national and state conferences on ethics, leadership, school-based practice, supervision, utilization of support personnel, and other topics.
      • Disclosures: Financial Disclosures – Fall Institute Conference Registration Waiver; Non-financial Disclosures – ASHA SIG 11 Affiliate
      • Learner Outcomes:
        1. Participants will delineate a model for supervision implemented throughout stages of the supervisory process.
        2. Participants will identify generational differences which may present barriers to supervisor/mentorship process.
        3. Participants will implement reflective practices including self-evaluation of supervision/mentorship.
  • The Effects of Modified Multimodal Communication Treatment in People with Aphasia: A Case Study, Hyejin Park, Ph.D. & Elizabeth Burklow, M.S., CCC-SLP
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      • Bio:
        • Hyejin Park, Ph.D., is an assistant professor in the Department of Communication Sciences and Disorders at the University of Mississippi. Her research interests include functional communication treatment for aphasia, semantic processing and word retrieval in people with neurogenic language disorders and healthy aging, eye movement evidence on cognitive and language processing, neuroimaging, and bilingualism.
        • Elizabeth Burklow earned her Bachelor’s degree at the University of Mississippi and her Master’s Degree in Speech-Language Pathology at the University of Memphis, and she currently serves as a Clinical Educator here at Ole Miss. Prior to joining the Department of Communication Sciences and Disorders, she worked in a variety of medical settings in Tampa, Florida and Birmingham, Alabama. She has extensive experience working with individuals with acquired communication and swallowing disorders.
      • Disclosures:
        • Dr. Park: Financial Disclosures – University of Mississippi Salary; No Non-financial Disclosures 
        • Mrs. Burklow: Financial Disclosures – University of Mississippi Salary; No Non-financial Disclosures
      • Learner Outcomes:
        1. Participants will identify multimodal communication strategies.
        2. Participants will demonstrate the protocols of modified multimodal communication treatment.
        3. Participants will discuss the effectiveness of the multimodal communication treatment in spontaneous speech.
  • Speech-Language Pathologist Working with Diverse Populations., Davis E. Henderson, Ph.D., CCC-SLP
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      • Bio: Davis E. Henderson, Ph.D., CCC – SLP is an assistant professor at Northern Arizona University. His research investigates Navajo children with and without speech & language disorders.
      • Disclosures: Financial Disclosures – Northern Arizona University Salary; No Non-financial Disclosures
      • Learner Outcomes:
        1. Learners will identify linguistic considerations when working with diverse children.
        2. Learners will demonstrate some knowledge about cultural aspects of speech and language.
  • To Thrive or Just Survive: Airway Focused Dentistry, Lisa Baines, DMD
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      • Bio:As the owner of Baines Dental Wellness, Dr. Lisa Baines enjoys helping patients in their pursuit of true health and wellness. Initially an engineering major in college, Dr. Baines eventually set her sights on dentistry when she learned she wasn’t cut out for cubicle life. After this change in direction, she graduated from Southern Illinois University- School of Dental Medicine in 2007. A life-changing experience with her young son opened her eyes to a new perspective on patient care and gave her a fresh outlook focusing on helping not only current patients, but also committing to advancing the well-being of the youngest generation of patients, ensuring they have the opportunity to grow up healthy — from head to toe. “My son’s diagnosis of Type 1 diabetes has strengthened my desire as a dentist to help children THRIVE and not just survive. It has set my soul on fire to help the next generation be the healthiest it can be.”  Dr. Baines loves thinking outside of the box at the office and in life in general. Laughter and ambition are her core values, and this is evident among her staff as well as her family. She prides herself on being someone who implements procedures, plans, and systems effectively. Outside of her passion for dentistry, she is proud to share her life with high school sweetheart and husband Steve, co-owner and operator of B & H Roofing company. Every year when she upgrades equipment, adds storage, changes an operatory or wants to add a new accent wall, her husband tries to put in his two weeks notice, but ends up sticking around to endure the project and the next year together! They love cooking, grilling, and tackling projects with their three children. 
      • Disclosures:No financial or non-financial disclosures 
      • Learner Outcomes:
        1. Participants will demonstrate an understand of why children with Sleep Related Breathing Disorders and growth issues need treatment ASAP.
        2. Participants will identify what can happen if these disorders are left untreated.
        3. Participants will learn how to screen and educate patients for sleep disordered breathing.
  • The Spectrum of Communication, Sarah Myers, M.S, CCC-SLP
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      • Bio: Sarah Myers, M.S, CCC-SLP is the Director of The Children’s Center for Communication and Development at The University of Southern Mississippi. She is a speech-language pathologist and has worked at The Children’s Center for over ten years, providing therapy to infants, toddlers, and preschoolers with a variety of complex developmental disabilities across the southern half of the state. Sarah specializes in augmentative and alternative communication (AAC) use to support children with limited speech along with infant and toddler feeding therapy. As Director, Sarah advises and oversees the daily administrative and clinical services provided at The Children’s Center’s Hattiesburg and Gulf Park campus locations. She works closely with the incredible staff of pediatric experts, the Advisory Board, and families and friends of the program to ensure the quality of services continues to remain evidence-based while expanding The Center’s reach to more children in need. Additionally, Sarah seeks fundraising opportunities and manages grants and reporting requirements for federal, state, and private funding that is essential to covering the costs of interdisciplinary therapy services to families enrolled, at no-cost to them.
      • Disclosures: No financial or non-financial disclosures 
      • Learner Outcomes:
        1. The learner will be able to list all forms of communication and possible functions of communication.
        2. The learner will be able to discuss a scenario in which modeling augmentative and alternative communication (AAC) can be implemented across all functions of communication.
        3. The learner will be able to provide the importance of reinforcing all appropriate forms of communication and how this improves speech development.
  • You (PT), Me (ST) and OT makes 3: Thriving as a therapist in a multi-disciplinary clinic., Melanie McGriff, M.Ed., CCC-SLP, COM® 
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      • Bio: Melanie is the owner, executive director, and a practicing speech therapist at Kid’s Creek Therapy (established in 2004, providing speech, occupational, physical therapy). Since 1992, she has worked with many children in a variety of settings including the school system, home health, and private clinics specializing in pediatrics. She previously served on the board of lead speech language pathologists (SLPs) in Atlanta for public schools. Melanie enjoys teaching and mentoring new therapists, and previously taught introductory courses in speech pathology at the University of West Georgia. 

        Melanie specializes in working with children to improve difficulties related to phonological development, oral-sensory motor skills, early language development, feeding/swallowing skills and apraxia of speech. She is a trained specialist in myofunctional therapy and is a board certified member of the International Association of Orofacial Myology (IAOM). She has presented research results in phonological development at the American Speech Language Hearing Convention. 

        Melanie is available to conduct intensive therapy weeks for children with apraxia utilizing PROMPT, Beckman, and Kaufman treatment techniques. Her insights and her commitment to improving the lives of the children she works with, combined with results achieved with patients, make Melanie a sought-after therapist and consultant. 

        Melanie was selected as one of 15 women in Atlanta for the 2020 Best Self Magazine “Wonder Women on the front lines” competition. Her staff nominated her for this prestigious award honoring women in Atlanta and their response to COVID-19 in their work environments.  

        Melanie and her husband Shane have been married since 1992 and have three children, Rayden, Mimi, and James. 

      • Disclosures: Financial and Non-financial Disclosures – Kids Creek Therapy Salary
      • Learner Outcomes:
        1. Participants will identify interpersonal skills required for a team environment.
        2. Participants will identify tools that can be used with staff and peers to assess personality strengths and weaknesses.
        3. Participants will identify benefits of an interdisciplinary treatment team working with one patient.
  • How the Genetic and Neurological Data Changes Our Assessment and Treatment of Stuttering, Greg Snyder, Ph.D., CCC-SLP
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      • Bio: Greg Snyder is an associate professor of Communication Sciences & Disorders that The University of Mississippi. His primary research interest is in the creation of new treatment alternatives for those who stutter. The Laboratory or Stuttering: Science, Treatment, Advocacy, and Research (S-STAR) publishes articles on prosthetic stuttering management, the genetic/neurological nature of stuttering, and most recently pediatric self-advocacy.
      • Disclosures: Financial Disclosures – University of Mississippi Salary, Royalties from stuttering prosthetic device, and has a grant for development of a stuttering prosthetic device ; No Non-financial Disclosures 
      • Learner Outcomes:
        1. Learners will be able to describe and discuss the neurological and genetic stuttering data relative to assessment and treatment. 
        2. Learner will be able to cite and apply longitudinal and neurological data relative to stuttering assessment.
        3. Learner will be able to cite and apply neurological and genetic data relative to stuttering treatment.

Posters:

  • The Impact of Culture Within the Field of Speech-Language Pathology, Maliah Wilkinson, M.S., CF, Myriam Kornisch, Ph.D, Ying Hao, Ph.D. & Hyejin Park, Ph.D.
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      • Bio:
        • Maliah Wilkinson (she/her) is a 2022 graduate from the University of Mississippi where she obtained a Speech-Language Pathology master’s. Her research interest focuses on cultural humility in practice and social justice and equity initiatives in higher education. 
        • Dr. Kornisch
        • Dr. Hao’s research interests are in the areas of child language development and disorders. Particularly, she studies the usage of telepractice to provide language intervention to families of children with Autism Spectrum Disorders. Another line of her research is to explore linguistic manifestations of Developmental Language Disorder in monolingual and bilingual Mandarin-speaking children. Her work has been published in prestigious journals in the fields of speech-language pathology, child language, and autism. She is a recipient of national research grants and awards.
        • Hyejin Park, Ph.D., is an assistant professor in the Department of Communication Sciences and Disorders at the University of Mississippi. Her research interests include functional communication treatment for aphasia, semantic processing and word retrieval in people with neurogenic language disorders and healthy aging, eye movement evidence on cognitive and language processing, neuroimaging, and bilingualism.
      • Disclosures: 
        • Maliah Wilkinson – No Financial Disclosures; Non-financial Disclosures – Member of ASHA SIGs 10 and 14, NBASLH and ASHA’s STEP.
        • Myriam Kornisch – Financial Disclosures – University of Mississippi Salary; No Non-financial Disclosures 
        • Ying Hao – Financial Disclosures – University of Mississippi Salary at time of research study; No Non-financial Disclosures 
        • Hyejin Park – Financial Disclosures – University of Mississippi Salary; No Non-financial Disclosures 
      • Learner Outcomes:
        1. Learners will demonstrate an introductory knowledge of diversity, inclusion, and equity barriers among degree-seeking students in the field of speech-language pathology.
        2. Learners will identify demographic differences(i.e.,ethnicity, GPA, GRE scores, economic barriers, first-generation student status, etc.) among degree-seeking students in the field of speech-language pathology between four ethnic groups (i.e., Asian, Black or African American, Hispanic or Latino, and White).
        3. Learners will recognize student experiences of implicitly bias in speech-language pathology undergraduate and graduate programs.
  • Verb Tense Production Differences across Various Discourse Tasks in People with Nonfluent Aphasia, Madeline Zurbrugg, B.S., CSD & Hyejin Park, Ph.D.
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      • Bio:
        • Madeline Zurbrugg is a senior undergraduate student at the University of Mississippi pursuing a B.S. in Communication Sciences and Disorders. Her research interests include cognition and language abilities in adults with aphasia.
        • Hyejin Park, Ph.D., is an assistant professor in the Department of Communication Sciences and Disorders at the University of Mississippi. Her research interests include functional communication treatment for aphasia, semantic processing and word retrieval in people with neurogenic language disorders and healthy aging, eye movement evidence on cognitive and language processing, neuroimaging, and bilingualism.
      • Disclosures: 
        • Madeline Zurbrugg – No financial or non-financial disclosures 
        • Dr. Park: Financial Disclosures – University of Mississippi Salary; No Non-financial Disclosures 
      • Learner Outcomes:
        1. Participants will summarize general tense production difficulties within agrammatic aphasia.
        2. Participants will  identify cognitive-linguistic characteristics of various discourse tasks.
        3. Participants will identify how much each verb tense is produced in discourse tasks in people with nonfluent aphasia compared to people without aphasia.
  • The Global Burden of Aphasia, Ayanna Frederick, B.S., CSD, Candice J. Adams-Mitchell, SLP.D., CCC-SLP, Molly Jacobs, PhD, & Charles Ellis, Jr. PhD, CCC-SLP 
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      • Bio:
        • Ayanna Frederick is a second-year graduate student at the University of Florida studying speech-language pathology. She has a special interest in traumatic brain injury, aphasia, and autism spectrum disorder. Ayanna recently completed and published her first research study titled “The Global Rate of Post-Stroke Aphasia.” Ayanna’s goal as a graduate student clinician and future speech pathologist, is to help my patients and families improve their overall quality of life.  Ayanna wishes to make an impact in the field and in my patients lives. 
        • Dr. Adams-Mitchell is currently a Clinical Assistant Professor at the University of Florida. Her primary role is teaching undergraduate courses in the Department of Speech, Language & Hearing Sciences. Prior to coming to UF she was employed as an assistant professor at Samford University for 5 years in the graduate and undergraduate communication science and disorders program. She has been a practicing speech language pathologist for 12 years and has been fortunate to work in a variety of settings such as skilled nursing facilities, home health, specialty care units in trauma hospitals, schools, early intervention, travel therapy and she has also spent several summers in Zambia providing therapy to children in orphanages. Her areas of research interest are the neurological manifestations of sickle cell disease, concussion assessment and management, TBI, and health disparities research.
        • Dr. Jacobs is an associate professor at the University of Florida.
        • Dr. Charles Ellis Jr., PhD is a Professor and Chair of the Department of Speech Language and Hearing Sciences at the University of Florida. Dr. Ellis’ academic concentration focuses on adult neurogenic disorders and he teaches courses related to aphasia and cognitive disorders. His research is designed to understand outcomes associated with adult neurologically based disorders of communication and factors that contribute to the lack of equity in service provision and outcome disparities that exist among African Americans and other underrepresented minority groups.
      • Disclosures: 
        • Ayanna Frederick: No financial or non-financial disclosures
        • Dr. Adams-Mitchell: Financial Disclosures – University of Florida Salary; No Non-financial Disclosures 
        • Dr. Jacobs: Financial Disclosures – University of Florida Salary; No Non-financial Disclosures 
        • Dr. Ellis, Jr.: Financial Disclosures – University of Florida Salary; No Non-financial Disclosures 
      • Learner Outcomes:
        1. Describe general information related to aphasia rates.
        2. Explain the differences between rates are primarily reported among high-income countries in comparison to low-income countries
        3. Explain the possible contributing factors that result in less reported stroke rates among low-income countries.
  • Complex Syntax Methods of Assessment, Ana Delgado, CSD & C. Melanie Schuele
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      • Bio:
        • Ana Delgado is an undergraduate student in her fourth year at Vanderbilt University majoring in Child Studies and Spanish and is pursuing a career in speech-language pathology. She joined the Child Language and Literacy Lab under Dr. Melanie Schuele at the beginning of 2018 where she works as a research assistant transcribing and coding language samples. Ana is interested in research that investigates complex syntax in children with specific language impairment.
        • C. Melanie Schuele, PhD, CCC-SLP is professor in the Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine. Her research focuses on complex syntax acquisition and early literacy development.
      • Disclosures: 
        • Dr. Schuele: Financial Disclosures – Vanderbilt University Medical Center Salary, ED and NIH Grants; No Non-financial Disclosures 
        • Ms. Delgado: No financial or non-financial disclosures
      • Learner Outcomes:
        1. As a result of this poster presentation, the participant will be able to define the terms complex syntax and relative clause. 
        2. As a result of this poster presentation, the participant will be able to compare the performance outcomes of three relative clause tasks in children across the ages of 3 to 5. 
        3. As a result of this poster presentation, the participant will be able to assess which relative clause task is the most efficient and effective for each age group and 3- to 5- year-olds as a whole. 

 

2022 Schedule at a Glance

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Wednesday, October 19 Student Day: No CEUs Available for Wednesday Presentations.  
12:45 – 1:00 Welcome and Introductions

Abby Shields, UM CSD Grad Student

Mash Everitt, UM CSD Grad Student

Vishakha Rawool, Chair, UM Communication Sciences and Disorders

1:00 – 2:00

ETS – Test Taker Resource and Guidance

Nick Bellack, ETS
2:00 – 3:00 Topic: Clinical Fellowship Tips and Resume Building Jill Glessner, MHS, CCC-SLP, EBS Healthcare
3:00 – 4:00

Topic: Praxis Test Taking Strategies and Resources

LaToya Roberts, M.S., CCC-SLP, Therapy Ed
Thursday, October 20 UM Fall Institute CE Event Begins.

 

8:00 – 8:15

Welcome and Introductions

Abby Shields, UM CSD Grad Student

Mash Everitt, UM CSD Grad Student

 

8:15 – 10:15

Learning Differences and the Power of Early Literacy John Hodges, M.A.
10:15 – 10:20

Break 

 
10:20 – 11:20

You (PT), Me (ST) and OT makes 3: Thriving as a therapist in a multi-disciplinary clinic

Melanie McGriff, M.Ed., CCC-SLP, COM® 
11:20 – 12:20

The Spectrum of Communication

Sarah Myers, M.S, CCC-SLP
12:20 – 1:25

Break

 
1:25 – 2:25

Navigating the Depths of Preceptorship, Supervision, and Mentorship

Theresa H. Rodgers, , MA, CCC-SLP, BCS-CL, ASHA Fellow, Licensed SLP, EdS (Learning Disabilities)

2:25 – 3:25

The Effects of Modified Multimodal Communication Treatment in People with Aphasia: A Case Study

Hyejin Park, Ph.D. & Elizabeth Burklow, M.S., CCC-SLP
3:25 – 3:30

Break

 
3:30 – 4:30

Poster Sessions

 
 
  • 3:30-3:45 The Impact of Culture Within the Field of Speech-Language Pathology, Maliah Wilkinson, M.S., CF, Myriam Kornisch, Ph.D, Ying Hao, Ph.D. & Hyejin Park, Ph.D.
  • 3:45-4:00 An Examination of the Worldwide Burden of Aphasia, Ayanna Frederick, B.S., CSD, Candice J. Adams-Mitchell, SLP.D., CCC-SLP, Molly Jacobs, PhD, & Charles Ellis, Jr. PhD, CCC-SLP 
  • 4:00-4:15 Verb Tense Production Differences across Various Discourse Tasks in People with Nonfluent Aphasia, Madeline Zurbrugg, B.S., CSD & Hyejin Park, Ph.D.
  • 4:15-4:30 Complex Syntax Methods of Assessment, Ana Delgado, B.S., CSD & C. Melanie Schuele

 

 
Friday, October 21    
8:00 Welcome

Abby Shields, UM CSD Grad Student

Mash Everitt, UM CSD Grad Student

8:05 – 10:05 How the Genetic and Neurological Data Changes Our Assessment and Treatment of Stuttering Greg Snyder, Ph.D., CCC-SLP
10:05 – 10:10

Break

 
10:10 – 12:10 What Does Ethics Mean in Speech-Language Pathology and Audiology? Dr. Carolyn Higdon, Ed.D., CCC-SLP
12:10 – 12:15 Break  
12:15 – 1:45 To Thrive or Just Survive: Airway Focused Dentistry Lisa Baines, DMD
1:45 – 2:45 Speech-Language Pathologist Working with Diverse Populations Davis E. Henderson, Ph.D., CCC-SLP
2:45 – 2:50 Break

 

2:50 – 4:50 Optimizing Outcomes for Cochlear Implant Recipients Through Evidence Based Practice Kaitlyn A. Toner, AuD, MSCI
4:50 Closing Remarks

Abby Shields, UM CSD Grad Student

Mash Everitt, UM CSD Grad Student

 

Past Fall Institutes

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2021 – Early Intervention, Aural Rehabilitation, Myofunctional Disorders, Adult Cognitive Disorders, School-age Concussion Management, School Caseload Management, Poster Sessions,  Keynote Address by Dr. Tommie Robinson, Ph.D., CCC-SLP, Presentations by: Jenna Nassar, M.S., CCC-SLP; Rebecca Lowe, Au.D., CCC-A; Haley Messersmith, Au.D., CCC-A; Landon Wallis, M.S., CCC-SLP; Laura Wilson, Ph.D, CCC-SLP; Rachel Hildebrand, Ph.D., ATC/LAT; Dan Newman; Lisa Kathman, M.S., CCC-SLP; Sarah Bevier, M.S., CCC-SLP; Emily Culbertson, B.S., CSD; Mallory Robertson, B.S., CSD; Tyler Standland, B.S., CSD

2020 – AAC, Telepractice, and Research,  Kym Heine, M.S., CCC-SLP; Lauren Taylor, M.S., CCC-SLP; Lisa Geary, M.S., CCC-SLP; Sara Smith, M.S., CCC-SLP; Ying Hao, Ph.D.; CF-SLP, Greg Snyder, Ph.D., CCC-SLP; Peyton McKnight, B.A.; Ashley Manahan, B.A.; Hyejin Park, Ph.D., SLP; Vishakha Rawool, Ph.D., CCC-A; Melissa Reyes, B.A., CSD; Rebecca Bosley, M.S., CCC-SLP; Susan Loveall-Hague, Ph.D.; Kara Hawthorne, Ph.D.; Evy Hayes, B.A., CSD; Laura A. Mathews, Ed.S., CCC-SLP; Emma Kate Thome, M.S., SLP; Madeline Simpson, CSD; Kaitlyn Geringswald, CSD; Jessica Hall, CSD

2019 – Pediatric Language and Literacy Disorders, Let’s Get Ethical, and Supervising Generation Z, Gina Keene, M.S., CCC-SLP, Amy Livingston, M.S., CCC-SLP, Missy Schraeder, Ph.D., CCC-SLP, CALT, QI, Janie Magee, M.S., CCC-SLP, Lesley Mancini, M.S., CCC-SLP, Gina Jenkins, M.S., CCC-SLP, Josie Alston, M.S., CCC-SLP, Kim Ward, Au.D., CCC-A

2018 – Therapy with Teenagers Who Stutter: Facilitating Readiness for Change and the Plan to Accomplish It, Patricia Zebrowski, Ph.D, CCC-SLP

2017 – Evidence-Based Practice in School-Based Settings for Children and Adolescents on the Autism Spectrum, Jessica Dykstra Steinbrenner, Ph.D., CCC-SLP

2016 – Missing Links in Academics, Missy Schraeder, Ph.D., CCC-SLP, CALT, QI

2015 – The Educationally Relevant Process: Assessment, Goals and Services, Perry Flynn, M.A., CCC-SLP

2014 – Tips and Techniques for Successful Articulation Therapy & Organize and Enhance Your Language Therapy, Char Boshart, M.A., CCC-SLP

2013 – Frontal Lisp, Lateral Lisp, Distorted R and Developing Carryover in Articulation Therapy, Pam Marshalla, M.A., CCC-SLP

2012 – “NETTING” FREE and EVIDENCE-BASED Information and Intervention Materials, Judith Kuster, M.S., CCC-SLP

2011 – It’s All about Word Study: A Multi-linguistic Approach to Literacy Instruction, Kenn Apel, Ph.D., CCC-SLP

2010 – Practical Treatment Strategies for School-Age Children Who Stutter, J. Scott Yaruss, Ph.D., CCC-SLP

2009 – Enhancing Phonological and Metaphonological Skills of Children with Highly Unintelligible Speech: An Update, Barbara Hodson, Ph.D., CCC-SLP