SLP Course Offerings

• An Infusion of Function: Multidisciplinary Care in Myasthenia Gravis and POTS (0.1 ASHA CEUS, Intermediate level)

  • Learning Objectives. Participants will be able to:

    • Differentiate the roles of neurologic PT, lymphedema PT, pelvic floor OT, and SLP in the management of a patient with Myasthenia Gravis and Postural Orthostatic Tachycardia Syndrome (POTS)

    • Describe the approach to treatment for a patient with fluctuating strength, endurance, and functional independence

    • Discuss how medical management (e.g. IVIG infusions, medication timing) influences rehabilitation planning, dosing, and progression 

    • Summarize an interdisciplinary outpatient rehabilitation model that supports coordinated communication, symptom-based modification, and long term management for a high complexity patient 

  • Speaker Disclosures: Lauren Wilson PT, DPT, Abby Baker PT, DPT, Jennifer Cross OTR, and Christin Lindberg SLP, have no financial relationships or conflicts of interest to disclose regarding this presentation.

  • Time Ordered Agenda:

    • Presenter Introduction- 2 minutes

    • Objectives- 1 minute

    • Patient case introduction and background- 5 minutes

    • Neurologic Physical Therapy - 10 minutes

    • Lymphedema Physical Therapy- 10 minutes  

    • Speech Therapy - 10 minutes  

    • Pelvic Floor OT - 10 minutes  

    • Specific functional tasks and interdisciplinary involvement - 7 minutes 

    • Audience Questions - 5 minutes 

• Beyond the Device: Multidisciplinary AAC for Meaningful Participation (0.1 ASHA CEUS, Introductory level)

  • Learning Objectives. Participants will be able to: 

    • Identify and challenge common AAC myths by examining how SLP, OT, and PT roles intersect to support AAC beyond device selection.  

    • Explain the impact of positioning, movement, and regulation on meaningful AAC participation.  

    • Apply collaborative strategies to support AAC use across everyday routines and environments. 

  • Speaker Disclosures: 

    • Financial Disclosure:  Marisela Quintero, LMSW, is an employee of Tobii Dynavox. 

    • Non-financial Disclosure: Marisela has no relevant non-financial relationships. 

    • Content Disclosure: Because of the unique characteristics of our product, this presentation will focus exclusively on the Tobii Dynavox product line and will not include information about other communication or educational products. Disclaimer: ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products or clinical procedures.

    • Financial Disclosure: Erin Becerra, M.S. CCC-SLP, is an employee of Tobii Dynavox.  

    • Non-financial Disclosure: Erin has no relevant non-financial relationships.  

    • Content Disclosure: Because of the unique characteristics of our product, this presentation will focus exclusively on the Tobii Dynavox product line and will not include information about other communication or educational products.  Disclaimer: ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products or clinical procedures.

  • Time Ordered Agenda:

    • 5 minutes: Welcome, disclosures, and session roadmap; quick audience poll on AAC "myths" and barriers to carryover.

    • 20 minutes: Debunking AAC myths + shared team roles beyond device selection (Objective 1). Case vignette discussion highlighting how SLP, OT, and PT responsibilities intersect.

    • 15 minutes: Positioning & Sensory regulations (Objective 2). Demonstration and guided analysis of how posture/alignment, motor planning, fatigue, sensory needs, and arousal state affect reliable AAC access and meaningful communication.

    • 15 minutes: Collaborative strategies across routines and environments (Objective 3). Map supports to routines (mealtime, transitions, learning tasks, community) and identify "who does what" for setup, modeling, prompting, and data/carryover. Environmental controls available in AAC

    • 5 minutes: Wrap-up: key takeaways, implementation checklist, Q&A, and directions for post-session evaluation/self-assessment.

• Beyond the Session: Advocacy, Reimbursement, and Protecting Our Scope (0.1 ASHA CEUS, Introductory level)

  • Learning Objectives. Participants will be able to: 

    • Identify current trends and challenges impacting therapy practice, including reimbursement and access to care.

    • Explain the importance of maintaining and protecting professional scope across disciplines.

    • Identify practical strategies for engaging in advocacy at the individual and organizational level.

  • Speaker Disclosures: Jessica Garrett, M.Ed., CCC-SLP

    • Financial Disclosure: The presenter has no relevant financial relationships to disclose.

    • Non-Financial Disclosure: The presenter serves on the board of the Nevada Speech-Language-Hearing Association (NSHA).

  • Time Ordered Agenda:

    • 15 minutes - Current Landscape of Therapy Practice

    • 10 - Impact on Clinical Practice & Outcomes 

    • 10 -Protecting Professional Scope

    • 10 – Advocacy in Action

    • 15 - Questions & Post Session Quiz

• Early Oral Maturation in Utero, at Birth, and in Early Mouth Development (0.1 ASHA CEUS, Intermediate level)

  • Learning Objectives. Participants will be able to: 

    • Discuss early oral development beginning in utero 

    • Describe full-term newborn structures 

    • Identify the importance of appropriate mouth development

  • Speaker Disclosures: 

    • Financial Disclosure: Diane Bahr is the author of Feed Your Baby & Toddler Right: Early Eating and Drinking Skills Encourage the Best Development (2018), Nobody Ever Told Me (or My Mother) That! Everything from Bottles and Breathing to Healthy Speech Development (2010), and Oral Motor Assessment and Treatment: Ages and Stages (2001) for which she has received royalty payments. She is the co-owner of Ages and Stages®, LLC for which she is financially compensated. Additionally, she has received payment for courses through TalkTools, The Breathe Institute, Speech Therapy PD, and Northern Speech Services.  

    • Nonfinancial Disclosure: Diane Bahr is a member of ASHA, IAOM, and IAIM. 

  • Time Ordered Agenda: 

    • 5 minutes: Introduction and Clinical Observations  

    • 45 minutes: What to Expect in Utero, at Birth, and in Early Mouth Development 

    • 10 minutes: Questions and Answers

• Hitting the Jackpot in Vegas: Nevada Resources & High-Impact AAC/AT (0.1 ASHA CEUS, Intermediate level)

  • Learning Objectives. Participants will be able to: 

    • Identify Nevada-based community resources and referral processes

    • Compare and select appropriate AAC/AT supports

    • Apply practical communication strategies, including low-cost phone-based solutions, to support individuals with communication impairments.

  • Speaker Disclosures: Angela Rozsa, M.S., CCC-SLP has no relevant financial relationships with any commercial companies whose products or services are discussed in this course. There is no financial compensation tied to the content of this presentation. 

  • Time Ordered Agenda: 

    • 5 minutes: Introduction

    • 15 minutes: Nevada-based community resources and referral processes

    • 15 minutes: Compare and select appropriate AAC/AT supports

    • 15 minutes: Apply practical communication strategies, including low-cost phone-based solutions

    • 10 minutes: Questions and Answers

• Implicit Bias Review (0.1 ASHA CEUS, Intermediate level)

  • Learning Objectives. Participants will be able to: 

    • Define implicit bias and distinguish it from explicit bias and stereotyping.

    • Identify how implicit bias can have an effect on patient care.

    • Recognize personal implicit biases using structured tools.

    • Apply bias-mitigation strategies in clinical scenarios.

  • Speaker Disclosures: Dr. Brandi Varnado has no disclosures to report. 

  • Time Ordered Agenda: 

    • 9:30: introduction and objectives

    • 9:35-9:45: Defining bias

    • 9:45-9:55: impact on patient care

    • 9:55-10:10: Guided reflection activity 

    • 10:10-10:55: Facilitated discussion connected self-awareness to clinical behavior

    • 10:15-10:20: Strategies for improvement, reducing bias in healthcare interactions

    • 10:20-10:30: Closing remarks and questions

• Moving Early, Healing Faster: IDT Early Mobility Strategies for Pediatric TBIs (0.1 ASHA CEUS, Intermediate level)

  • Learning Objectives. Participants will be able to: 

    • Analyze the evidence supporting early mobility as a tool to decrease sedation use and enhance neurological recovery in pediatric TBI populations.

    • Describe the interdisciplinary roles of OT, PT, SLP, and RT in promoting respiratory function, communication, and cognitive engagement during progressive mobilization.

    • Formulate phase-specific strategies (intubated, trach/vent, room air) to safely integrate early mobility into the rehabilitation plan of care for pediatric patients with TBI.

  • Speaker Disclosures: 

    • Carly Blondin, OTD, OTR/L, CLT Carly Blondin has no relevant financial or non-financial relationships to disclose.

    • Aesa Jackson, OTR/L, CNT, NLP, NTMTC, CPST Aesa Jackson has no relevant financial or non-financial relationships to disclose.

    • Sarah M. Carey, MS, CCC-SLP, LEC, NTMTC Sarah M. Carey has no relevant financial or non-financial relationships to disclose.

    • Carmelit Lukban, PT, NTMTC Carmelit Lukban has no relevant financial or non-financial relationships to disclose.

    • Maribel Thiel, RRT Maribel Thiel has no relevant financial or non-financial relationships to disclose.

  • Time Ordered Agenda:

    • 0:00–0:05 — Welcome, session overview, and learning objectives

    • 0:05–0:20 — Lecture: Early mobility principles in the acute stage of pediatric TBI care

    • 0:20–0:40 — Discipline-specific considerations (OT, PT, SLP, RT) across levels of medical support: Intubated, Tracheostomy with ventilator support

    • Tracheostomy on room air

    • 0:40–0:50 — Case study: Interdisciplinary application and coordinated clinical decision-making

    • 0:50–0:55 — Summary and Review of Key Points

    • 0:55–1:00 — Audience Q&A/Fill out post course multiple choice questions

• Rethinking Inclusive Play: ADA, Access, and the Limits of Inclusion (0.1 ASHA CEUS, Introductory level)

  • Learning Objectives. Participants will be able to: 

    • Differentiate between accessible play and inclusive play using an occupational therapy lens. 

    • Describe current ADA requirements for playground accessibility and identify their limitations in supporting participation. 

    • Explain the role of co-occupation in play, including its impact on family dynamics and participation. 

    • Identify opportunities for occupational therapy and other professions to advance inclusive play through advocacy, design, and community engagement.

  • Speaker Disclosures: Dr. Susan Lingelbach, has no relevant financial relationships to disclose. Dr. Lingelbach is a faculty member of a local, Las Vegas-based, Occupational Therapy Doctorate Program and is a member of the Nevada Occupational Therapy Association (NVOTA). She holds a leadership position as Immediate Past President of the NVOTA.

  • Time Ordered Agenda:

    • 5 minutes: Introduction and overview

    • 10 minutes: Accessible vs inclusive play

    • 10 minutes: Overview of ADA playground requirements

    • 10 minutes: Play as occupation and co-occupation

    • 10 minutes: Gaps between access and inclusion

    • 10 minutes: Role of occupational therapy

    • 5 minutes: Summary and application

• Revolutionizing Language Sample Analysis with the Help of AI (0.1 ASHA CEUS, Introductory level)

  • Learning Objectives. Participants will be able to: 

    • Identify 3 benefits of language sample analysis, 

    • List 3 ethical considerations when using AI, 

    • List 3 advantages of utilizing SpeechSensePro language transcription and analysis

  • Speaker Disclosures:

    • Content Disclosure: This course will discuss the product SpeechSensePro, along with other methods used for language sample analysis, with the ethical use of  AI.

    • Financial Disclosure: Nicole Lampi and Heather Brockman serve in non-salaried product leadership roles with ToivoTek and hold equity shares in the company, developer of SpeechSensePro.

    • Non Financial Disclosure: There are no non financial relationships to disclose.

  • Time Ordered Agenda:

    • 5 minutes: Welcome & Framing the Session

    • 7 minutes: The Current Landscape: Challenges in Practice

    • 10 minutes: The Value of Language Sample Analysis

    • 13 minutes: AI in Language Sampling: What’s Changing

    • 15 minutes: Ethical Considerations in AI Use

    • 5 minutes: Applying a Balanced Framework

    • 5 minutes: Wrap-Up & Q&A

• Running on Empty: From Survival Mode to Sustainable Practice (0.15 ASHA CEUS, Intermediate level)

  • Learning Objectives. Participants will be able to: 

    • Identify at least three clinical and behavioral indicators of burnout and chronic survival mode in therapy professionals. 

    • Differentiate between acute stress, burnout, and survival mode using a nervous system and functional framework. 

    • Apply at least two evidence-informed strategies to support regulation and more sustainable professional patterns.

  • Speaker Disclosures: 

    • Financial Disclosure: Elisabeth Nyang-Coleman receives compensation for speaking engagements, coaching, consulting, and mentorship services. Non-Financial Disclosure: No relevant non-financial relationships to disclose.

  • Time Ordered Agenda:

    • 10 minutes: Introduction, Course Objectives, and Framing

    • 25 minutes: Understanding Burnout and Survival Mode

    • 20 minutes: Overfunctioning and Identity in Therapy Careers

    • 20 minutes: Applied Framework: Recognizing Internal States (“Four Rooms”)

    • 10 minutes: Evidence-Informed Strategies for Regulation and Sustainable Practice

    • 5 minutes: Q&A and Closing

• Stronger Together: Interdisciplinary Strategies to Optimize Stroke Outcomes (0.1 ASHA CEUS, Intermediate level)

  • Learning Objectives. Participants will be able to: 

    • Define the difference between a multidisciplinary approach and interdisciplinary approach as it relates to stroke rehabilitation.

    •  Examine the effectiveness of interdisciplinary teamwork on stroke recovery outcomes.

    • Determine the key components to an effective interdisciplinary team for stroke recovery.

    • Formulate interventions each discipline (OT, PT, SLP) can implement to promote an interdisciplinary model in stroke rehabilitation. 

  • Speaker Disclosures: 

    • Hilary Escobales Craig has no conflicts of interest to disclose.

    • Katherine Varughese serves on the Nevada Board of Occupational Therapy. However, her thoughts and instruction provided in this presentation are her own and is not representative of the Nevada Board of Occupational Therapy. 

    • Juan Rodriquez has no conflicts of interest to disclose.

  • Time Ordered Agenda:

    • 5 minutes: Introductions/Course Objectives

    • 35 minutes: Interventions and Strategies to be an Effective Interdisciplinary Team Member for each Discipline (PT, OT, SLP)

    • 15 minutes: Case Study Analysis/Discussion

    • 5 minutes: Question/Answer

• The Big Gulp: Vital Swallowing Insights for the Entire Rehab Team (0.1 ASHA CEUS, Intermediate level)

  • Learning Objectives. Participants will be able to: 

    • Recognize three signs that a patient is "ready" for a swallow evaluation/treatment. 

    • Identify the roles of other interdisciplinary team members in relation to swallowing. 

    • Describe how to support a patient’s right to make their own choices about what they eat.

  • Speaker Disclosures: 

    • Financial Disclosures: The presenters have no relevant financial relationships to disclose.  

    • Non-Financial Disclosures: The presenters currently serve as members of the Board of Directors for the Nevada Speech-Language-Hearing Association (NSHA).

  • Time Ordered Agenda:

    • 5 minutes: Introduction

    • 15 minutes: Clinical Readiness

    • 20 minutes: Interdisciplinary Roles

    • 15 minutes: Autonomy & Ethics

    • 5 minutes: Q&A & Wrap-Up

• The SLPA Workforce Is Growing: Are We Ready to Supervise Effectively? (0.1 ASHA CEUS, Intermediate level)

  • Learning Objectives. Participants will be able to: 

    • Identify key challenges associated with supervising support personnel in an expanding therapy workforce. 

    • Explain the relationship between workforce development and supervision effectiveness across interdisciplinary teams. 

    • Apply at least one practical strategy to improve supervision practices and support assistant integration.

  • Speaker Disclosures: 

    • Financial Disclosure: Alice L. Williams is the creator of The SLPA Network. 

    • Non-Financial Disclosure: Alice L. Williams has no non-financial relationships to disclose.

  • Time Ordered Agenda:

    • 5 minutes: Introduction and session overview 

    • 10 minutes: SLPA workforce trends and expansion

    • 10 minutes: Supervision challenges across settings 

    • 15 minutes: Framework for supervision readiness

    • 10 minutes: Practical strategies for implementation

    • 10 minutes: Summary and Q&A

• Don’t Break the Chain: Building Momentum for AAC Communication (0.1 ASHA CEUS, Intermediate level)

  • Learning Objectives. Participants will be able to: 

    • Define Augmentative and Alternative Communication (AAC) and describe at least three components of a total communication approach, recognizing the importance of multimodal communication for all children. 

    • Explain how Occupational Therapy (OT), Physical Therapy (PT), Speech Therapy, and Applied Behavior Analysis (ABA) each contribute to AAC implementation, including at least one discipline-specific strategy to support communication access. 

    • Identify and plan at least two strategies for embedding AAC and total communication supports into daily routines across environments (e.g., therapy sessions, home, school) to promote consistency and generalization. 

  • Speaker Disclosures: 

    • Financial disclosure: Dr. Tiffany Bower is employed by Let’s Talk Therapy Center. Non-financial disclosure: None.

  • Time Ordered Agenda:

    • 5 minutes: Introduction & Objectives

    • 10 minutes: Foundations of AAC & Total Communication

    • 10 minutes: Interdisciplinary Team Roles

    • 15 minutes: Case-Based Application

    • 15 minutes: Implementation Strategies & Carryover

    • 5 minutes: Summary & Q&A

• Metacognition, Selfcare, and Returning from Concussion (0.1 ASHA CEUS, Intermediate level)

  • Learning Objectives. Participants will be able to: 

    • Identify techniques to support individuals recovering from concussion

    • Discuss how metacognition and self-care contribute to well-being and cognitive function

    • Examine ways to personalize care to aid return to school and/or to work

  • Speaker Disclosures: 

    • André Lindsey, PhD, CCC-SLP, is a compensated faculty member at Nevada State University. He has no potential conflicts of interest to report.

  • Time Ordered Agenda:

    • 5 minutes—Introductions and Disclosures

    • 15 minutes—Overview and Background, Neurophysiological Response to Concussion 

    • 5 minutes— Compensatory Strategy Training

    • 15 minutes— Metacognition and Related Treatments, Goal Management Training, Time Pressure Management

    • 10 minutes—Counseling

    • 10 minutes- Conclusion and Questions

• Connected Care for Optimal Treatment of Ankyloglossia (0.1 ASHA CEUS, Intermediate level)

  • Learning Objectives. Participants will be able to: 

    • Perform a comprehensive evaluation and identify red flags in each area/system. 

    • Identify necessary referrals to appropriate disciplines and specialties based on patient presentation and functional concerns. 

    • Describe the rationale for multidisciplinary involvement and explain why collaborative treatment is essential for optimal outcomes.

  • Speaker Disclosures: Lana Fedyushkina, M.S., CCC-SLP, IBCLC, CIMI

    • Financial: Owner/Founder & CEO, Feeding Therapy Center LLC; Owner/Founder & CEO, TickTalk Therapy, LLC

    • Non Financial: Member, ASHA (American Speech-Language and Hearing Association); Member, IAOM (International Association of Orofacial Myology); Member, IAIM (International Association of Infant Massage); Member, NSHA (Nevada Speech Hearing Association)

  • Time Ordered Agenda

    • 5 min: Introduction, course overview, and review of learning objectives

    • 10 min: Understanding Ankyloglossia: functional impact on feeding, speech, oral function, and development

    • 15 min: Comprehensive assessment process. Red flags indicating need for additional referrals. 

    • 10 min: Collaborative Care Model: identifying potential team members, disciplines, and their roles in assessment and treatment 

    • 15 min: Why Stand-Alone Treatment Falls Short: barriers, missed factors, and impact on outcomes. Case studies

    • 5 min: Questions and closing

• Improving Functional Numeracy in Adults with Aphasia: An Pilot Study of the Aphasia + Math Intervention (0.1 ASHA CEUS, Introductory level)

  • Learning Objectives. Participants will be able to: 

    • Describe the relationship between aphasia and numerical processing impairments, and explain why addressing functional numeracy is essential for supporting independence in adults with aphasia.

    • Identify and apply evidence-based assessment and intervention strategies from the Aphasia + Math approach to enhance numeracy skills in clinical practice.

    • Integrate practical numeracy-focused activities and interprofessional collaboration into rehabilitation plans to improve participants’ ability to manage real-world tasks such as medication, finances, and daily schedules.

  • Speaker Disclosures: Tami U. Brancamp, Ph.D., CCC-SLP and David Brancamp, M.A.

    • Tami U Brancamp discloses she is an employee of the University of Nevada, Reno and earns a salary. Her expenses are covered by her employer. 

    • David J Brancamp has no financial disclosures.

  • Time Ordered Agenda:

    • 5 minutes: Introduction to interdisciplinary team and path to this project

    • 5 minutes: Numeracy difficulties in aphasia

    • 10 minutes: The Aphasia + Math Intervention

    • 20 minutes: Participants practice hands-on methods of Aphasia + Math

    • 10 minutes: Evaluation of the intervention

    • 10 minutes: Discussion and questions