2020 ISHA Convention - Meet the Speakers - Indiana Speech ...

2020 ISHA Convention – Meet the Speakers
Lynn Bielski, PhD, CCC-A – Presenting with Brad Fleenor
Affiliation: Ball State University
Experience: Dr. Bielski is an audiologist with a background in clinical practice. Her current
research interests include auditory processing disorder, auditory-visual communication, noise-
induced hearing loss, hearing loss in older adults and cognitive audiology. Dr. Bielski has a
special interest in the relation between hearing and cognitive function, specifically working
memory. Her research investigates auditory-visual speech perception and the relation to working
memory using behavioral and electrophysiological (EEG) measures. She currently has an
appointment in Speech Pathology and Audiology at Ball State University.
Title of Presentation: Exploring the Links Between Hearing Loss and Cardiovascular Disease
Learner Objectives: 1. As a result of the activity, the participant will identify key components of
the cardiovascular system in relation to hearing anatomy; 2. As a result of the activity, the
participant will list three reasons previous methods for measuring cardiovascular heath are not
the best for determining hearing health; 3. As a result of the activity, the participant will recognize
two novel methods for measuring cardiovascular function.
Course Overview: Heart disease is the most prominent chronic health concern in the United
States. Hearing loss is the third most common age-related health condition. Hearing loss leads to
social isolation, loneliness and cognitive decline in older adults. Associations have been shown
between: a) hearing and cognition and b) cognition and cardiovascular disease risk factors;
however, the association between hearing function and cardiovascular disease risk is unclear.
Previous methods of measuring cardiovascular function may not be best in assessing the auditory
system. This presentation will provide information on cardiovascular physiology and its relation to
hearing as well as new measures of cardiovascular function in relation to hearing loss. Level:
Intermediate
Disclosure: Lynn Bielski is employed by Ball State University. She has no significant non-
financial relationships to disclose.

Ann Bilodeau, MA, CCC-SLP
Affiliation: Butler University
Experience: Ann Burford-Bilodeau is an ASHA certified speech-language pathologist with over
30 years of experience working primarily with adults with brain injury. She earned both
undergraduate and master’s degrees from Purdue University. Currently, she is the clinic director
for the Butler University Speech and Language Clinic in Indianapolis Indiana. In addition, she is a
former president of the Indiana Speech-Language-Hearing Association, receiving Honors of the
Association in 2010. Professor Bilodeau is currently a member of the Indiana Professional
Licensing Agency, appointed by the governor as a board member of the Speech-Language
Pathology and Audiology Board.
Title of Presentation: Communication Disorders Around-the-World
Learner Objectives: Participants will: 1. demonstrate a broader awareness of global services for
those with communication disorders; 2. recognize discrepancies in services and training among
various countries around the world; 3 be empowered to participate in the International
Communication Project.
Course Overview: It is estimated that approximately 40 million Americans have a
communication disorder, but what about the rest of our big, beautiful world? Seniors in the
capstone course at Butler University researched various countries around the world relative to
how, or sometimes if, services for those with communication challenges are identified and treated.
This presentation will help professionals and students to develop their world view. Participants

will learn about the International Communication Project and how they can become involved with
this initiative.
Level: Beginner
Disclosure: Ann Bilodeau is employed by Butler University. She has no significant non-
financial relationships to disclose.

Heather Bolan, MA, CCC-SLP – Presenting with Tiffani Wallace
Affiliation: Community Howard Regional Health
Experience: Heather Bolan M.A., CCC-SLP graduated from the University of Cincinnati in 2015
and has primarily practiced in acute care, NICU, and Oncology. Her clinical interests include
acute dysphagia management, neonatal feeding disorders, and oncological
prophylactic/rehabilitative intervention for head, neck, and esophageal cancer. She is a certified
MDTP, MBSImP, Myofascial Release, and Trismus provider, graduate of the NANT IGNITE
program, and an ASHA ACE Awardee.
Title of Presentation: Evidence Based Intervention for the Clinical Swallow Evaluation
Learner Objectives: 1. As a result of the activity, the participant will be able to demonstrate
evidence-based techniques for the Clinical Swallow Evaluation; 2. As a result of the activity, the
participant will be able to describe the difference between evidence-based and non-evidence-
based evaluations; 3. Participants will be able to describe outdated techniques often utilized
during the Clinical Swallow Evaluation;
Course Overview: The Clinical Swallow Evaluation (Bedside Swallow Evaluation) is a critical
piece in the dysphagia puzzle. Thorough investigation is critical in determining the appropriate
framework for your dysphagia treatment and plan of care. The Clinical Swallow Evaluation is not
standardized and often completed differently in each facility (even within facilities). Many times
administration and interpretation of the Clinical Swallow Evaluation is outdated with no evidence
to support a variety of the screens completed. Learning how to complete an accurate and
evidence-based Clinical Swallow Evaluation is critical for appropriate patient care.
Disclosure: Heather Bolan is employed by Community Howard Regional Health. She has no
significant non-financial relationships to disclose.

Ricci Bradley, MA, CCC-SLP
Affiliation: Hamilton Southeastern Schools
Experience: Ms. Ricci Bradley, MA, CCC-SLP attended Indiana University for her undergraduate
and graduate degrees. While she was there, she was an IU cheerleader for 4 years and coached
IU cheerleading for 6 years. Go Hoosiers! After graduation, Ricci started working in Hamilton
Southeastern Schools in Fishers, IN at the Intermediate and Junior High levels working with
speech only, resource, FAP, and Life-skills program classes. Soon after, she moved to an
elementary position (K-4) at Thorpe Creek Elementary and has fell in love with this age range.
Passions include providing inclusive services to increase transfer of learning. She has held the
position of Coordinator of the Speech/Language Department for over 12 years.
Title of Presentation: Innovative Therapy Strategies and Service Delivery: Inclusive Practices using
the 3:1 Model
Learner Objectives: Learning Objectives: 1. Define different types of inclusive practices; 2.
Outline effective strategies to make inclusive services successful; 3. List positive outcomes of
using a 3:1 model
State ways this will benefit students on your workload; 4.Create a "plan" and set a goal to work
towards building more inclusive practices.
Course Overview: This two-part presentation will answer your questions: What SLP "hats"
dominate your time? What "hats" would you like to wear more often? What is preventing you from

providing more "inclusive" practices? This session will provide practical information about
different types and examples of inclusive practices (push-in, co-teaching), things to consider to
get this started successfully in your building, and how to make it happen using different service
delivery options, such as the 3:1 model. This interactive workshop will provide you with
resources, activities, strategies, and personal stories to help elementary school-based SLPs
become more successful at implementing inclusive services that carryover to the general
education setting. We will practice ways to make your "pitch" to administration to try something
new in your building. Plus, scheduling ideas, data collection strategies, and much, much more!
Level: Intermediate
Disclosure: Ricci Bradley is employed by Hamilton Southeastern Schools. She has no
significant non-financial relationships to disclose.

Beth Browning, MA, CCC-SLP – Presenting with Beth Waite-Lafever, MS, CCC-SLP, ATP
Affiliation: PRC Saltillo
Experience: Beth Browning has had a passion for AAC since graduate school - 13+ years ago!
Prior to joining PRC in June 2010, she worked as an SLP in the public schools and at Easter Seals
providing comprehensive AAC services. She is a co-founder of the Indiana AAC Summit, an
annual conference that brings together front-line providers of AAC for networking, collaborating,
sharing resources, working through challenges, and celebrating successes. Beth holds the
Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-
Language-Hearing Association (ASHA), a state license in Speech-Language Pathology from the
State of Indiana, and is a member of ASHA’s Special Interest Division 12 (AAC Division). She also
served as elected VP of Marketing for the Indiana Speech-Language Hearing Association from
2017-2019.
Title of Presentation: Presenting with Beth Waite-Lafever – Planning for Literacy and AAC
Learner Objectives: Participants will 1. Explain why reading/writing are essential skills for AAC
users; 2. Describe emergent vs conventional literacy; 3. Use sample literacy lesson plans to target
reading and writing skills.
Course Overview: The ability to read and write is an essential skill for individuals who use AAC.
In this session, we will discuss why literacy is so important and how to build literacy skills with
students who use AAC. We will explain and demonstrate the differences between emergent and
conventional literacy and we will provide sample lesson plans for targeting literacy throughout
the year! Level: Beginner
Title of Presentation II: AAC Buy-In and Beyond
Learner Objectives: Participants will 1. Identify barriers and challenges that impede the team's
buy-in of the AAC device and its implementation/use; 2. Describe at least 3 ways to enhance the
team's buy-in of the AAC device and its implementation/use; 3. Create an action plan to target
team buy-in when they return to their workplace
Course Overview: AAC teams are comprised of teachers, paraprofessionals, therapists,
administrators, parents/caregivers, and the device users themselves. Getting everyone to "buy-
in" to the AAC device and its implementation can be a challenging feat, but it's critical to the
quality of outcomes. In this session, we will share some of the most common barriers and
challenges that impede buy-in. We will provide ideas and develop action plans to overcome
them. Level: Beginner
Disclosure: Ms. Browning is an employee of PRC Saltillo. She has no significant non-financial
relationships to disclose.

Elizabeth Buck, MA, CCC-SLP – Presenting with Melissa Wirth, MA
Affiliation: Indiana University

Experience: Elizabeth Buck is a Clinical Assistant Professor in the Department of Speech and
Hearing Sciences at Indiana University, Bloomington. In this role, she serves as the building
speech-language pathologist at William Penn School 49 in Indianapolis Public Schools (IPS),
where she supervises graduate students doing school-based clinical practica. Additionally,
Elizabeth supervises undergraduate students in IU’s speech-language pathology assistant (SLPA)
program at William Penn and provides district-wide professional development to school-based
SLPs. Elizabeth has been practicing in schools for 7 years, prior to which she worked in the
medical setting. She received her bachelor's degree from Butler University and her master's
degree from Indiana University. Her professional interests include language and literacy
development and disorders and translational science as it relates to service delivery and
treatment in schools.
Title of Presentaton: The SLP and the Reading Specialist: Partnering for Student Outcomes
Objectives: As a result of this seminar, participants will: 1. Identify individual scopes of practice
of the SLP and reading specialist and areas in which their roles overlap; 2. Work together with a
reading specialist to identify children at risk of language/literacy disorders; 3. Plan and provide
unified interventions for students with language/literacy disorders.
Course Overview: Though frequently underutilized, school-based SLPs knowledge of the
language underpinnings of literacy makes them very valuable members of the school literacy
intervention team. Particularly with the advent of new state guidance on literacy disorders, it is
even more crucial for SLPs to get involved. This presentation will focus on the relationship
between the school SLP and the reading specialist and how it can be cultivated in order to provide
unified interventions that promote school-wide student success. Level: Intermediate
Title of Presentation II – Presenting with Jennifer Whitley - Case Studies in Effective Assessment
and Treatment for Pediatric English Language Learners
Learner Objectives: 1. Demonstrate strategies to implement different aspects of bilingual
service delivery models;
2. Develop goals that are appropriate for bilingual speakers; 3. Integrate evidence based practice
to case scenarios of bilingual speakers
Course Overview: According to the Indiana Department of Education, the number of English
language learners (ELLs) in Indiana public schools is steadily increasing from year to year.
Inevitably, some of these students will require services from an SLP at some point in their school
careers. Given the paucity of bilingual SLPs, the likelihood that a monolingual SLP will encounter a
bilingual SLP in their school practice is remote. With the right tools, however, even monolingual
SLPs can feel confident when working ELLs. Through the use of case studies, participants will
explore effective tools and treatment strategies when implementing interventions with ELL
individuals. This presentation will expand on last year’s introductory presentation, Therapy
Targets for ELL Students: Effective Tools and Strategies. Level: Intermediate
Disclosure: Ms. Buck is an employee of Indiana University. She has no significant non-
financial relationships to disclose.

Talia Bugel, PhD – Presenting with Naomi Guervich
Affiliation: Purdue University Fort Wayne
Experience: Talia Bugel is an Associate Professor in the Department of International Language &
Culture Studies at Purdue University, Fort Wayne. She has an MA in applied linguistics from the
Universidade Estadual de Campinas, Brazil, and a PhD in Spanish as well as a certificate in SLATE
from the University of Illinois at Urbana‐Champaign. Talia has research interests in sociolinguistics,
language policy and attitudes, second language acquisition and teacher education, and Portugese
and Spanish in contact.
Title of Presentation: Clinical Competency and Accent Reduction: Cultural and Linguistic
Considerations in Treating Accentedness

Learner Objectives: As a result of attending this session, participants will be able to: 1. Explain
how one's native language contributes to a foreign accent in one’s target language; 2. Discuss
methods of accent reduction beyond phoneme acquisition; 3. Describe how cultural considerations
may affect perceptions of a speaker's foreign accent and intelligibility.
Course Overview: Speaking with a foreign accent is not an impairment and cannot be reduced to
articulation errors. Accents are often critical to the cultural and linguistic identity of the speakers.
Native sound inventories and rules, group identity, and language attitudes can all influence the
perception of accentedness by a listener. These considerations also affect listeners’ perception of the
accented speaker’s intelligibility. Cultural and linguistic factors contributing to foreign accents
are presented, and implications of accent modification practice are discussed. Level: Beginner
Title of Presentation II: Conversation Activities to Target Acquired Linguistic and Discourse Deficits
Learner Objectives: As a result of attending this session, participants will be able to: 1.
Differentiate and describe linguistic-level and discourse-level impairments and skills; 2. Select
conceptual frameworks and treatment approaches for evidence-based treatment of linguistic and
discourse deficits; 3. Select appropriate therapeutic goals and stimuli for treating linguistic and
discourse deficits.
Course Overview: Applying the principles of specificity and intensity to intervention of neurogenic
linguistic deficits involves targeting language at sentence- and discourse-levels. A variety of novel
conversational activities that use picture stimuli are presented with suggestions on how to vary the
complexity of each task, how to document, how to select appropriate linguistic goals, and how to
target these goals. The activities are flexible in that (1) they can be implemented in any language,
and (2) they lend themselves to individual or group therapy. Conceptual frameworks and treatment
approaches used in these activities are presented to support evidence-based practice. Level:
Beginner
Disclosure: Talia Bugel is employed by Purdue University Fort Wayne. She has no
significant non-financial relationships to disclose.

Kelley Davis, MA, CCC-SLP
Affiliation: Pediatric Specialty Associates, Inc
Experience: After 13 years of serving as a medical pediatric speech pathologist at Peyton
Manning Children’s Hospital at St Vincent, Kelley recently transitioned to being an independent
contractor with IN First Steps. During her time at St Vincent, Kelley worked in outpatient and
inpatient peds, as well as in the Level IV NICU. Kelley was honored and delighted to serve as SLP
on the St Vincent Craniofacial Team for over 9 years and she considers cleft lip & palate to be an
area of expertise and great professional passion. She has had the opportunity to travel to South
America with Medical Missions for Children on multiple occasions, combining her love of travel
and her interest in cleft care. In her free time, Kelley can be found chasing her two young
children, curling up with a good book, or hosting a weekly music Bingo show at a local brewery!
Title of Presentation: WebMD for the SLP: An Overview of Diagnoses for the Pediatric Speech
Pathologist
Learner Objectives: The learner will: 1. Identify a variety of diagnoses that are common in
babies in NICU / PICU settings; 2. Determine how specific diagnoses affect feeding, swallowing
and/or speech in infants and young children; 3. Have the opportunity to share own experience
with unique diagnoses / challenging cases and talk through problem-solving and treatment
techniques.
Course Overview: In the field of speech-pathology, we meet and treat a variety children, many
of whom have complex medical histories. This presentation will offer an overview of common
diagnoses that we may see, particularly in the NICU and medical peds setting. We’ll explore
congenital defects, GI, cardiac, airway, and neuro diagnoses and how they directly affect feeding
/ swallowing and speech / language development. Level: Beginner
Disclosure: Kelley Davis is employed by Pediatric Specialty Associates, Inc. She has no
significant non-financial relationships to disclose.

Brian Dear, BA
Affiliation: iCouch, Inc.
Experience: Brian Dear is the founder of iCouch, a mental health practice management system.
In over ten years of working with mental health professionals at all levels, he has helped
thousands of professionals with building sustainable businesses. As a former Reuter’s
photojournalist, military officer, and overseas English teacher, he has vast experience with
leadership and communications. He is the author of the book The Therapist Guide to Online
marketing and was an early pioneer in online therapy technology. At iCouch, he developed the
world's first browser-based video therapy platform. He is also an accomplished pilot and a father
of four.
Title of Presentation: From the Ivory Tower to the Streets: Empowering Communication
Learner Objectives: 1. How to build trust with patients through the authenticity of your message;
2. The importance of tailoring patient communication to the individual; 3. Understanding the
effects of diction on the perceived credibility of your message.
Course Overview: Professionals in the healing professions have a communication problem.
Speech language professionals, ironically, are skilled and knowledgeable in helping others to
communicate, however when it comes to building a meaningful connection with their patients,
they often fall short. What can companies such as Apple and Nike teach us about connecting with
our audience? How can we communicate simply without being simplistic? How can speech
language professionals develop an authentic voice that empowers both themselves and their
patients? This presentation will share examples and ideas on how those in the healing professions
can better connect with their patients, stakeholders, the public, and why it’s important. Level:
Beginner
Title of Presentation II - Online Marketing Workshop for Speech Professionals
Learner Objectives: 1. Understanding patient marketing personas and tailoring your message
for those personas;
2. Understanding the strengths and weaknesses of various online marketing and outreach
channels; 3. Creating and executing a marketing plan for a speech language business.
Course Overview: Online marketing and outreach are essential for a successful speech
language business. The vast majority of potential clients begin their journey to getting help with
an online search, however most professionals have no experience with marketing in general, or
online marketing and advertising specifically. This workshop will teach the fundamentals of
online marketing as it pertains to the healing professions. Specifically: how to develop and refine
fictional personas that represent the types of patients you want to attract, how to craft a message
designed to reach and connect with those personas. Participants will also learn the basics of
various online channels such as search engines, social media, and blogs. We will also explore
creating your "pitch," refining your message, and measuring results.
Level: Beginner
Disclosure: Brian Dear is self-employed. He is receiving an honorarium from ISHA. He has no
significant non-financial relationships to disclose.

Kathy Dowd, AuD
Affiliation: The Audiology Project
Experience: Dr. Kathy Dowd, AuD received her undergraduate BA in French Education from
Spalding University, MEd in Audiology from University of Louisville and AuD from Salus
University. In the last few years Dr. Kathy Dowd has worked to raise the awareness of chronic
disease and ototoxic medications and the comorbid impact on hearing loss and risk of falls. Her
work on this emerging issue in Audiology has focused on diabetes educators, state agencies for

chronic disease, hearing loss and fall prevention, as well as federal agencies such as Centers for
Disease Control and Healthy People. Dr. Dowd is presently the executive director of The
Audiology Project, a nonprofit organization working with national audiology professional
organizations to define a medical management model of audiological care for diabetes and other
chronic and infectious diseases.
Title of Presentation: Audiology Medical Management in Diabetes Care
Learner Objectives: 1. Recognize the pathophysiology of diabetes in hearing and balance; 2.
Describe screening and assessment for audiology in diabetes care; 3. Explain the medical
professionals involved in diabetes care, including PPOD+A
Course Overview: Hearing loss and vestibular effects from diabetes has been researched for
many years. However, the Centers for Disease Control in 2011 was unaware of the link with
diabetes, hearing loss and risk of falls. Now the CDC and diabetes groups are guiding Audiology
toward inclusion in diabetes care. This presentation will explore why Audiology is critical in
diabetes care and what path can be taken for best practices and inter professional education with
other involved medical professionals. Level: Intermediate
Title of Presentation II: Advocacy and Interprofessional Collaboration: State Cohorts and Skilled
Nursing
Learner Objectives: 1. Identify roles for the current audiology advocacy in TAP on national, state
and local levels; 2. Detail the need for Audiology Services in Skilled Nursing Facilities (SNFs): IPC
with SLPs; 3. Describe the process to include Audiology and reimbursement for audiology in SNFs
Course Overview: The Audiology Project (TAP) is raising awareness of the emerging issue of
Audiology in diabetes and other chronic disease care. State cohorts are an integral part of this
advocacy, bringing the message to national groups such as Healthy People, state agencies and
local medical societies. This presentation discusses volunteer action in TAP cohorts. In addition,
Skilled Nursing Facilities (SNFs) have a high incidence of chronic diseases, requiring the services
of Audiology. There is an opportunity for implementing programs and collaborating with Speech
Therapy for resident care and quality of life.
Disclosure: Kathy Dowd is employed by The Audiology Project. She is receiving an honorarium
from ISHA. She has no significant non-financial relationships to disclose.

Hala Elsisy, PhD, CCC-A – Presenting with Suzanne Foley
Affiliation: Indiana EHDI
Experience: Hala Elsisy, Ph.D., CCC-A is a Regional Audiology Consultant for the Early Hearing
Detection and Intervention (EHDI) program, Indiana State Department of Health. She provides
technical assistance, training and consultation to hospitals and families concerning newborn
hearing screening, early intervention, and practice issues. Dr. Elsisy received both her M.S., and
Ph.D. degrees from Purdue University. She is a state licensed audiologist and a certified
educational audiologist in Indiana. She holds the ASHA Certificate of Clinical Competence in
Audiology, and she's a Fellow of the American Academy of Audiology. Dr. Elsisy previously
worked as a clinical faculty in the Department of Speech Language and Hearing Sciences, Purdue
University, as an educational audiologist in Indiana schools, and as a clinical audiologist in
university hospital and private practice settings. She has a breadth of professional experience in
audiological assessment and management, auditory processing disorders, educational audiology,
and auditory electrophysiology.
Title of Presentation: Pediatric Audiology Best Practice Guidelines for Indiana
Learner Objectives: 1. Participants will review the new pediatric audiology best practice
guidelines for diagnostic audiology services following universal newborn hearing screenings
published by Indiana EHDI. 2. Participants will understand EHDI procedures from universal

newborn hearing screenings through diagnostic testing. 3. Participants will learn resources
available to families of deaf and hard of hearing children in the state of Indiana.
Course Overview: Indiana Early Hearing Detection and Intervention (EHDI) program has a
newly revised Pediatric Audiology Best Practice guidelines to assist audiologists in developing
procedures for diagnostic testing and follow up services. This presentation will review key
components of these procedures to improve services for deaf and hard of hearing children in the
state of Indiana. Level: All Levels
Title of Presentation II: Indiana Early Hearing Detection and Intervention Program (EHDI)
Update
Learner Objectives: 1. Participants will learn about demographic trends in newborn hearing
screening and follow up efforts. 2. Participants will understand EHDI procedures from universal
newborn hearing screening to follow up and their role in the process. 3. Participants will review
state and national data regarding children who are identified as deaf and hard of hearing.
Course Overview: Indiana Early Hearing Detection and Intervention Program (EHDI) is
responsible for ensuring all babies born in Indiana receive a newborn hearing screening and
follow up services. Pediatric audiologists in the state are an important component of this process.
EHDI procedures and current data trends regarding deaf and hard of hearing children will be
discussed. Level: All Levels
Disclosure: Dr. Elsisy is employed by the Indiana EHDI. She has no significant non-financial
relationships to disclose.

Jennifer Essig, MA, CCC-SLP
Affiliation: Indiana University South Bend
Experience: Jennifer Essig, MA, CCC-SLP is the founding program director of the graduate
degree in speech-language pathology at Indiana University South Bend. She has 15 years of
experience as a medical-based SLP and now finds herself fully invested in teaching the next
generation of clinicians. Prior to her role at IUSB, she served as a clinical educator and
coordinated fieldwork placements. While developing a graduate program, she has been actively
working to blend multiculturalism and interprofessional collaboration into the total curriculum in
order to develop clinicians poised and ready for interactions with diverse clients and colleagues.
Title of Presentation: The 4th and 5th "C": Cultural Competence
Learner Objectives: 1. During an activity, learners will examine their own cultural beliefs and
biases; 2. Learners will define the domains of cultural competence; 3. Learners will correlate
social determinants of health and the impact they have on clinical practice; 4. Learners will
contrast Anglo-European perceptions toward education and healthcare with the perceptions of
cultural-linguistic diverse populations; 5. Learners will identify best practices related to
assessment and intervention of cultural-linguistic diverse populations.
Course Overview: The demographic of Indiana exposes speech-language pathologists and
audiologists to individuals from diverse cultural and linguistic backgrounds, but are we always
prepared to serve them? ASHA (2017) calls us to develop our cultural competence in order to
improve delivery of service and outcomes. While cultural competence cannot be developed in a
single session, we will begin to explore personal belief systems, explore how cultural and
linguistic diverse populations view healthcare and education, review social determinants of
health and their relationship to treatment, and review best practices in assessment and
intervention. Level: Beginner
Disclosure: Jennifer Essig is employed by Indiana University South Bebnd. She has no
sigifnicant non-financial relationships to disclose.

Neina Ferguson, PhD, CCC-SLP

Affiliation: Tubes2Tables
Experience: Neina Ferguson owns Tubes 2 Tables, Inc. in Pensacola, Florida. Neina is a fellow of
the Darden College of education’s department of communication sciences and disorders at Old
Dominion University. Research interests include identifying distress behaviors that signal
increased risk for aspiration in preterm infants and training professionals to intervene preventing
physiological decline during bottle-feeding. Level: Intermediate
Title of Presentation: Neurodevelopmental Perspectives of Feeding Milestones Guide Pediatric
Swallowing Management
Learner Objectives: 1. Attendees will recognize developmental concepts specific to the
Synactive Theory of Neurodevelopment as related to infant behaviors during oral feeding; 2.
Attendees will relate biological subsystem development to oral feeding behaviors from
embryonic period through childhood; 3. Attendees will develop a foundation for applying
knowledge of principles and developmental milestones to pediatric dysphagia management.
Course Overview: Successful oral feeding will be discussed in the context of
neurodevelopmental theories and biological subsystem development. Complex interactions
among continually changing anatomy and physiological functions will be explored from the
embryonic period through childhood. Typical stages of feeding development will be presented
and applied to dysphagia management.
Title of Presentation II: Evidence-Based Criteria for Initiating and Advancing Oral Feeding in
Preterm Infants
Learner Objectives: 1. Participants will compare signs of readiness to transition from tube
feeding to oral feeding with signs of distress that indicate a lack of readiness to transition; 2.
Participants will be able to define barriers to successful oral feeding in premature and term
neonates; 3. Participants will be familiar with evidence-based assessment and intervention
techniques for preterm and term neonates. Level: Intermediate
Title of Presentation III: Sensory-Based Pediatric Feeding Difficulty: What do we know? How Do
We Help?
Learner Objectives: 1. Participants will recognize how early feeding experiences may wire
infant brains to be aversive; 2. Participants will recognize sensory properties of food that interfere
with feeding in children who perceive food as a threat; 3. Participants will be able to discuss meal-
time routines as a means to facilitate structural support for families during their child’s transition
thought stages of feeding.
Course Overview: Fight or flight responses in the presence of food are real struggles for infants
and children who have histories of negative eating experiences. A discussion of the human
sensory systems, sensory properties of food, and early intervention methods will be discussed.
Title of Presentation IV: A little PEP Goes a Long Way in Treating Sensory-Based Pediatric Feeding
and Swallowing Disorders
Learner Objectives: 1. Attendees will understand the foundations of the Positive Eating
Approach; 2. Attendees will be able to apply principals of PEP to current caseloads in pediatric
population; 3. Attendees will recognize the link between predictability and progress for children
with sensory based feeding disorders.
Course Overview: Feeding disorders in young children is a growing concern, particularly
feeding challenges with sensory and/or behavioral underpinning. These feeding disorders are
characterized by food refusal, anxiety when presented with novel foods, failure to advance to
textured foods, and inappropriate mealtime behaviors. The Positive Eating Program (PEP) was
developed to remediate feeding disorders by providing rich experiences in food vocabulary,
positive sensory nonfood and food activities, and structured and predictable through trials.
Disclosure: Neina Ferguson is the owner of Tubes2Table. She is receiving an honorarium
from ISHA. She has no significant fiancial relationships to disclose.

Bradley Fleenor, PhD – Presenting with Lynn Bielski
Affiliation: Ball State University
Experience: Dr. Fleenor is a cardiovascular exercise physiologist with a background in clinical,
translational and experimental exercise physiology. His current research interests are to identify
novel exercise and functional food and/or nutraceutical intervention programs to improve
cardiovascular function associated with aging, obesity and other chronic disease conditions. Dr.
Fleenor has a particular interest in vascular function, specifically large elastic artery stiffness,
which is emerging as a highly predictive risk factor of adverse cardiovascular outcomes. He
currently has an appointment in Clinical Exercise Physiology at Ball State University.
Title of Presentation: Exploring the Links Between Hearing Loss and Cardiovascular Disease
Learner Objectives: 1. As a result of the activity, the participant will identify key components of
the cardiovascular system in relation to hearing anatomy; 2. As a result of the activity, the
participant will list three reasons previous methods for measuring cardiovascular heath are not
the best for determining hearing health; 3. As a result of the activity, the participant will recognize
two novel methods for measuring cardiovascular function.
Course Overview: Heart disease is the most prominent chronic health concern in the United
States. Hearing loss is the third most common age-related health condition. Hearing loss leads to
social isolation, loneliness and cognitive decline in older adults. Associations have been shown
between: a) hearing and cognition and b) cognition and cardiovascular disease risk factors;
however, the association between hearing function and cardiovascular disease risk is unclear.
Previous methods of measuring cardiovascular function may not be best in assessing the auditory
system. This presentation will provide information on cardiovascular physiology and its relation to
hearing as well as new measures of cardiovascular function in relation to hearing loss. Level:
Intermediate
Disclosure: Bradley Fleenor is employed by Ball State University. He has no significant non-
financial relationships to disclose.

Suzanne Foley, AuD, CCC-A – Presenting with Hala Elsisy
Affiliation: Early Hearing Detection and Intervention
Experience: Suzanne Foley, Au.D., CCC-A is the Director of the Indiana Early Hearing Detection
and Intervention Program (EHDI) through the Indiana State Department of Health. The EHDI
program is responsible for universal newborn hearing screenings and follow up in the state. In
addition to her role as EHDI Director, she has been in private practice in Indianapolis for over 20
years. She provides pediatric and adult audiology services, specializing in auditory processing
disorders. Dr. Foley has presented at numerous regional and state conferences regarding topics
related to audiology and hard of hearing children. She has served as past President and on the
Board of Directors of Hear Indiana as well as Marion County First Steps.
Title of Presentation: Pediatric Audiology Best Practice Guidelines for Indiana
Learner Objectives: 1. Participants will review the new pediatric audiology best practice
guidelines for diagnostic audiology services following universal newborn hearing screenings
published by Indiana EHDI. 2. Participants will understand EHDI procedures from universal
newborn hearing screenings through diagnostic testing. 3. Participants will learn resources
available to families of deaf and hard of hearing children in the state of Indiana.
Course Overview: Indiana Early Hearing Detection and Intervention (EHDI) program has a
newly revised Pediatric Audiology Best Practice guidelines to assist audiologists in developing
procedures for diagnostic testing and follow up services. This presentation will review key
components of these procedures to improve services for deaf and hard of hearing children in the
state of Indiana. Level: All Levels

Title of Presentation II: Indiana Early Hearing Detection and Intervention Program (EHDI)
Update
Learner Objectives: 1. Participants will learn about demographic trends in newborn hearing
screening and follow up efforts. 2. Participants will understand EHDI procedures from universal
newborn hearing screening to follow up and their role in the process. 3. Participants will review
state and national data regarding children who are identified as deaf and hard of hearing.
Course Overview: Indiana Early Hearing Detection and Intervention Program (EHDI) is
responsible for ensuring all babies born in Indiana receive a newborn hearing screening and
follow up services. Pediatric audiologists in the state are an important component of this process.
EHDI procedures and current data trends regarding deaf and hard of hearing children will be
discussed. Level: All Levels
Disclosure: Suzanne Foley is self-employed. She has no significant non-financial relationships
to disclose.

Elizabeth Ford Baldner, MA, CCC-SLP – Presenting with Jennifer McConville
Affiliation: University of Michigan
Experience: Elizabeth Ford Baldner is a speech-language pathologist at Michigan Medicine who
specializes in voice, upper airway, cough, and laryngeal disorders in children and adults, as well
as dysphagia and communciation in patients with head and neck cancer. Her research has
involved validating a rating scale for vocal effort and defining which vocal pathologies predict
subjective complaints of vocal effort.
Title of Presentation: Pediatric Voice Disorders and their Assessment
Learner Objectives: 1. Identify differences in laryngeal structure and function from infancy to
adolescence;
2. Recognize differences in the epidemiology of pediatric voice disorders as compared to adults;
3. Discuss approaches to and components of a comprehensive voice evaluation.
Course Overview: Many speech pathologists in general practice only see a handful of voice
patients, and don’t have the opportunity to become confident in working with this population. To
further complicate this, voice disorders are heterogeneous, and pediatric patients are different
from adult and geriatric patients in their voice anatomy and physiology and the incidence and
prevalence of their voice-related etiologies. This lecture aims to review considerations for
encountering pediatric voice disorders and assessing them. Topics will include basic pediatric
laryngeal development, anatomy, and function, as well as review of variety of disorders affecting
pediatric voice populations and approaches to assessment.
Title of Presentation II: Pediatric voice therapy: rationales and approaches for all ages
Learner Objectives: 1. identify current strategies for voice therapy with pediatric populations
and their rationales; 2. Be able to discuss the appropriateness of direct vs. indirect services; 3.
Will be able to pair treatment approaches with an understanding of a child’s cognitive
development.
Course Overview: Pediatric voice disorders are not uncommon with incident rates ranging from
6-23% (Maddern et al, 1991). Children with voice disorders may be aware of negative attention to
their voices and may limit their participation in activities (Connor et al, 2008). The notion that
children will “outgrow” voice problems or are “not candidates for voice therapy” is contradicted
by literature showing that children who engage in direct voice therapy find it achievable and
worthwhile (Braden et al 2018). SLPs who encounter children with voice disorders should be
versed in treatment approaches that are both effective and developmentally appropriate for these
populations.
Disclosure: Elizabeth Ford Baldner is employed by the University of Michigan. She has no
significan non-financial relationships to disclose.

Jennifer Freeman, MA, CCC-SLP – Presenting with Julia Rademacher
Affiliation: Paragon Rehabilitation
Experience: Jennifer Freeman, MA CCC-SLP is a native Hoosier and alumni of Indiana University
Bloomington in 1996. She has been an ISHA member for 17 years and has served on the Executive
Council. She is currently the Indiana State Advocate for Medicare Policy with ASHA. Jennifer
works in long term care in Bloomington, IN and has a passion for serving families living with
Parkinson's disease. She is certified in LSVT LOUD, SPEAK OUT!, PWR, Delay the Disease and is a
LOUD Crowd leader.
Title of Presentation: SPEAK OUT! and the LOUD Crowd
Learner Objectives: 1. As a result of this activity, attendees will learn the exercises and rationale
of the SPEAK OUT! Program; 2. They will understand the neuropathology of a patient's brain with
Parkinson's and how speaking intentionally with the SPEAK OUT! strategies alters the neuronal
pathway; 3. Attendees will be inspired to start their own SPEAK OUT! and LOUD Crowd programs
through certification with the Parkinson Voice Project.
Course Overview: Nine out of ten people living with Parkinson's are at risk of developing a weak
voice that can lead to serious speech and swallowing issues. A solution was developed by the
Parkinson Voice Project; an effective program that combines education, individual speech
therapy (SPEAK OUT!) and group speech therapy (The LOUD Crowd). Presenters' will share their
journey to starting a program in Bloomington, talk about the components of SPEAK OUT! and how
you can start your own program too. Level: Intermediate
Disclosure: Jennifer Freeman is employed by Paragon Rehabilitation. She has no significant
non-financial relationships to disclose.

Nancy Geruntino, MA, SLP
Affiliation: Northern Speech Services
Experience: Nancy Geruntino has worked as a SLP for 39 years in Public and Private School
Settings which included Head Start, Preschool, Elementary, Middle/Jr High, and High School. She
has experience in teaching Lip Reading and Sign Language, and is the creator of the "R Made
Simple - Innovative Methodology for 'R' Articulation With Application to Literacy and Language
Development" program in addition to a Speech Improvement Program for Kindergarteners in the
South-Western City School District, Grove City, OH. Nancy has been presenting "R Made Simple"
since 2015 to state SLP conventions across the country; including California, Louisiana, Wisconsin,
Colorado, Texas, Indiana, South
Title of Presentation: R Made Simple - Innovative Methodology for 'R' Articulation with
Application to Literacy and Language
Learner Objectives: 1. As a result of this presentation, the participant will be able to identify
correct tongue placement for each category and exercises to build muscle strength for the
mastery of the 'R' sound. As a result of this presentation, the participant will be able to state the
Up, Down, & Slide alphabet; 2. As a result of this presentation, the participant will be able to
categorize which letters and sounds belong in each category of the Up, Down, & Slide protocol;
and the participant will be able to analyze letters, words, picture cards, poems and stories using
the Up, Down, & Slide method; 3. As a result of this presentation, the participant will be able to
apply the Up, Down, & Slide methods to increase vocabulary skills, language skills, and
strengthen literacy skills.
Course Overview: Learn an entirely different approach to 'R' remediation. One that will give
your students the ability and the confidence to produce any 'R' sound in any context. One that can
be applied to any word with the 'R' sound, including all dialects, plus has application to language
and literacy skills. Level: Intermediate

Disclosure: Nancy Geruntino is employed by Northern Speech Services. She has no significant
non-financial relationships to disclose.

Naomi Guervich, PhD, CCC-SLP – Presenting with Talia Bugel
Affiliation: Purdue University Fort Wayne
Experience: Naomi Gurevich is an Assistant Professor of CSD at Purdue University Fort Wayne.
Along with a clinical Masters from the University of Illinois at Urbana―Champaign (UIUC) she
holds a Doctorate in theoretical phonology (UIUC), a Masters in linguistics (UIUC), and a Masters
in teaching ESL from the University of Washington, Seattle. She works primarily with adult
neurogenic clinical populations, and has research interests in cognitive-communication disorders,
motor speech disorders, and linguistics.
Title of Presentation: Clinical Competency and Accent Reduction: Cultural and Linguistic
Considerations in Treating Accentedness
Learner Objectives: As a result of attending this session, participants will be able to: 1. Explain
how one's native language contributes to a foreign accent in one’s target language; 2. Discuss
methods of accent reduction beyond phoneme acquisition; 3. Describe how cultural
considerations may affect perceptions of a speaker's foreign accent and intelligibility.
Course Overview: Speaking with a foreign accent is not an impairment and cannot be reduced
to articulation errors. Accents are often critical to the cultural and linguistic identity of the
speakers. Native sound inventories and rules, group identity, and language attitudes can all
influence the perception of accentedness by a listener. These considerations also affect listeners’
perception of the accented speaker’s intelligibility. Cultural and linguistic factors contributing
to foreign accents are presented, and implications of accent modification practice are discussed.
Level: Beginner
Title of Presentation II: Conversation Activities to Target Acquired Linguistic and Discourse
Deficits
Learner Objectives: As a result of attending this session, participants will be able to: 1.
Differentiate and describe linguistic-level and discourse-level impairments and skills; 2. Select
conceptual frameworks and treatment approaches for evidence-based treatment of linguistic and
discourse deficits; 3. Select appropriate therapeutic goals and stimuli for treating linguistic and
discourse deficits.
Course Overview: Applying the principles of specificity and intensity to intervention of
neurogenic linguistic deficits involves targeting language at sentence- and discourse-levels. A
variety of novel conversational activities that use picture stimuli are presented with suggestions
on how to vary the complexity of each task, how to document, how to select appropriate linguistic
goals, and how to target these goals. The activities are flexible in that (1) they can be
implemented in any language, and (2) they lend themselves to individual or group therapy.
Conceptual frameworks and treatment approaches used in these activities are presented to
support evidence-based practice. Level: Beginner
Disclosure: Naomi Guervich is employed by Purdue University Fort Wayne. She has no
significant non-financial relationships to disclose.

Vicki Hammen, PhD, CCC-SLP – Presenting with Amanda Solesky and Lee Ann Luttrell
Affiliation: Indiana State University
Experience: Dr. Hammen is the director of the Communication Disorders Programs at Indiana
State University. She teaches graduate coursework in voice disorders and dysphagia, as well as
being a clinical educator. Her research interests include instrumental and perceptual measures of
voice disorders and facilitating the research endeavors of the next generation of researchers.

Title of Presentation: Workshop in Clinical Supervision: Are you ready for the 2020 Certification
Standards?
Learner Objectives: At the end of this workshop, participants will be able to: 1. Describe how
learning and teaching styles can affect the supervisory relationship; 2. Develop five areas for
growth in communication style; 3. Discuss strategies for providing effective feedback to
beginning versus advanced supervisees.
Course Overview: The new Clinical Certification 2020 standards require all clock hours be
supervised by a clinical educator that has completed a minimum of two hours of professional
development in clinical instruction/supervision after being awarded ASHA certification. The
purpose of this workshop is to provide the opportunity to obtain the required professional
development to meet this standard. A combination of information sharing, active learning, and
small group discussion will be used to cover areas such as developing effective student-clinical
educator relationships, how personal perspectives affect the supervislory relationship, the
importance of feedback in clinical education, and strategies for providing effective feedback.
Level: Introductory - Intermediate
Disclosure: Dr. Hammen is employed by Indiana State University. She has no significant non-
financial relationships to disclose.

Piper Harris, MA, CCC-SLP – Presenting with Stephanie Verdin
Affiliation: Midwest Dysphagia Consultants
Experience: Owner/Founder of largest mobile medical practice performing mobile MBSS
consultations in the Country. Currently servicing 4 states: Ohio, Indiana, Kentucky, Texas.
Title of Presentation: From Screening to Instrumental: When is it Appropriate to Use a Diagnostic
Tool to Determine the Cause of the Dysphagia And How to Get the Most Value Out of the Instrumental
Assessment
Learner Objectives: 1. List important facts that support the value of managing dysphagia within
the current healthcare system (especially with payment structure changes); 2. differentiate a
screening evaluation vs. bedside vs. instrumental; 3. List barriers to obtaining a diagnostic
evaluation and how to overcome them 4. Determine the cause of a swallowing problem using a
diagnostic tool and write a treatment plan (do the same with a bedside evaluation as comparison)
Course Overview: This two-part session will step up your clinical game. Learn how to use
instrumentation to support SLPs value in diagnosing and managing dysphagia. Recognize,
document, diagnose and treat a swallowing problem for better outcomes for patients and to
support reimbursement at the highest level for your work! Level: Intermediate
Disclosure: Ms. Harris is the owner of Midwest Dysphagia Consultants. She has no significant
non-financial relationships to disclose.

Lydia Hittle, MA, CCC-SLP
Affiliation: Hancock Regional Hospital
Experience: Lydia Hittle, MA CCC-SLP is the coordinator for a Heartburn and Swallow Center in
Indiana where she works closely with two surgeons to treat esophageal dysphagia and
complications from GERD. Her specialty and interest is dysphagia which composes 90% of her
clinical practice. Lydia performs high resolution esophageal manometry and 24 hour reflux
studies consistently. She coordinated and implemented the change of dysphagia diets to IDDSI
last year in her hospital. Lydia also sees patients in ICU and LTAC and Acute rehab environments
in addition to the clinic and outpatients. She has presented at ISHA's Fall conference and other
places in the state. Lydia is the immediate past president of ISHA.
Title of Presentation: Super Sleuthing with Esophageal Manometry "007"- Who? When? What?
Where? Why?

Learner Objectives: 1. Define esophageal manometry; 2. Identify when to refer for esophageal
manometry; 3. Identify when esophageal manometry is contraindicated.
Course Overview: As SLPs treating swallowing disorders, we encounter pharyngoesophageal
dysphagia often. It is important to not only recognize it when we see it, but also to discern as much
as possible the underlying cause to apply the appropriate treatment. Esophageal manometry is a
tool that can be utilized in our toolbox to help us individualize treatment for pharyngoesophageal
dysphagia.
Disclosure: Lydia Hittle is employed by Hancock Regional Hospital. Ms. Hittle has no
significant non-financial relationships to disclose.

Melanie Hudson, MA, CCC-SLP F-ASHA F-NAP
Affiliation: EBS Healthcare
Experience: Melanie W. Hudson, M.A. CCC-SLP is the National Director at EBS Healthcare, ASHA
Fellow, and Distinguished Fellow of National Academies of Practice (NAP). She served on ASHA’s
Board of Directors as Chair of the Speech-Language Pathology Advisory Council (2016-2018), the
Board of Ethics, and the Board of Special Interest Group Coordinators. Melanie’s publications
include Professional Issues in Speech-Language Pathology and Audiology, 4th edition (Lubinski &
Hudson; Delmar, Cengage Learning, 2013; Plural Publishing, 2018), and 5th edition (Hudson &
DeRuiter, 2019, Plural), chapter author for The Clinical Education and Supervisory Process in
Speech-Language Pathology and Audiology, (McCrea & Brasseur, Slack, Inc., 2019). She served
as President of the Georgia Speech-Language and Hearing Association and currently serves on
the Georgia Board of Examiners for Speech-Language Pathology and Audiology.
Title of Presentation: Professional Ethics for the Practicing Clinician
Learner Objectives: 1. Participants will examine the purpose and function of a professional code
of ethics; 2. Participants will discuss common ethical dilemmas; 3. Participants will understand the
process of solving an ethical dilemma.
Course Overview: A professional code of ethics provides guidance for speech-language
pathologists and audiologists confronting conflicting information or differing opinions that may
lead to ethical misconduct. Participants will be presented with a brief overview of the ASHA Code
of Ethics followed by a discussion of examples of ethical misconduct. Participants will discuss the
concept of willful blindness, the process of solving ethical dilemmas, learn to identify supportive
resources when facing ethical dilemmas, and how and when to report ethical violations. Level:
Intermediate
Disclosure: Melanie Hudson is an employee of EBS Healthcare. She is receiving an
honorarium from ISHA. Ms. Hudson has no significant non-financial relationships to disclose.

Paul Kreimer, MA, CCC-A
Affiliation: Phonak
Experience: Paul Kreimer is a Clinical Training Manager and is based in Indianapolis. He has
been with Phonak since 2009. His primary responsibility is assisting fitters with Phonak hearing
aid technology. Paul received his MA in Audiology from Indiana University in 1998 and BS in
Audiology and Speech Sciences from Purdue University in 1996. His previous work experience
includes diagnostic audiological evaluations, vestibular testing, and hearing aid dispensing to
pediatric and geriatric populations in various medical and private practice settings.
Title of Presentation: Hearing Loss and Emotions
Learner Objectives: Participants will understand currently existing data on the topic of emotions
and hearing loss; 2. Participants will be able to better counsel patients and their families on the
impact of hearing loss and emotions; 3. Participants will learn research tests used to assess
emotional constructs.