Self-Study: Reflux Complications in Voice & Swallowing:
Understanding the Impact on Children & Adults

Available May 1-31

Members: FREE
Non-Members: $60

This course will address voice, feeding and swallowing difficulties within the context of reflux disease complications. Challenges in diagnosis and treatment from infants though geriatrics will be discussed.

Presenters: Dr. Eric Blicker CCC-SLP.D, BCS-S, President and Owner Community Care Partners Inc
Dr. Raquel Garcia, SLP-D, CCC-SLP, CNT, BCS-S, Speech-Language Pathologist, Memorial Regional Hospital

Dr. Eric Blicker CCC-SLP.D, BCS-S is a Board Certified Specialist in Swallowing Disorders from the American Board of Swallowing and Swallowing Disorders. Dr. Blicker received his Clinical Doctoral Degree from Nova Southeastern University. He was trained in Flexible Endoscopic Evaluation of Swallowing with Sensory Testing (FEESST) by Dr. Jonathan Aviv, the otolaryngologist who developed the FEESST exam. Dr. Blicker has conducted research using the FEESST exam. He has conducted continuing education courses for the past 10 years, both live and in web-based formats. Dr. Blicker is currently an adjunct professor at Yeshiva University (NY) & also at Adelphi University (NY). He is the President and Owner of Community Care Partners, Inc.

Dr. Raquel Garcia, SLP-D, CCC-SLP, CNT, BCS-S is a trained craniofacial speech-language pathologist who is a core member of the Joe DiMaggio Children's Hospital Craniofacial team. She works in the acute care setting in the Neonatal Intensive Care Unit and Pediatric Cardiac Intensive Care Unit. She graduated with her M.S. in communication disorders from Nova Southeastern University and her doctorate of speech-language pathology from Northwestern University. Her clinical interests include upper airway disorders, infant feeding, neonatal care, and dysphagia.

Disclosures

Dr. Raquel Garcia SLP-D, CCC-SLP, CNT, BCS-S

• Financial: Raquel receives salaries from Memorial Regional hospital , Nova Southeastern University and the University of Colorado. She is receiving an honorarium for presenting at this workshop from MSHA.
• Non-financial: Raquel is a member of ASHA, the Dysphagia Research Society , the National Association of Neonatal Therapists and the American Cleft Palate Association.

Dr. Eric Blicker CCC-SLP-D, BCS-S

• Financial: Eric is owner of Community Care Partners Inc. He receives a salary as an adjunct professor at Yeshiva University and at Adelphi University. He is receiving an honorarium for presenting at this workshop from MSHA.
• Non-financial: Eric is a member of ASHA and the American Board of Swallowing and Swallowing Disorders.

Learner Outcomes

1. Review normal anatomy and physiology in infants and pediatrics
2. Differentiate and define dysphagia from a pediatric feeding disorder (PFD)
3. Based on this continuing education course, participants will be able to identify 3 common laryngopharyngeal manifestations of acid reflux disease in adult and geriatric patients
4. Based on this continuing education course, participants will be able to describe the mechanism for throat related symptoms of reflux disease in adult and geriatric patients

Outline

• 5 Minutes: Participant instructions for asking questions, credit for participants
• 5 Minutes: Speaker introductions, lead into Pediatric portion
• 10 Minutes: Review normal anatomy & physiology in infants and pediatrics
• 10 Minutes: Differentiate & define dysphagia from a pediatric feeding disorder (PFD)
• 10 Minutes: Review common pediatric medical diagnoses, genetic anomalies & syndromes that co-occur with feeding & swallowing difficulties
• 15 Minutes Identify reflux complications that impact feeding/swallowing development
• 10 Minutes: Pediatric Q&A, lead into Adult portion
• 20 Minutes: Identify laryngopharyngeal manifestation of reflux disease in adults and geriatric patients
• 20 Minutes: Discuss the mechanisms and management of throat-related symptoms of reflux disease in adult and geriatric patients
• 10 Minutes: Adults Q&A
• 5 Minutes: Evaluation

ASHA requires participation in the CEU Registry to receive CEUs. If you are not part of ASHA’s CEU Registry, the Certificate of Completion will serve as documentation for ASHA CMHs.

ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.

Self-Study: Hot Topics in Hearing Loss Across the Ages

Available June 1-30

Members: FREE
Non-Members: $60

During this presentation the importance of hearing throughout the lifespan will be discussed, starting with newborn hearing screening and monitoring hearing throughout life. The effects of hearing loss at different points in life will be discussed. Obviously hearing is important for development of speech and language, but later on in life it can be a risk factor for cognitive issues. 

A review of an audiogram and hearing loss will be presented as will a review of auditory processing and the evaluation of CAPD. 

About the Speaker

Sandra Stumpf Reams, AuD, CCC-A, FAAA
American Board of Audiology Certified
Certificate Holder in Tinnitus Management (CH-TM)
Audiology Services, Spaulding Rehabilitation Hospital- Cape Cod

Sandra has been an audiologist at Spaulding Rehabilitation Hospital Cape Cod for over 25 years. Her patient population is pediatrics and adult. Her specialties are diagnostic audiology, auditory processing, and hearing aid dispensing. 

Learner Objectives

Participants will be able to:

1. Participants will be able to describe the relationship between hearing loss and cognitive changes
2. Participants will demonstrate understanding of the rationale for newborn hearing screenings in the context of the MA Department of Health Universal Screening program.
3. Participants will be able to identify the components of an assessment for a Central Auditory Processing Disorder.

Disclosures

Financial Disclosure: Sandra receives a salary as an audiologist for Spaulding Rehabilitation Hospital Cape Cod (SCC). She is receiving an honorarium for this presentation.

Non-financial Disclosure: Sandra is a member of the MSHA executive board. She is a member of ASHA and AAA. She is an audiologist at SCC Tier 3 for MA DPH UNHS. Sandy is a supervising audiologist for UNHS Nantucket and Cottage Hospitals. She is an ASHA - audiological representative for the Massachusetts Council of Ambassadors.

ASHA requires participation in the CEU Registry to receive CEUs. If you are not part of ASHA’s CEU Registry, the Certificate of Completion will serve as documentation for ASHA CMHs.

ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.

Self-Study: Unbiased Speech-Language Assessment of 
Bilingual Students Learning English (An Introduction)

Available July 1-31

Members: FREE
Non-Members: $60

This presentation will give you an overview of who the bilingual student who is learning English in Boston Public Schools (or any other urban district) is; stages of second language acquisition; useful information to help you determine if the student presents with a language disorder or a language difference; and basic considerations when assessing a bilingual student who is learning English.

Rebeca Rivera Rivera is a Bilingual (Spanish-English) Speech-Language Pathologist working for the Boston Public Schools since 1990. She also worked for 4 years as an Evaluation Team Facilitator for the District coordinating and leading the eligibility meetings for special education. Currently in addition to working with students, she is also the Bilingual Liaison for the Related Services Department. As a dual-language learner herself, Ms. Rivera Rivera is passionate about improving the related services for this population, particularly in the area of fair and valid evaluations. To this aim she has created Professional Development for Related Service Providers, Teachers and Interpreters, and procedures on when and how to request interpreters for an evaluation within the Related Services Department. Ms. Rivera Rivera is also a lecturer for Boston University and Emerson College, presenting seminars on Best Practices for Working with Bilingual Students.

A native from Puerto Rico she acquired her Master of Science in Speech Language Pathology from the University of Puerto Rico, Medical Science Campus and a Bachelor's Degree in Special Education from the same University, Rio Piedras Campus.

Learner Outcomes

Upon completion of this course, participants will be able to:

• Describe the typical bilingual student
• List the stages of second language acquisition 
• Develop a process for determining who should NOT be referred for a speech-language evaluation
• Name important considerations when assessing a bilingual student

Outline

• 10 minutes: Introduction and Video Reflection
• 10 minutes: Cultural Competence/Bilingualism
• 20 minutes: Stages of Second Language Acquisition
• 20 minutes: Important Considerations When Assessing a Bilingual Student
• 40 minutes: Case Studies
• 15 minutes: Quick Recommendations for Bilingual Evaluations
• 5 minutes: Questions/Evaluations

Financial disclosure: Rebecca Rivera Rivera receives a salary from the Boston Public schools. She receives speaking fees for lecturing at Boston University and Emerson College. She is receiving an honorarium for this presentation.

Non-financial disclosure: Rebecca is a member of MSHA and a member of ASHA.

ASHA requires participation in the CEU Registry to receive CEUs. If you are not part of ASHA’s CEU Registry, the Certificate of Completion will serve as documentation for ASHA CMHs.

ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.

Cultural Competency: Working with LGBTQ+ Persons

July 22, 2023 | 10:00 AM - 12:00 PM ET

Members: FREE
Non-Members: $60

Description

As LGBTQ+ civil rights and societal acceptance has expanded, continued dissemination of knowledge about the LGBTQ+ community remains critical to support colleagues, patients, and other stakeholders. This session will provide a basic introduction and resources for supporting LGBTQ+ identities.

Following events in early 2020, our professional organizations have pledged to grow efforts related to diversity, equity, inclusion, and belonging. While we must continue to diversify the professionals we train and employ, we must also continue to learn how to support these diverse communities to ensure a supportive work environment. With the increased visibility and focus on diversity, equity, inclusion, and belonging it remains increasingly important for our professions to continue to provide equitable healthcare and an inclusive culture to diverse individuals, including those identifying in the LGBTQ+ community.

With estimates of approximately 4.5% of the population, and rising, the LGBTQ+ community is a large and growing minoritized community (Gates, 2017). Despite increased representation, research has indicated that individuals and families identifying under the umbrella of LGBTQ+ are still underserved by healthcare providers, more likely to drop out of high school, and more likely to experience poorer health outcomes, when compared to their cisgender heterosexual counterparts (Palmer, et al. 2016). Additionally, with sources indicate that as many as 46 % of LGBTQ+ workers in the US are closeted (or kept secret) in the workplace (Fidas & Cooper, 2019), it is not unreasonable to expect, that we have colleagues who have felt uncomfortable expressing their authentic selves in the place where they spend majority of their work week.

This presentation aims to dismantle misinformation surrounding LGBTQ+ identities, provide resources to better serve patients and support our LGBTQ+ colleagues while initiating conversations that center diverse perspectives (and people). As members of the LGBTQ+ community, we have the lived experience of receiving and providing healthcare. As providers we take a patient-centered approach to healthcare; this means we must consider all lived experiences. This also holds true when we are trying to promote a collegial environment where diversity and equity is at the forefront. By understanding our unique differences, as well as our similarities, we are better able to collaborate and engage as professionals, which ultimately better serves our patients and their loved ones. Through this introduction, professionals will be empowered to create more inclusive environments for LGBTQ+ identifying individuals, foster better comradery in our communities, and increase diverse perspectives that ultimately advance our profession.

Presenters
Henry Botzum, AuD, CCC-A
Sarah Blizzard, EdD

Learner Outcomes
The participants will be able to:
1. List two benefits and consequences of an LGBTQ+ individual coming out to a provider
2. Demonstrate at least three ways SLP/AuD providers can create an affirming and welcoming environment for LGBTQ+ individuals
3. Identify at least three factors to accessible care for LGBTQ+ individuals

Time-Ordered Agenda

10:00-10:05 Introduction
10:05-10:45 TBD
10:45-11:05 TBD
11:05-11:45 TBD
11:45-12:00 Questions & Discussion

About the Presenters

Henry Botzum is the....

Sarah Blizzard works as....

REMINDER: Please check both your personal and professional email address if you have not received a confirmation email prior to the event. In the past, some participants have forgotten which was used during registration and missed the program!

Disclosure Statements

Henry Botzum, AuD, CCC-A
Financial: Henry receives salary as an employee of Widex, USA.
Non-financial: Henry is a member of AAA (membership & DEI committees), ASHA, and MSHA (VP Clinical Practice).

Sarah Blizzard, EdD
Financial: Sarah receives a salary as an employee of Berkshire Community College.
Non-financial: No non-financial relationships exist.

NOTE: Zoom information will be sent closer to the event. You will be asked to register on Zoom prior to receiving the link to the program. *Please register in advance of the meeting as content will start at 10:00 AM sharp*

ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.

Interested in sponsoring this event? Please consider partnering with us for this worthwhile experience. If you have any questions, contact our office at 781-647-7031 or by email at theoffice@mshahearsay.org.

A Holistic Approach to Treating Exercise-Induced PVFM

Available August 1-31, 2023

Members: FREE
Non-Members: $60

Description
Exercise Induced PVFM (Paradoxical Vocal Fold Motion) is an upper airway disorder that occurs in some athletes which is often misdiagnosed as Exercise Induced Asthma (EIA). This webinar will discuss the nature of EI-PVFM, its signs and symptoms, how it is differentiated from EIA, the comparison of using traditional and non-traditional therapy techniques, and some of the main components of a holistic, proactive approach to treating this condition. Videos of clients pre- and post-therapy will be shown. Comparison of preliminary pre- and post-therapy data will also be presented.

Presenter
Sharon D. Frank, M.A., CCC-SLP

Learner Outcomes
The participants will be able to:

1. List five signs/symptoms that differentiate EI-PVFM from EIA
2. List two of the main components of a holistic approach to treating EI-PVFM
3.Describe three benefits of using Buteyko breathing methods and principles
4. Describe three differences between using traditional treatment methods and a holistic treatment method for EI-PVFM

Time-Ordered Agenda
5 minutes: Introduction of speaker
30 minutes: Nature of EI-PVFM, its signs and symptoms, how it differentiates from EIB
20 minutes: Hyperventilation symptoms and introduction to Buteyko breathing principles
25 minutes: Comparison of using traditional and non-traditional therapy techniques for treating EI-PVFM; client videos
10 minutes: Questions & answers
5 minutes: Comparison of preliminary pre- and post-therapy data
15 minutes: Benefits of Manual Therapy for treating EI-PVFM
5 minutes: Client videos & concluding thoughts
5 minutes: Questions & answers/evaluation

About the Presenter

Sharon Frank specializes in Exercise-Induced Paradoxical Vocal Fold Motion (EI-PVFM) and voice disorders. She is the founder of the P.I.E Approach and uses it to evaluate and treat EI-PVFM clients in a holistic, systematic method that includes Buteyko breathing techniques. Sharon helps clients who live locally, as well as those who come from other states and Europe and, most recently, through telepractice.

She is the owner of Speech and Voice Therapy Center in Foxborough, Massachusetts, which she founded over 20 years ago. She has been an ASHA certified member for over 35 years. In addition to ASHA, Sharon is a member of the Massachusetts Speech-Language-Hearing Association, and the Buteyko Breathing Educators Association (BBEA). She is a Level 3 Buteyko practitioner. Sharon was selected as an ASHA Imaginologist at the 2019 Convention, and she co-presented on EI-PVFM at the ASHA Convention in 2018 and at the BBEA Annual Conference in 2017. She was an invited speaker at the Pediatric Asthma and Allergy Updates for Primary Care Providers at Boston Children’s Hospital in March 2020.

Disclosure Statements

Sharon D. Frank, M.A., CCC-SLP 
Financial: Sharon is the owner of the Speech and Voice Center LLC in Foxborough, MA. She has intellectual property rights as the founder of the P.I.E. Approach. She is receiving a speaking fee for this presentation.

Non-financial: Sharon is a member of ASHA and MSHA. She also is a member of the Buteyko Breathing Educators Association.

ASHA requires participation in the CEU Registry to receive CEUs. If you are not part of ASHA’s CEU Registry, the Certificate of Completion will serve as documentation for ASHA CMHs.

ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.

Interested in sponsoring this event? Please consider partnering with us for this worthwhile experience. If you have any questions, contact our office at 781-647-7031 or by email at theoffice@mshahearsay.org.

Public Policy & Audiology

August 5, 2023 | 10:00 AM - 12:00 PM ET

Members: FREE
Non-Members: $60

Description

This course identifies and describes current trends in the political and public policy landscape of relevance to audiology. The course further explores the making of public policy and the importance of advocacy in each stage of the public policymaking process. Finally, the course outlines ASHA’s approach to advocacy, ASHA’s annual Public Policy Agenda, and the work that ASHA undertakes in partnership with audiologists to advance the priorities of the profession.

Presenters
Susan Adams & Tim Boyd

Learner Outcomes
The participants will be able to:
1. Identify trends in the current political and public landscape
2. Define advocacy and its importance to audiologists
3. Learn about the audiology advocacy objectives ASHA is undertaking to advance the priorities of the 2023 Public Policy Agenda

Time-Ordered Agenda

10:00-10:05 Introduction
10:05-10:45 Current Trends in the Political & Public Policy Landscape
10:45-11:05 The Public Policy making process and Importance of Advocacy
11:05-11:45 ASHA Advocacy and Audiology Priorities
11:45-12:00 Questions & Discussion

About the Presenters

Susan Adams is is the Director for State Legislative and Regulatory Affairs at ASHA. She is responsible for advancing the public policy objectives of ASHA by representing the Association in all phases of state legislative and regulatory advocacy. Susan received her bachelor’s degree in business administration from Towson University and her juris doctor from the University of Baltimore, School of Law. Susan holds the Certified Association Executive credential from the American Society of Association Executives.

Tim Boyd has served as ASHA’s Director of State Health Care and Education Affairs since July 2019. Before joining ASHA, Tim worked on state policy for the National Organization for Rare Disorders and domestic policy for the AIDS Healthcare Foundation. Tim earned his B.A. in Political Science from the University of California Santa Barbara and an M.P.H. from the George Washington University.

REMINDER: Please check both your personal and professional email address if you have not received a confirmation email prior to the event. In the past, some participants have forgotten which was used during registration and missed the program!

Disclosure Statements

Susan Adams
Financial: Susan receives a salary as an employee of ASHA.
Non-financial: No non-financial relationships exist.

Tim Boyd
Financial: Tim receives a salary as an employee of ASHA.
Non-financial: No non-financial relationships exist.

NOTE: Zoom information will be sent closer to the event. You will be asked to register on Zoom prior to receiving the link to the program. *Please register in advance of the meeting as content will start at 10:00 AM sharp*

ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.

Interested in sponsoring this event? Please consider partnering with us for this worthwhile experience. If you have any questions, contact our office at 781-647-7031 or by email at theoffice@mshahearsay.org.

Self-Study: Connecting the "Why" to the "What": 
Targeted Interventions for Dysphagia Management

Available September 1-30

Members: $60*
Non-Members: $120 
Students: $40*
*To register, members of other SLPA associations must use code: SLPAGuest
Students must use code: Student2023

Clinicians often take a “more is better” approach to dysphagia intervention – long lists of exercises, and strategies that our clients and their families can’t possibly adhere to, or interventions that don’t match the underlying diagnosis or impairment. This course will discuss potential underlying causes of dysphagia and their accompanying impairments in order to help clinicians develop targeted interventions for adults with dysphagia. Case reviews will be utilized to assist participants in identification of physiological targets for swallow treatment including breathing/swallow discoordination, delays in swallow response, and pharyngeal dysmotility among others.  Assistance with development of impairment-specific strategies, exercises and compensations will be provided.

Outline

Session One

I.  15 minutes Introduction 

A.  Current practice patterns

B.  Moving toward an impairment-based practice

II.  What’s the Diagnosis? Identification of impairments specific to medical diagnose

A.  30 minutes COPD, COVID 19, OSA and other Respiratory Disorders

B.  15 minutes Neuromuscular Diseases

C.  15 minutes Head/Neck Cancer

D.  15 minutes CVA and brain injury

E.  15 minutes Cervical Spine

F.  15 minutes Esophageal dysphagia

G.  15 minutes Dementia and Palliative Care

III.  Pneumonia – Who gets it and what causes it?

A.  25 minutes What exactly is aspiration pneumonia

B.  20 minutes Risk factors for pneumonia in patients with dysphagia

Session Two:

IV.  Dietary Modifications– considering the risks as well as the benefits

A.  30 minutes Texture Modifications

B.  20 minutes Thickened liquids

V.  15 minutes Cough – what does it tell us and how can we improve it?

VI.  Exercise and Motor Learning

A.  15 minutes Principles of exercise physiology and motor learning

B.  20 minutes Identification of appropriate candidates for exercise

C.  25 minutes Choosing exercises by impairment

VII.  15 minutes Sensory interventions 

A.  Cold

B.  Carbonation

C.  Taste

VIII.  30 minutes Compensations – Choosing strategies based on impairments

Learning Objectives

Participants will be able to...

1. Identify impairments in swallow function associated with specific disease processes
2. Describe three risk factors for aspiration pneumonia in adult clients with dysphagia
3. Evaluate the risks and benefits of thickened liquids and texture modifications as part of a dysphagia management plan
4. Describe two strategies to improve airway protection via improved cough response
5. Implement swallow exercises that are specific to underlying impairments in individuals with swallow dysfunction
6. Describe two potential sensory interventions to improve swallow response

About the Speaker

ANGELA MANSOLILLO, MA/CCC-SLP, BCS-S, is a Speech-Language Pathologist and Board Certified Specialist in Swallowing Disorders with more than 30 years of experience. She is currently a senior Speech-Language Pathologist at Cooley Dickinson Hospital in Northampton, Massachusetts where she provides evaluation and treatment services for adults and children with dysphagia and is involved in program planning and development for inpatient and outpatient programming including quality improvement initiatives, patient education, and clinical policies and protocols. In addition, she is an adjunct faculty member at Elms College Department of Communication Sciences and Disorders in Chicopee, Massachusetts. Over the course of her career, she has worked in a variety of clinical settings, provided numerous regional and national presentations, and lectured at several colleges and universities throughout Massachusetts. Most recently, she is the author of Let’s Eat, a clinical manual for treatment of pediatric feeding and swallowing disorders. Angela is a sought-after speaker for both live and online continuing education courses as she seamlessly blends current research with clinical experience.

Financial Disclosure: Angela receives a salary as an employee of Cooley Dickinson Hospital and as an adjunct professor at the Elms College. She receives speaking fees from Medbridge, PESI, and HCEU. She is receiving an honorarium for this presentation. Angela receives royalties and speaking fees from her book "Let's Eat".

Non-financial Disclosure: Angela is a member of ASHA and MSHA.

ASHA requires participation in the CEU Registry to receive CEUs. If you are not part of ASHA’s CEU Registry, the Certificate of Completion will serve as documentation for ASHA CMHs.

ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.