Advanced Dysphagia Practice

January 1-31, 2025

Members: $40

Non-Members: $100

Program materials will be distributed via email January 1, 2025

Description

Part I:

Tracheostomy Education for the Medical SLP: Navigation from Trauma to Transplant is a dive into the SLP world of tracheostomies from different etiologies and overall complexity. This lecture will briefly introduce two branches of tracheostomy placement as well as review similar components including use of speaking valve use, ventilator advanced knowledge and development for much needed Tracheostomy Teams. The lecture includes breakdown of SLP role within these populations, how treatment roles can differ based on population, dysphagia/communication deficits with a tracheostomy, overall speaking valve use, ventilator advanced knowledge, and introduction to tracheostomy team research. The vision for this lecture is to provide a niche view into these two vastly different populations whom share tracheostomy placement, typically managed by the SLP. The goal for this lecture is to feel more comfortable and to have a more in-depth understanding of tracheostomies so you can feel confident with any these patient populations.

Part II:

This 2-hour webinar provides an in-depth analysis of Lateral Medullary Syndrome (Wallenberg Syndrome) including discussion of the neurophysiological changes after lateral medullary infarct, the critical natural of early intervention and education, and the importance of incorporating motor learning principles when working with this population. All topics reviewed within this webinar are discussed in the context of a single case study in order to provide concrete examples of dysphagia characteristics, approaches to rehabilitation, and to highlight the importance of person-centered care when working with someone with severe dysphagia. Although this discussion focuses primarily on dysphagia rehabilitation, this webinar is intended for any SLP working with adults across the continuum of care.

Presenters
Rachael Silveira, M.A. CCC-SLP
Madeleine Foley, CCC-SLP

Learner Outcomes
Part I:

1. Participants will learn indications and etiology of both trauma and transplant related tracheostomies
2. Participants will describe different thought processes and considerations associated with each population (trauma/transplant)
3. Participants will recall benefits and considerations for a speaking value of both mechanically ventilated and non-ventilated patients regarding dysphagia and communication deficits.
   
4. Participants will summarize basic dysphagia and communication deficits associated with tracheostomy related SLPs evaluation and treatment.
   
5. Participants will be able to explain different mechanical ventilation modes, types and settings as well as determine patent's candidacy for speaking valve use on a ventilator.
6. Participants will explain the foundation and research behind developing a tracheostomy team for both populations.

Part II:

1. Participants will be able to describe the importance of the medulla as it pertains to swallowing.
   
2. Participants will be able to list 3 features of Wallenberg Syndrome.
   
3. Participants will be able to define motor learning in the context of dysphagia therapy.
   
4. Participants will be able to list 3 methods for promoting experience-dependent plasticity/neuroplasticity for patients with Wallenberg Syndrome.

Agenda
Part I: Tracheostomy for the Medical SLP - Navigation from Trauma to Transplant

5 minutes: Introduction

5 minutes: Trauma SLP/type of population

5 minutes: Transplant SLP/type of population

4 minutes: Indications for tracheostomy

5 minutes: Dysphagia associated with trach

5 minutes: Dysphagia research/considerations trauma

5 minutes: Dysphagia research/considerations transplants

5 minutes: Communication associated with trachs

10 minutes: Passy Muir Valve/Considerations/Research

4 minute: Familiarize yourself with ventilators

5 minutes: Ventilator Basics and modes

15 minutes: Introduction to modes: AC/VC, SIMV, Spontaneous

10 minutes: Pertinent Ventilator Settings

10 minutes: Inline PMV basics/application

5 minutes: Trach Team purpose/outcomes

5 minutes: Why start a team?

8 minutes: Inconsistencies in care

8 minutes: Research- Communication/decannulation/LOS

6 minutes: Team members/SLP involvement

5 minutes am: Challenges

5 minutes: References/Questions

Part II: Prioritizing Neuromuscular Re-Education with Wallenberg Syndrome

10 minutes: Objectives and Introductions

5 minutes: Meet Tim

15 minutes: What is Wallenberg Syndrome?

35 minutes: Dysphagia Rehabilitation: What it Is, What it Isn't

25 minutes: Neuromuscular Re-Education: Promoting Functional Practice

15 minutes: Questions

About the Presenters

Rachael Silveira is an ASHA licensed/credentialed Speech-Language Pathologist currently working at a Level 1 Trauma/Transplant Hospital in Miami specializing in dysphagia and communication disorders, with diverse training in dysphagia management associated with respiratory compromised/artificial airways and medically complex neurogenic populations.

Rachael strives to be a lifelong student by earning yearly ACE (awards of continuing education) recognition and continually supporting the SLP community by providing clinical mentorship as well as providing supposed for Medical SLP platforms to promote continued growth for SLPs. Rachael has made patient advocacy and improving overall patient quality of life a personal mission and goal. She has spearheaded a robust multidisciplinary Tracheostomy Team in her facility with a mission of providing exceptional care to the population by utilizing standardized protocols to streamline care, now being spread to multiple facilities for implementation. In addition, Rachael has curated multiple avenues for education for SLPs, including a "Badge Buddy Series" and an open collaborative called TRACHtalks, for promoting tracheostomy evidence-based research in an accessible manner.

As our field is growing rapidly, Rachael focuses on continued efforts to improve medical SLP education with ongoing participation in national and international conference lectures, active IRB research, and guest lectures to multiple universities and hospitals.

Madeleine Foley is employed full time as a senior SLP in a level 1 trauma center in the Bronx and works per diem in acute rehab and subacute rehab settings. They are passionate about facilitating person-centered and accessible approaches to dysphagia rehabilitation across the continuum of care. Madeleine is a New York Medical College graduate, 4-time ASHA ACE award recipient, and S.T.E.P mentor.

Disclosure Statements:
Financial: Rachael receives a salary as an SLP at a Level 1 Trauma/Transplant Hospital. Rachael is receiving an honorarium for her presentation. 
Non-financial: Rachael is a member of ASHA.

Financial: Madeleine receives a salary as a senior SLP in a level 1 trauma center. Madeleine is receiving an honorarium for their presentation.

Non-financial: Madeleine is a member of ASHA. 

Discrimination Policy: 
MSHA does not discriminate against students, parents, employees or the general public on the basis of race, color, sex, homeless status, gender identity, religion, national origin, sexual orientation, disability, or age. MSHA is also committed to maintaining an educational environment free of harassment. Harassment based on race, color, religion, national origin, gender, sexual orientation, gender identity, homeless status, age or disability is prohibited. In addition to the protected classes identified above, as to employment practices, MSHA also does not discriminate based on genetic information, ancestry or status as a veteran.

Accommodations for Persons with Disabilities:
We want to provide the best learning experience for everyone. In compliance of the ADA, should you require any accommodation to fully participate in this training, please contact theoffice@mshahearsay.org or call 781-314-9517.

Continuing Education Credits:
Satisfactory Completion Requirements for ASHA CEU’s

ASHA CEU’s will be awarded after viewing of the presentation and submission of a completed evaluation and an assessment of learning. If you would like to receive ASHA CEUs you must complete the evaluation and assessment forms for MSHA to submit your participation to the ASHA registry. A link to the Assessment and Evaluation will be sent out following the program.

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.

Integrating Interpreters and Language Translation into Your Practice

February 1-28, 2025

Members: $10

Non-Members: $60

Program materials will be distributed via email the first business day of February.

Description

One in every five adults use a language other than spoken English in the home. Furthermore, 8% of the United States population has limited English proficiency (LEP). When considering health literacy, this barrier is magnified. At least half of those with LEP are identified as having low health literacy. LEP can negatively impact an individual’s ability to understand and use health information to make informed decisions about their care. Appropriate use of language interpreters in the medical setting can improve care given to non-English speakers and those with LEP. This session addresses the laws and ethical standards regarding interpreter use, qualifications of interpreters, and appropriate methods of communication via interpreters.

Presenters
Emily Jo Venskytis

Learner Outcomes

1. Summarize laws related to the use of interpreters in the healthcare setting.

2. Analyze the interpreter offerings in their current practice with considerations for variance in health literacy.

3. Demonstrate effective and culturally appropriate techniques when working with interpreters.

Agenda

5 minutes: Introduction and why use Interpreters?

5 minutes: Terminology

10 minutes: Health Literacy and Limited English Proficiency

10 minutes: Laws related to Interpreter use

5 minutes: Who is an appropriate Interpreter?

5 minutes: Who is not an appropriate interpreter

5 minutes: What if an Interpreter is refused?

5 minutes: Cost and modalities of interpreters

5 minutes: How to work with Interpreters

10 minutes: Interpreter scenarios and videos

10 minutes: Conclusion

15 minutes: Q+A

About the Presenter

Emily Jo Venskytis, AuD, is Director of Clinical Education and Assistant Professor for the Doctor of Audiology program at the MGH Institute of Health Professions. Additionally, she serves as a clinical audiologist at Massachusetts Eye and Ear in the Charlestown office. She enjoys training the next generation of audiologists in mindful, patient-centered and evidence-based practice. Dr. Venskytis is passionate about pediatric care and has extensive clinical experience on inter-professional teams. Her areas of interest include diagnostics for difficult-to-test patients, electrophysiology, audiologic management including cochlear implants, bone anchored devices, and hearing aids, and community outreach for underserved populations.

Disclosure Statements
Financial: Emily Jo Venskytis receives a salary from MGH Institute of Health Professionals and Mass Eye and Ear.
Non-Financial: Emily Jo Venskytis serves on the Scientific Advisory and Research Council for the American Academy of Audiology.

Discrimination Policy: 
MSHA does not discriminate against students, parents, employees or the general public on the basis of race, color, sex, homeless status, gender identity, religion, national origin, sexual orientation, disability, or age. MSHA is also committed to maintaining an educational environment free of harassment. Harassment based on race, color, religion, national origin, gender, sexual orientation, gender identity, homeless status, age or disability is prohibited. In addition to the protected classes identified above, as to employment practices, MSHA also does not discriminate based on genetic information, ancestry or status as a veteran.

Accommodations for Persons with Disabilities:
We want to provide the best learning experience for everyone. In compliance of the ADA, should you require any accommodation to fully participate in this training, please contact theoffice@mshahearsay.org or call 781-314-9517.

Continuing Education Credits:
Satisfactory Completion Requirements for ASHA CEU’s

ASHA CEU’s will be awarded after viewing of the entire presentation and submission of a completed evaluation and an assessment of learning. There is no partial credit. A link to the assessment and evaluation will be sent out following the program.

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.

Making the Transition from Student to Clinician

Description
This event will present information important to CSD students in their second year of graduate school preparing to enter into the workforce. Presentations and activities will cover topics including searching for a CF, interviewing, ASHA certification, State and DESE licensure, professional licensure, and advocacy. The goal of this event is to meet the needs of second year graduate students as they prepare to transition to clinical fellows.

Schedule
Check-in begins at 8:30 am
9:00 am - 2:00 pm

Where
Northeastern University
Behrakis Health Sciences Center
Room #010

30 Leon Street

Paid parking is available on-site.

Accessible by the MBTA Green and Orange lines.

This event will not be recorded. A group virtual link may be distributed upon request from a Faculty or Student Liaison.

Target

Content was developed to meet second-year graduate students' needs as they prepare to transition to clinical fellows

Topics

• Searching for a CF 
• Interviewing
• State Licensure
• ASHA Certification
• DESE Licensure
• Provisional Licensure Advocacy
• Advocacy

Pricing

Walk-ins Welcome!

MSHA Student Members: Free

MSHA Members: Free

Non-members: $15

As a reminder: we have a new student membership tier that provides free student MSHA membership to NSSLHA members. Students are encouraged to sign-up today using their NSSLHA member ID so they can attend this important event for free!

If you have any questions, contact our office at 781-647-7031 or by email at theoffice@mshahearsay.org.

Thank you to our sponsors: 

                                                          

American Academy of Audiology

AAA 2025+HearTECH Expo

Date: March 26–29, 2025

Location: New Orleans, Louisiana

Website: https://www.audiology.org/aaa-annual-conference/

Unbiased Speech Language Assessment of Bilingual Students 

July 1-31, 2025

Members: $10

Non-Members: $60

Program materials will be distributed via email the first business day of July.

Description

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.

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
  

Agenda

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

About the Presenter

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.

Disclosure Statements

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.

Discrimination Policy: 
MSHA does not discriminate against students, parents, employees or the general public on the basis of race, color, sex, homeless status, gender identity, religion, national origin, sexual orientation, disability, or age. MSHA is also committed to maintaining an educational environment free of harassment. Harassment based on race, color, religion, national origin, gender, sexual orientation, gender identity, homeless status, age or disability is prohibited. In addition to the protected classes identified above, as to employment practices, MSHA also does not discriminate based on genetic information, ancestry or status as a veteran.

Accommodations for Persons with Disabilities:
We want to provide the best learning experience for everyone. In compliance of the ADA, should you require any accommodation to fully participate in this training, please contact theoffice@mshahearsay.org or call 781-314-9517.

Continuing Education Credits:
Satisfactory Completion Requirements for ASHA CEU’s

ASHA CEU’s will be awarded after viewing of the entire presentation and submission of a completed evaluation and an assessment of learning. There is no partial credit. A link to the assessment and evaluation will be sent out following the program.

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.

School Based Medicaid Program for SLP’s

August 1-31, 2025

Members: $10

Non-Members: $60

Program materials will be distributed via email the first business day of August.

Description
Representatives from MassHealth’s School Based Medicaid Program (SBMP) and UMass Chan Medical School’s Center for School Based Claiming, will provide an overview of program requirements and respond to questions.

Presenters
Margot Tracy
Emily Hall

Learner Outcomes
The participants will be able to:
1. List expectations of an SLP participating in SBMP
2. Describe Direct Service Claiming (DSC)
3. List and apply reimbursable services and requirements to SLP, including
- Medical Necessity
- ICD Diagnosis and/or Signs and Symptoms Codes
4. Describe Plan of Care - Medicaid Service Authorization
5. List minimum Service Documentation elements
6. Find resources for additional information and training on the SBMP website

Agenda

5 minutes: Introductions, Agenda Overview, Housekeeping
5 minutes: What is expected of an SLP participating in SBMP?
10 minutes: What is Direct Service Claiming (DSC)?
25 minutes: Reimbursable Services & Requirements
- Medical Necessity
- ICD Diagnosis and/or Signs and Symptoms Codes
10 minutes: Plan of Care – Medicaid Service Authorization
15 minutes: Service Documentation
10 minutes: Interim Claims & Billing Forms
10 minutes: Random Moment Time Study Tips for Direct Service Practitioners
30 minutes: Q&A

Margot Tracy is the manager for the MassHealth School Based Medicaid Program (SBMP). She has Prior to her role in SBMP, she worked in the Executive Office of Health and Human Services under the Children’s Behavioral Health Initiative (CBHI). She holds a Masters in Public Health from the Harvard T.H. Chan School of Public Health..

Emily Hall - As director of School-Based Medicaid Programs at the University of Massachusetts Chan Medical School, Ms. Hall has worked in and managed the administration of school-based Medicaid programs for Massachusetts for the past 15 years. She has experience in a variety of school-based Medicaid reimbursement methodologies with particular expertise in cost-based reimbursement. Prior to coming to UMass Chan, Ms. Hall had over 20 years of experience in the health insurance industry, as well as in health care delivery systems and hospitals and in Medicare managed care program administration. Ms. Hall earned her Master of Business Administration from Suffolk University and her bachelor’s degree in Political Science, Public Policy and Economics from the University of Massachusetts at Amherst.

Disclosure Statements

Margot Tracy
Financial: Margot receives a salary as an employee of the State of Massachusetts as the manager of the Mass Health School Based Medicaid Program.
Non-financial: No non-financial relationships exist.

Emily Hall
Financial: No financial disclosure exists.
Non-financial: Emily is volunteering her time for this presentation.

Discrimination Policy: 
MSHA does not discriminate against students, parents, employees or the general public on the basis of race, color, sex, homeless status, gender identity, religion, national origin, sexual orientation, disability, or age. MSHA is also committed to maintaining an educational environment free of harassment. Harassment based on race, color, religion, national origin, gender, sexual orientation, gender identity, homeless status, age or disability is prohibited. In addition to the protected classes identified above, as to employment practices, MSHA also does not discriminate based on genetic information, ancestry or status as a veteran.

Accommodations for Persons with Disabilities:
We want to provide the best learning experience for everyone. In compliance of the ADA, should you require any accommodation to fully participate in this training, please contact theoffice@mshahearsay.org or call 781-314-9517.

Continuing Education Credits:
Satisfactory Completion Requirements for ASHA CEU’s

ASHA CEU’s will be awarded after viewing of the entire presentation and submission of a completed evaluation and an assessment of learning. There is no partial credit. A link to the assessment and evaluation will be sent out following the program.

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.

Trauma Informed Rapport Building for School SLPs

November 1-30, 2025

Members: $10

Non-Members: $60

Program materials will be distributed via email the first business day of November.

Description

During this webinar, clinicians will learn the tenets of trauma-informed care and the impact that systemic exclusion has on minoritized populations. We'll discuss holistic, client-centered approaches when working with students and families from all backgrounds. Clinicians will come away more confident in their abilities to meet the needs of their diverse caseloads while also developing an understanding of how to reduce disparities by making small adjustments to their own practices.

Note: Accommodations for Persons with Disabilities: We want to provide the best learning experience for everyone. In compliance of the ADA, should you require any accommodation to fully participate in this training, please contact theoffice@mshahearsay.org or call 781-314-9517.

Presenter

AC Goldberg (he/him) PhD, CCC/SLP

Learner Objectives

1.  Participants will define terminology related to gender, neurotype and intersectionality

2.  Participants will identify areas of DEI education relevant to their school practice

3.  Participants will distinguish the tenets of trauma-informed care

4.  Participants will devise ways to foster trusting relationships with populations who have experienced institutional trauma

Time Ordered Agenda

5 Minutes: Introduction

15 Minutes: Concepts and Terminology

15 Minutes: Identity and Trauma, Unpacking Loaded Clinical Experiences

15 Minutes: Sensitivity to Backgrounds and Lived Experience, Identifying Bias in Practice

15 Minutes: Addressing Bias and Looking Ahead

40 Minutes: Scenarios Workshop

15 Minutes: Questions, Conclusion, and Resources

About the Presenter

AC Goldberg (he/him) PhD CCC/SLP is a physically disabled, intersex/transgender Professor, DEIB Consultant/SLP whose mission is to cultivate affirming spaces for everybody. He teaches at Northeastern University, where he runs a gender-affirming voice clinic and leads courses in DEI and transgender health. AC's consulting centers empathy, humanity and intersectional cultural responsiveness. His continuing education nonprofit, The CREDIT Institute, is dedicated to advancing equity in higher education and healthcare.

Financial Disclosure

• Assistant Clinical Professor at Northeastern University
• Founder/Director, the CREDIT Institute 501(C)(3)
• Founder, Transplaining LLC
• Contractor with Prismatic Speech Services
• MSHA member receiving an honorarium for this webinar

Non-financial Disclosure

AC is a founding member of the Trans Voice Initiative. He serves on the community advisory board overseeing research out of Boston University about the effects of exogenous testosterone therapy on communication in AFAB speakers. He’s also on the editorial board of the Journal of Communication Disorders.

Continuing Education Credits:
Satisfactory Completion Requirements for ASHA CEU’s

ASHA CEU’s will be awarded after viewing of the entire presentation and submission of a completed evaluation and an assessment of learning. There is no partial credit. A link to the assessment and evaluation will be sent out following the program.

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.

If you have any questions, contact our office at 781-647-7031 or by email at theoffice@mshahearsay.org.

This program also qualifies for ASHA's DEI CEU requirements.

Stuttering vs Cluttering

December 1-31, 2025

Members: $10

Non-Members: $60

Program materials will be distributed via email the first business day of December.

Description

Speech fluency refers to the physical characteristics of human speech, including speech continuity, speech rate, and amount of effort in speaking. There are normal variations in the level of fluency of each speaker, however, when the daily life of the individual is negatively impacted by the speech fluency concern, an SLP may be involved in the assessment and clinical treatment of the disorder.

Presenters
Lourdes Ramos-Heinrichs, SLP, CCC-SLP

Learner Outcomes

The participants will be able to:
1. Describe the differential diagnosis of stuttering
2. Describe the differential diagnosis of cluttering
3. Develop and implement treatment plans for stuttering
4. Develop and implement treatment plans for cluttering

Agenda

20 minutes: Overview and Background
10 minutes: Questions and Audience Participation

20 minutes: Power Point presentation on Stuttering and examples

10 minutes: Questions and audience participation

25 minutes: Power Point presentation on Cluttering and examples

5 minutes: Questions and audience participation 

10 minutes: Case Study Small Group Discussion

10 minutes: Information Sharing from Small Group Discussions

10 minutes: Conclusion, questions, and Wrap-Up

About the Presenter

Lourdes Ramos-Heinrichs, SLP, CCC-SLP is a lifetime member of the American Board of Fluency and Fluency Disorders. She has taught graduate courses in Fluency and Fluency Disorders, supervised stuttering clinics, and headed a fluency cohort in the Boston Public schools for the last 20 years. She has also presented seminars in fluency disorders in national and international conventions, and has addressed diagnostic and clinical aspects of stuttering in various publications.

Disclosure Statements

Lourdes Ramos-Heinrichs, SLP, CCC-SLP
Financial: Lourdes is receiving an honorarium for this presentation.

Non-financial: Lourdes is a member of ASHA. She is a lifetime member of the American Board of Fluency and Fluency Disorders. Lourdes heads the fluency cohort for the Boston Public Schools. She directs the clinical component of Camp Words Unspoken.

Discrimination Policy: 
MSHA does not discriminate against students, parents, employees or the general public on the basis of race, color, sex, homeless status, gender identity, religion, national origin, sexual orientation, disability, or age. MSHA is also committed to maintaining an educational environment free of harassment. Harassment based on race, color, religion, national origin, gender, sexual orientation, gender identity, homeless status, age or disability is prohibited. In addition to the protected classes identified above, as to employment practices, MSHA also does not discriminate based on genetic information, ancestry or status as a veteran.

Accommodations for Persons with Disabilities:
We want to provide the best learning experience for everyone. In compliance of the ADA, should you require any accommodation to fully participate in this training, please contact theoffice@mshahearsay.org or call 781-314-9517.

Continuing Education Credits:
Satisfactory Completion Requirements for ASHA CEU’s

ASHA CEU’s will be awarded after viewing of the entire presentation and submission of a completed evaluation and an assessment of learning. There is no partial credit. A link to the assessment and evaluation will be sent out following the program.

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.