Managing Dementia in the Sub-Acute Healthcare Environment

Presented by Gina England, MA, CCC-SLP

May 17, 2025 
10:00 a.m.-12:00 p.m.

Members: $10

Non-Members: $60

Description

One of the many challenges facing Speech Pathologists working in a sub-acute care setting is the impact of a comorbid Dementia on our patients cognitive, communication and swallowing abilities. The initial staging of the dementia is essential in that it will help determine whether the patient qualifies for rehabilitative or habilitative services, under current Medicare guidelines.  Today's webinar will look closely on how the presence of Dementia complicates the development of an appropriate and attainable treatment plan.  Specific diagnostic and therapy resources will be discussed and recorded in a comprehensive handout.  The webinar's content will include the following: 

• The Dementia Outcomes Measurement Suite (DOMS) – Assessment Tools for:  Cognition, Staging, ADL Skills, Behavior, Delirium and Quality of Life
• The Presenter's favorite assessment tools
• Dehydration and Dementia
• Rehabilitation – Early Stage Dementia
• Habilitation – Middle Stage Dementia
• Evidenced Based Therapy Interventions
• Environmental modifications that reduce the cognitive/behavioral effects of dementia

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.

Learner Objectives

1.  Identify 2 assessment tools that specifically target skills impacted by dementia    

2.  List a minimum of 3 strategies to be contained within a Dehydration Reduction Protocol     

3.  Describe 3 skilled/evidenced based, Dementia Rehabilitation Interventions     

4.  List a minimum of 6 environmental modifications to minimize the cognitive/behavioral effects of Dementia

Time Ordered Agenda

10:00-10:05    Introduction

10:05-10:20    The Dementia Outcomes Measurement Suite (developed in Australia) 

10:20-10:40    The Presenter's Favorite Assessment Tools

10:40-10:45    Staging the Dementia 

10:45-11:00    Habilitation - Middle Stage Dementia

11:00-11:15    Rehabilitation - Early Stage Dementia

11:15-11:40    Evidenced Based Therapy Interventions

11:40-11:50    Environmental modifications that reduce the cognitive/behavioral effects of dementia

11:50-12:00    Final Questions and Wrap Up

About the Presenter

Gina England is a Speech/Language Pathologist who has practiced in New Hampshire since 1981. She has worked all along the medical continuum of care including acute care, acute inpatient rehab, outpatient, day treatment, SNF and home health. Her areas of interest and specialty include cognitive rehabilitation, dysphagia, adult acquired apraxia and post- concussion syndrome.

Gina has been a national presenter on topics concerning cognitive-communication disorders, dysphagia and post-concussion syndrome. She currently serves on the Board of Directors for the Brain Injury Association of New Hampshire and has served as Adjunct Faculty for The University of New Hampshire, Granite State College and Nashua Community College.

In 2011 she began to spread her horizons even further by venturing into private practice and is enjoying the diversity of practice that this affords the speech pathologist. She thoroughly enjoys conducting seminars/workshops on topics relevant to adult and pediatric rehabilitation. In 2012 she began a part time contract with a private school that provided academic instruction to male students whose significant social/emotional and behavioral problems presented barriers to learning in the traditional public school system.  She remained there until 2017.  From 2017 through 2025 she has expanded her service provision to include the New Hampshire Public School System, servicing students from preschool through high school. She has found that her medical speech pathology background has been a valuable asset in helping to identify the barriers to academic, communication and cognitive development in students of all ages.

After 44 years of clinical practice, she continues to experience the joy in working as a speech and language pathologist in all settings with all ages.

Financial Disclosure

• Speaker is receiving an honorarium for this webinar.

• Serves as an independent contractor providing speech pathology services to the Hopkinton, New Hampshire school district.

Non Financial Disclosure

• Serves on the Board of Directors of the Brain Injury Association of New Hampshire and coordinates its Brain Matters Educational Program.

Satisfactory Completion Requirements for ASHA CEU’s
ASHA CEU’s will be awarded after active attendance at the entire presentation documented by log in/log out times, submission of a completed evaluation and submission of a completed 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. 

This program has been approved for ASHA CEUs.

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.

Best regards,
Massachusetts Speech-Language Hearing Association

 
Stuttering as Verbal Diversity:
Stutter-Affirming Perspectives, Roles, and Practices
Presented by Nina Reeves, MS, CCC-SLP, BCS-SCF

Saturday, June 21, 2025 
10:00 a.m.-12:00 p.m.

Members: $10

Non-Members: $60

Description

As our understanding of the diversity of our students with communication challenges grows, SLPs need to know how to assess their own biases and a framework for to help their students communicate freely and effectively. This session will help SLPs more mindful of how they talk about stuttering and the messages they (may unintentionally) send in therapy, how to set stutter-affirming goals, and consider 5 steps toward neurodiversity affirming practices.

Learner Objectives

1. Identify 3 “old school” messages of stuttering therapy
2. Identify 4 considerations of the experience of stuttering that inform goal choice 
3. List 5 aspects of stutter-affirming therapy practices

Time Ordered Agenda

10:00-10:15    Putting the past behind us
10:15-10:30    10:30-11:00    The ICF and goal-choice
11:00-11:45    What do we do now?
11:45-12:00    Enhancing therapy outcomes through resources

About the Presenter

 Nina Reeves is a board-certified specialist in fluency differences, and co-owner of Stuttering Therapy Resources. She specializes in stuttering therapy for children, adolescents, and young adults. Nina is an author of practical clinical materials and presenter of professional development workshops for speech-language pathologists. She also has decades of experience in the stuttering support community. For her contributions as a career-long public school SLP, Nina has received the ASH-F Van Hattum Award, the ASHA Excellence Award for outstanding contributions to public schools and was named a Fellow of the Association by ASHA.

Please Note: This webinar will not be recorded.

Financial Disclosure

• Speaker is receiving an honorarium for this webinar.
• Speaker is the co-owner of Stuttering Therapy Resources.

Non-Financial Disclosure

• There are no non-financial disclosures.

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.

Satisfactory Completion Requirements for ASHA CEU’s

ASHA CEU’s will be awarded after active attendance at the entire presentation documented by log in/log out times, submission of a completed evaluation and submission of a completed 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. 

This program has been approved for ASHA CEUs.

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.

Best regards,
Massachusetts Speech-Language Hearing Association

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.