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:
- Participants will learn indications and etiology of both trauma and transplant related tracheostomies
- Participants will describe different thought processes and considerations associated with each population (trauma/transplant)
- Participants will recall benefits and considerations for a speaking value of both mechanically ventilated and non-ventilated patients regarding dysphagia and communication deficits.
- Participants will summarize basic dysphagia and communication deficits associated with tracheostomy related SLPs evaluation and treatment.
- 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.
- Participants will explain the foundation and research behind developing a tracheostomy team for both populations.
Part II:
- Participants will be able to describe the importance of the medulla as it pertains to swallowing.
- Participants will be able to list 3 features of Wallenberg Syndrome.
- Participants will be able to define motor learning in the context of dysphagia therapy.
- 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 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.
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.
