Daily Schedule

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Thursday

7:30 AM – 8:00 AM

Breakfast

Join us for breakfast and stay for opening ceremony and keynote presentation.

8:00 AM – 9:00 AM

Opening Ceremony & Keynote Speaker

Times and content subject to change

9:15 AM – 12:30 PM

Assessment of Children with Speech Sound Disorders: Identification of Sub-Types

La langue utilisée dans la description reflète la langue de la séance.

Children with speech sound disorders produce many more speech sound errors than expected for their age and may be unintelligible. This population of children is known to be heterogenous in underlying etiology, primary psycholinguistic factors, and surface presentation. A detailed assessment helps the S-LP understand the child’s needs and choose the treatment approach that is most likely to be effective.

Learning objectives:

  • Psycholinguistic factors that explain speech sound disorders in different sub-populations of children with severe speech sound disorders;
  • Application of assessment tools for diagnosis and treatment planning;
  • Interpretation of assessment results using case studies representing a phonological processing deficit, a phonological memory impairment, and childhood apraxia of speech; and
  • Suggested treatment approaches for these sub-types of speech sound disorder, based on the research evidence.
Level

Intermediate

Intended Audience

Speech-Language Pathologists

Age Group(s)

Pre-School (0-4), School Aged (5-17)

9:15 AM – 12:30 PM

Autism: Beyond the Male Presentation

La langue utilisée dans la description reflète la langue de la séance.

Males with autism far outnumber females, right? Not so fast. Recent investigations reveal a vast number of girls who are "hiding in plain sight." Furthermore, it may not only be females who are under identified; there is a significant overlap between autistics and queers. Some recommend autism clinics be sensitive to the potential of individuals whose gender is fluid, and they similarly suggest gender identity clinics be informed as to the possibility of autism. Therefore, we may need to heighten our awareness; and possibly cast a wider net in order to be more inclusive in our search for those who need an autism diagnosis.

Some may conclude that identification and support are not needed if in fact they are not being identified, however, that simply is not the case. Many of these individuals actually receive diagnoses, but typically in the psychiatric domain, not the developmental disability realm. Awareness and a correct diagnosis have the potential to prevent prolonged suffering with these individuals.

Learning objectives:

  • Examine the different presentations of autism as a function of gender, with an emphasis on the characteristics that all too often are missed. If these individuals are not identified, condition-specific support cannot be rendered.
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Communication Health Assistants, Students

Age Group(s)

Pre-School (0-4), School Aged (5-17), Adult (18-64), Senior (65+)

9:15 AM – 12:30 PM

Behavioural Swallowing Therapy for Patients with Head and Neck Cancer: Evidence of Benefit Related to What, When and How Much

The language used in the descriptions reflects the language of the sessions.

Various treatments for oropharyngeal dysphagia in patients with head and neck cancer have been introduced and studied over the years. Behavioural exercise therapies offer the opportunity for long-term change in the swallow, mediated in principle by changes to the central control of swallow via neuroplasticity. However, it is unclear what therapies to provide, when to offer them and how much therapy yields the most benefit. This session will provide a comprehensive review of the available behavioural therapies with an in-depth analysis of evidence for their benefit in patients with head and neck cancer. A novel therapy will be introduced called, EAT-RT (Eat All Through Radiotherapy), developed specifically to maintain oral intake throughout radiotherapy in order to avoid disuse of swallowing muscles.

Learning objectives:

  • Review the evidence of behavioural swallowing therapies available for patients with head and neck cancer.
  • Compare and contrast the available therapies according to what, when and how much.
  • Describe a novel therapy, EAT-RT, that aims to facilitate maintenance of oral intake throughout head and neck radiotherapy.
  • Demonstrate how EAT-RT establishes goal setting for oral intake during routine mealtime throughout radiotherapy and beyond.
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Students

Age Group(s)

Adult (18-64), Senior (65+)

9:15 AM – 10:45 AM

Deconstructing “Hard to Serve” in Approaches with Indigenous Clients and Communities

The language used in the descriptions reflects the language of the sessions.

This highly interactive session will explore how a relational approach to practice with Indigenous clients and communities can yield positive results. Participants will consider how many of the methods and tools that are considered mainstays of professional practice are not working with Indigenous clients or in Indigenous community contexts. The presenter will discuss the concept of cultural safety and what professionals can do to increase client’s experiences of cultural safety. The presentation will also highlight the value of partnerships with families and communities, rather than an expert-client dichotomy in assessment and intervention. Working in small groups, participants will explore how these concepts and approaches can be applied in their own practice.

Learning objectives:

  • Enhance awareness of cultural safety and how self-location can influence practice.
  • Be able to identify indicators of cultural unsafety in client’s responses to S-LP services.
  • Heighten consciousness of how the professional canon of methods and tools can be broadened to bring a critical perspective to practice with culturally diverse clients.
  • Identify ways to partner with families and community programs.
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Communication Health Assistants, Students

Age Group(s)

Pre-School (0-4), School Aged (5-17)

9:15 AM – 10:45 AM

The Ins and Outs of Private Practice

The language used in the descriptions reflects the language of the sessions.

This presentation will feature three different approaches to running your own private speech-language pathology practice in a panel format.

Learning objectives:

  • Getting started: Is Private Practice for you?
  • Considerations for growth
  • Marketing and social media
  • Networking and building relationships in the community
  • Tips for running an efficient business: scheduling, cancellations and no shows
  • Use of assistants and volunteers
  • Costs (e.g., becoming incorporated, legal fees, other overhead)
  • Documentation and file retention
  • Treatment considerations
  • Where to get support

Following the panel presentation, there will be a question period to support participants in developing a greater understanding of private practice.

Level

Introductory

Intended Audience

Speech-Language Pathologists

Age Group(s)

Pre-School (0-4), School Aged (5-17), Adult (18-64), Senior (65+)

10:45 AM – 11:00 AM

Morning Break

Join us for refreshments on the trade show floor and meet with the exhibitors.

11:00 AM – 12:30 PM

A Call to Action: Honouring Diverse Communication Value Systems and Socialization Practices in Indigenous Contexts

The language used in the descriptions reflects the language of the sessions.

This highly interactive session will encourage practitioners to hone their ability to think critically about the application of mainstream methods and tools when working with Indigenous clients and communities. Participants will be encouraged to create new methods and tools that honour local value systems and practices surrounding communication. The presenter will discuss some of the core strengths found in many Indigenous families that can be built upon in practice, including story-telling, land-based learning, and listening. Attention to distinctive features of speech and communication systems, often referred to as First Nations English dialects, will be discussed. Working in small groups, participants will explore how their awareness of distinctive communication systems and strengths in Indigenous contexts has affected the ways in which they provide services.

Learning objectives:

Enhance awareness of cultural diversity in communication values and socialization practices.

Be able to describe frequently encountered features of Indigenous language practices.

Know promising ways to honour Indigenous speech and language systems in practice?

Level

Intermediate

Intended Audience

Speech-Language Pathologists, Communication Health Assistants, Students

Age Group(s)

Pre-School (0-4), School Aged (5-17), Adult (18-64), Senior (65+)

12:30 PM – 1:30 PM

Lunch in Exhibit Hall

Join us for lunch on the trade show floor and meet with the exhibitors.

1:30 PM – 5:00 PM

Learn to Play for the S-LP: Taking Knowledge into Practice

La langue utilisée dans la description reflète la langue de la séance.

This session will be based on the fundamentals of the Learn to Play program by Dr. Karen Stagnitti. These fundamental play skills are the foundation of their social and academic success and are an important consideration in any treatment plan of a child with social and language concerns. The course will discuss how to take the knowledge of different types of players and core developmental play skills and apply it to assessment and treatment in a variety of settings with a variety of populations in a fun and functional way.

Learning objectives:

  • Review different types of players and the six core skills of imaginative play.
  • Understand how to assess and interpret results related to language and social skill development for children of all ages, including children with complex developmental delays/disorders.
  • Learn how to take assessment information to develop an effective treatment plan.
  • Learn implementation strategies for early intervention, kindergarten, elementary and high school students.
Level

Intermediate

Intended Audience

Speech-Language Pathologists

Age Group(s)

Pre-School (0-4), School Aged (5-17)

1:30 PM – 5:00 PM

Promoting the Acquisition of Literacy Skills in At-Risk Preschoolers

La langue utilisée dans la description reflète la langue de la séance.

When children enter kindergarten, they are not all equally predisposed to acquire literacy skills at the optimum rate. The risk for delayed acquisition of literacy is higher in two groups of children specifically: those who have received less exposure to pre-literacy experiences, especially in the school language; and those who are at biological risk of slower learning in the literacy domain, especially due to deficits in phonological processing. This session will explore predictors of literacy skills, following children from preschool age through the early school years.

Learning objectives:

  • Approaches to supporting the development of emergent literacy skills in these children will be presented.
  • Strategies that employ direct and indirect teaching and standard and digital materials will be described.
  • The particular risk factors experienced by young boys will be considered.
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Communication Health Assistants, Students

Age Group(s)

School Aged (5-17)

1:30 PM – 3:00 PM

Valves, Pumps and Tubes: A (Bio)Mechanical Perspective on the Aerodigestive Tract Following Critical Illness

The language used in the descriptions reflects the language of the sessions.

Care provision for survivors of critical illness relies on dynamic knowledge of multiple integrated body systems, disease mechanisms and medical interventions. The aerodigestive tract (AT), one such system, performs multiple functions like breathing and swallowing. Whether due to their illness or iatrogenesis, many survivors of critical illness face challenges during recovery, including dysphagia. A cross-systems approach to swallowing provides some basis for how its function is hindered or facilitated in both health and disease. Furthermore, understanding the connection among AT biomechanics and complex pathophysiologies following critical illness may inform swallowing screening, assessment and rehabilitation in this population. This session will explore an integrated AT framework both in health and following critical illness, particularly for those receiving invasive ventilation, discuss current research and consider implications for swallowing assessment and dysphagia management.

Learning objectives:

Attendees will be able to:

  • Describe multi-system integration during swallowing in both health and critical illness.
  • Understand emerging swallowing profiles and dysphagia risk factors following invasive ventilation.
  • Explore a cross-systems conceptual framework for swallowing assessment and dysphagia management following critical illness and invasive ventilation.
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Students

Age Group(s)

Adult (18-64)

3:00 PM – 3:30 PM

Afternoon Break

Join us for refreshments on the trade show floor and meet with the exhibitors.

3:30 PM – 5:00 PM

Engaging Patients Partners: An Essential Step Toward Maximizing the Quality of Care and Research

The language used in the descriptions reflects the language of the sessions.

The patient perspective and ultimately their care priorities are different from that of clinicians and researchers. Engaging patients and their caregivers as partners in how we design research and/or plan care delivery offers a unique lived experience that informs clinicians of potential barriers and the strategies on how to mitigate them. Patient partners offer unique insight into health care and are integral members in the conception, development, and execution of clinical practice and/or research. Furthermore, patients offer clinicians insights that support successful translation and dissemination. We will provide an overview of patient-oriented research and clinical practice as well as an introduction to involving patient partners in both domains. We will share our own real world successes in partnering with patients in both the clinical and research realm. An interactive Q&A with the speakers will follow the didactic portion of this session.

Learning objectives:

  • Provide an overview of patient-oriented clinical practice and research, highlighting its need in health care.
  • Understand patient partner onboarding and involvement through “real world” examples.
  • Recognize patient motivation and rationale behind engaging in planning health care provision and research.
Level

Introductory

Intended Audience

Speech-Language Pathologists, Students

Age Group(s)

Adult (18-64)

5:00 PM – 6:00 PM

Welcome Reception

Times and content subject to change.

Friday

6:45 AM – 7:30 AM

SAC Run/Walk

Start your day off right with a refreshing walk or run with your colleagues. Enjoy Vancouver’s beautiful scenic views before you begin day two of the conference.

8:30 AM – 12:00 PM

An Update on Evidence-Based Interventions for Acquired Language Disorders Across the Continuum of Care

La langue utilisée dans la description reflète la langue de la séance.

Following a brief overview of contemporary conceptualizations of aphasia and other acquired language disorders and their management in a variety of healthcare settings, this presentation will critically review recently developed interventions designed to: (a) directly remediate acquired language disorders, common, concomitant extra-linguistic issues, or both, and (b) via compensatory approaches (e.g., communication partner training), indirectly address acquired language disorders, related concomitant impairments, or both.

Learning objectives:

  • Participants will be able to describe recently developed therapy procedures designed to directly address and remediate the linguistic and related concomitant symptoms of adults with aphasia or other acquired language disorders.
  • Participants will be able to describe recently developed therapy procedures designed to compensate for or indirectly address the linguistic and related concomitant symptoms of adults with aphasia or other acquired language disorders.
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Students

8:30 AM – 12:00 PM

Bilingual Children with Developmental Disorders on the Yellow Brick Road: Brain, Heart and Courage

The language used in the descriptions reflects the language of the sessions.

The majority of the population in Canada is at least bilingual, and a significant proportion of children grow up speaking more than one language. However, when many of these children struggle with literacy and academic tasks in schools, it is often difficult for S-LPs to establish the degree to which these difficulties are associated, if at all, with the child’s language abilities. This presentation will discuss the most recent research-based recommendations for assessment of bilingual children, and will provide guiding principles on how to support pre-school and school-aged bilingual children who are neurodivergent or have language or cognitive delays

Learning objectives:

  • Describe differences between language delay vs. lack of language proficiency,
  • Identify additional difficulties that neurodivergent children who are bilingual experience in schools and why
  • Explain how oral languages is fundamental to literacy development
  • List some main approaches to assessment and intervention of bilingual children.
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Communication Health Assistants, Students

Age Group(s)

Pre-School (0-4), School Aged (5-17)

8:30 AM – 12:00 PM

The Role of the Speech-Language Pathologist on a FASD Diagnostic Team

The language used in the descriptions reflects the language of the sessions.

Fetal Alcohol Spectrum Disorder (FASD) is the leading non-genetic cause of developmental disability in Canada. The Manitoba FASD Centre in Winnipeg has been providing assessments for children and youth prenatally exposed to alcohol for over two decades. It typically receives over 400 referrals a year from across the province. The Manitoba FASD Centre follows the Canadian FASD Diagnostic Guidelines (2015) as a framework for the diagnostic process. The Guidelines outline 10 areas of brain domain functioning as part of the neurodevelopmental assessment of FASD. A multidisciplinary team approach, which includes a speech-language pathologist (S-LP), is strongly recommended due to the complexity of the disorder. Challenges in the diagnostic process as well as trends in the assessment findings relating to domains of brain functioning will be discussed. Team collaboration in the development of concrete and practical intervention strategies that highlight the client’s strengths and weaknesses, will also be outlined.

The objectives of this presentation are to discuss:

  • Influences contributing to maternal alcohol consumption
  • Maternal risk factors associated with FASD
  • The Canadian FASD Diagnostic Guidelines (2015)
  • Barriers to the assessment process
  • Role of the S-LP on a FASD diagnostic team
  • The recommended speech and language assessment tools when querying FASD
  • The neurodevelopmental profile of individuals with FASD
  • Intervention strategies for individuals with FASD
  • Past and present speech and language research
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Communication Health Assistants, Students

Age Group(s)

Pre-School (0-4), School Aged (5-17)

10:00 AM – 10:30 AM

Morning Break

Join us for refreshments on the trade show floor and meet with the exhibitors.

12:00 PM – 1:30 PM

Lunch in Exhibit Hall

Join us for lunch on the trade show floor and meet with the exhibitors.

1:30 PM – 5:00 PM

Accessing It All: AAC Options for All Learners

La langue utilisée dans la description reflète la langue de la séance.

Deciding what communication system to trial with a client can be a very overwhelming process. Frequent questions such as paper-based or high tech? Dedicated or iPad? If dedicated, what system? If iPad, what app? are asked on a regular basis. The questions are almost endless as clinicians attempt to match specific features with specific clients. Now what happens if the client in question is not a direct selector or requires modifications to access a robust communication system? What options are then available?

A bulk of this presentation will be dedicated towards the different types of access methods that may be required for a clinician to support their client. Participants will look at both technology-based solutions and partner-based solutions for their clients. Switch access, joystick use, eye-gaze, and head tracking/pointing will be discussed as viable means of access for complex communicators. Participants will see examples and videos of individuals accessing AAC via these methods. Given the ever-evolving nature of technology, participants will look to the future to see what is on the horizon for working with complex communicators and how technology makes accessing communication easier. It is important to note that technology is not always available, required, or a best fit. In these cases, clinicians may need to investigate how to use a robust communication system with parent-assisted scanning or eye-gaze.

Accessibility doesn’t just end at direct vs. indirect access. We must think about our clients’ vision. How can we make sure that their robust system is visually accessible? And if visual accessibility is not possible, or preferred, what can we do to create a tactile-accessible communication system? We will look at available options for both categories, as well as how we can customize what is already in place to help accessibility.

Participants will learn why it is important to look at clients from a holistic perspective, and why they need to consider multi-modal communication when implementing any form of communication with their clients.

Finally, participants will work together with the presenter to brainstorm next steps for their clients. The “WHAT” after you begin implementing an AAC system is always a big question from clinicians. But there is an extra layer required when considering AAC users who may have some accessibility concerns.

Learning objectives:

  • Describe the differences in how direct and in-direct selectors access AAC.
  • Identify at least five different accommodations available when pure direct selection is not ideal for an AAC user.
  • Discuss three ways to incorporate AAC use into your clients everyday environment while dynamically assessing accessibility needs.
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Communication Health Assistants, Students

1:30 PM – 5:00 PM

Intervention for Bilingual and Multilingual Children

La langue utilisée dans la description reflète la langue de la séance.

The basic principles of language intervention are the same for monolingual and bilingual children: children need activities that are motivating, that advance their language and that help them communicate more efficiently. However, for multilingual children, many questions arise, notably which language(s) to focus on in therapy, whether to prioritize one language over another, whether to work on the same linguistic structures in both languages, whether treatment gains transfer from one language to the other, how to motivate bilingual children and their families, and how to maximally support the child’s learning in the short and long run.

This lecture will:

  • survey answers to these questions from the research literature and point to concrete ways in which therapy could be planned following the current state of the art.
  • present new research data on an international treatment efficacy study, and international parent interview study and on longitudinal data on the language development of immigrant children in Montreal to present the process of becoming bilingual from the viewpoint of children and their parents.
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Communication Health Assistants, Students

Age Group(s)

Pre-School (0-4), School Aged (5-17)

1:30 PM – 5:00 PM

Traumatic Brain Injury and Vulnerable Populations; An Important Role for Speech-Language Pathology

La langue utilisée dans la description reflète la langue de la séance.

Traumatic brain injury (TBI) is highly prevalent among vulnerable and underserved populations such as those in the criminal justice system, and those who are homeless or unstably housed. In fact, the prevalence of TBI among these populations is a serious public health issue. Not surprisingly, a history of TBI (diagnosed or suspected) precedes their experience of criminal involvement and or homelessness for many. More recently, there is increased awareness of TBI among women survivors of intimate partner violence (IPV). Prior to the COVID-19 pandemic, statistics showed that 1 in 4 women would experience IPV in their life-time, however throughout the pandemic, this has increased to 1 in 3. The majority of these individuals have not had access to proper diagnosis, care and rehabilitation.

The communication challenges associated with TBI including cognitive-communication disorders and social communication disorders are often superimposed upon pre-existing language and literacy issues for some of these individuals. Moreover, these communication disorders negatively impact outcomes and community reintegration and can be a factor in recidivism for those who are justice involved.

Speech-language pathologists can play an important role in mitigating these challenges through direct intervention as well as through training of front-line staff.

This presentation will provide opportunities for learning through didactic lecture, video, as well as discussion and audience small group activities.

Learning objectives:

  • Understand the prevalence of traumatic brain injury among vulnerable populations
  • Understand the intersection of psychological trauma in concert with physical and brain trauma
  • Identify the cognitive-communication and social communication impairments that contribute to vulnerability
  • Understand the role of speech-language pathology in assessing and treating these individuals
  • Learn specific strategies and techniques to support these individuals
  • Understand the value and importance of education and training of front-line staff
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Students

Age Group(s)

Adult (18-64)

3:00 PM – 3:30 PM

Afternoon Break

Join us for refreshments on the trade show floor and meet with the exhibitors.

6:00 PM – 8:00 PM

Social Event

Information coming soon

Saturday

8:00 AM – 3:00 PM

Interventions to Support Children with Developmental Language Disorder

La langue utilisée dans la description reflète la langue de la séance.

Developmental Language Disorder (DLD) is a persistent language problem with a significant impact on everyday social interactions or educational progress. In this workshop, we’ll briefly review the criteria and characteristics of DLD, but we’ll spend the majority of the session talking about intervention. We’ll discuss classroom strategies, small group supports, and individual therapies, primarily in the context of school-aged children although the information will be relevant to other ages as well. We’ll also think about intervention design, monitoring outcomes and options for intensifying intervention when needed. This will be an interactive session with ample time for questions and discussion.

Learning objectives:

  • Understand the criteria and characteristics of Developmental Language Disorder
  • Know evidence-based intervention options for children with DLD
  • Have strategies for monitoring and modifying intervention as needed
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Communication Health Assistants, Students

Age Group(s)

School Aged (5-17)

8:00 AM – 11:15 AM

Biliteracy Instruction in French Immersion

La langue utilisée dans la description reflète la langue de la séance.

The target for this session is school S-LPs seeking to coach teachers to implement evidence-based reading support in the classroom.

Structured instruction in phonological awareness, phoneme-grapheme correspondences, spelling rules and morphological awareness is critical for literacy success (NRP, 2000, Bowers, Kirby & Deacon, 2010). Students enrolled in dual language French immersion programs require this in both English and French, with careful consideration of the relationship between elements of each language (Ballinger, Lyster, Sterzuk & Genesee, 2017). This workshop will map out in detail many proposed evidence-informed scopes and sequences for English and French literacy instruction from Kindergarten to grade 6 and beyond. We will cover the what, why and how of phonological awareness, phoneme-grapheme correspondences, spelling rules, and morphological awareness for classroom instruction. Throughout, opportunities to foster bidirectional transfer across English and French will be highlighted.

Learning objectives:

  • Gain familiarity with robust research evidence pertaining to critical elements of literacy instruction
  • Identify and understand the components and developmental sequence of literacy instruction in English and French
  • Identify key similarities and differences in English versus French phonological awareness, phoneme-grapheme correspondences, spelling rules, and morphological awareness
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Students

Age Group(s)

School Aged (5-17)

8:00 AM – 11:15 AM

Inferencing in Narratives

La langue utilisée dans la description reflète la langue de la séance.

Inferential comprehension is a fundamental ability for the development of social competence, oral language, and reading abilities of children. Moreover, inferencing skills are known to be critical to comprehension across both oral and written contexts and enable the construction of coherent and complete mental representation of messages. This presentation will cover (a) an overview of inferential comprehension development in narratives, (b) inferential comprehension difficulties in young populations (e.g. children with developmental language disorders (DLD), children with autism spectrum disorders (ASD), children exposed to neglect), and (c) explore evidence-based interventions in order to foster inferential comprehension in narratives. In this presentation, S-LPs will be invited to reflect about both aspects of assessment and intervention of inferencing in narratives.

Learning objectives:

  • Understand key elements of inferential comprehension development in children aged 6 years and under
  • Explore different assessment tasks that can be used to assess inferencing in narratives
  • Identify potential inferential comprehension difficulties in young populations
  • Reflect on evidence-based interventions in order to foster inferential comprehension in narratives
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Communication Health Assistants, Students

Age Group(s)

Pre-School (0-4), School Aged (5-17)

8:00 AM – 11:15 AM

The S-LP’s Role in Long-Term Care: How Can We Create a Clinical Pathway?

La langue utilisée dans la description reflète la langue de la séance.

Older adults residing in long-term care present with several health challenges – many of which are inextricably linked to dysphagia. Unfortunately, speech-language pathologists are under-utilized in this setting. As such, we need to take an interdisciplinary approach to care to ensure the appropriate referrals are made and resident needs are met. In addition to empowering clinicians to advocate for increased S-LP services in long-term care by outlining a potential care pathway, this session will focus on many of the factors that need to be addressed when we are asked to see residents of long-term care. We will discuss presbyphagia, determining swallowing pathophysiology, feasible intervention options and nutrition. Best practices for screening, assessing, and treating dysphagia will also be covered. Ultimately, attendees will walk away from the session with the information required to advocate for increased S-LP services in long term care, as well as increased knowledge of how to assess and treat dysphagia given the current restrictions imposed on Canadian S-LPs working in long-term care.

Learning objectives:

  • Describe the importance of integrating S-LPs into long-term care settings.
  • Identify two ways S-LPs can help to create a clinical pathway for dysphagia referrals in long-term care.
Level

Intermediate

Intended Audience

Speech-Language Pathologists

9:30 AM – 9:45 AM

Morning Break

Join us for refreshments.

12:00 PM – 1:30 PM

Lunch

Join us for lunch.

1:00 PM – 3:00 PM

Planting Two Trees with One Seed: AAC Supports for Challenging Behavior

La langue utilisée dans la description reflète la langue de la séance.

This presentation will introduce evidence-based AAC supports for individuals with autism spectrum disorder (ASD) or other developmental disabilities who engage in challenging behaviour. Strategies will include functional communication training and choice-making supports.

Learning objectives:

  • Explain the relationship between communication and problem behavior
  • Describe four essential elements of functional communication training (FCT)
  • Describe the use of contingency maps as an adjunct to FCT
  • Give an example of the use of AAC for choice-making as a solution for problem behaviour
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Communication Health Assistants, Students

Age Group(s)

Pre-School (0-4), School Aged (5-17), Adult (18-64)

1:00 PM – 3:00 PM

Selective Mutism: How to Identify and Treat!

La langue utilisée dans la description reflète la langue de la séance.

Selective Mutism is a rare disorder affecting 1% of children. In this presentation, we will review how to identify this disorder, its etiology and longitudinal course, and current evidence based treatment recommendations to help children struggling with Selective Mutism. This presentation will include some hands on practice opportunities for participants as well as resources to best support families.

Learning objectives:

  • How to identify Selective Mutism and its causes.
  • How to treat Selective Mutism in the community.
  • When to seek specialized help and what resources are out there.
Level

Intermediate

Intended Audience

Speech-Language Pathologists

Age Group(s)

Pre-School (0-4), School Aged (5-17)

1:00 PM – 3:00 PM

The Speech-Language Pathologist (S-LP) Role in Medical Assistance in Dying

La langue utilisée dans la description reflète la langue de la séance.

In June 2016, Canada legalized medical assistance in dying (MAID) as a right and set legal requirements around patient consent and participation. In March 2021 there were amendments to the law and safeguards put into place which allowed access to an assisted death for a broader client population. For patients with communication disorders who lack communication support, access to this right and the ability to fully consent can be limited. At the same time, despite the role of Speech-Language Pathologists (S-LPs) in providing communication supports at end-of-life, there continues to be almost no research or practice guidance around S-LP participation in MAID and limited awareness of the benefits of S-LP contributions to MAID.

Learning objectives:

  • Address the unique role of S-LPs in the MAID process by combining clinical insight from S-LP participation on interdisciplinary MAID teams since 2016 with S-LP best practices on capacity to consent in end-of-life conversations.
  • Address gaps in client care by outlining the S-LP role in MAID, sharing clinical experiences, case studies and practical resources in order for S-LPs to feel more prepared to support a client’s communication during the MAID process.
Level

Intermediate

Intended Audience

Speech-Language Pathologists, Students

Age Group(s)

Adult (18-64), Senior (65+)