Course Description:
Supervising speech-language pathologists are tasked with promoting the growth of future SLPs. This educational session will describe the supervisory process, supervisor expectations, feedback strategies, telesupervision, and frequently asked questions. State and ASHA resources will be shared that will enhance the knowledge and skills of the supervisory process.
Learning Objectives:
Following this session, participants will be able to:
Describe the stages of Anderson’s Continuum
Explain strengths and weaknesses of different types of feedback
State three technology-based supervision techniques
Presenters: Jeridy Oetken, SLP.D., CCC-SLP, is a speech-language pathologist with over 20 years of clinical experience. She has served populations from newborn through geriatrics in settings including hospital acute care, outpatient, rehabilitation, home health, assisted living, long term care, skilled nursing facilities, public and private schools, private practice, and in the university clinic. Dr. Oetken has supervised and mentored graduate students in the university and community settings, externship students in the school setting, paraprofessionals/assistants in the school setting, and Clinical Fellows in long-term care and school settings.
Klaire Brumbaugh, ClinScD, CCC-SLP, is an assistant professor and the director of clinical services for the University of Central Missouri. Prior to joining the university, Dr. Brumbaugh’s primary work experience was with the birth to three population.
Melanie Hilgers, M.S, CCC-SLP, is a clinical associate profession and the clinic director at Kansas State University. Mrs. Hilgers has been clinic director for 13 years. Prior her role at the university she was a speech - language pathologist providing services to the preschool and school aged client populations.
Disclosures:
Jeridy Oetken is employed by Kansas State University and is a member of ASHA and KSHA.
Klaire Brumbaugh is employed by the University of Central Missouri and is a member of ASHA and KSHA.
Melanie Hilgers is employed by Kansas State University and is a member of ASHA and KSHA.
This online webinar is FREE of charge to KSHA members who have renewed their membership by April 1, 2025.
ASHA now requires one hour of continuing education in the area of ethics. This course will satisfy that requirement.
Ethics: Professional Development Requirements
Who? All individuals who hold the CCC-A and/or CCC-SLP.
What? Out of 30 required professional development hours for certification maintenance, at least 1 hour must be in the area of ethics.
When? Beginning with certificate holders in the January 1, 2020–December 31, 2022 certification maintenance interval.
How Often? Each 3-year maintenance interval.
Course Description: This educational session will describe ethical issues often faced in healthcare settings, school-based settings and in supervision of students and support personnel as well as decision-making models to improve understanding and use of strategies to make ethical decisions. Analysis of the code of ethics put forth by the American Speech-Language-Hearing Association will be used to support the ethical decision-making process.
Learning objectives:
1. At the end of this presentation attendees will be able to identify rules and principles for potential ethical violations.
2. At the end of this presentation attendees will be able to apply an ethical decision making framework to clinical scenarios.
3. At the end of this presentation attendees will be able to define non-maleficence, justice, autonomy, and beneficence.
Speakers: Klaire Brumbaugh, ClinScD, CCC-SLP, is an assistant professor and the director of clinical services for the University of Central Missouri. Prior to joining the university, Dr. Brumbaugh’s clinical experience primarily centered around early intervention services.
J. Nikki Gaylord, ClinScD, CCC-SLP is an assistant professor at Murray State University. She has 20 years of clinical experience in a variety of settings. Most recently, she has worked in the schools and in an outpatient medical setting.
The speakers have no financial or non-financial disclosures.
Course Description:
The presenters will discuss concepts related to diversity and equity including identity, privilege, power, bias, and others. The presenters will provide evidence for how these issues impact individuals and groups within our society and our disciplines. The presenters will use recorded monologues from three individuals who speak to their experiences. Attendees will receive action steps they can take within their professional environments.
Learning Objectives:
Following this session, participants will be able to:
Define key terms related to diversity and equity.
Identify how issues related to diversity and equity impact their professional environment.
Create an action plan for their professional environment.
Presenters: Stephanie Meehan, PhD, CCC-SLP
Dr. Stephanie Meehan is a clinical assistant professor at the University of Kansas. She currently leads a team of clinical practicum students on the Promoting Access and Advocacy to Communication and Education (PAACE) team, which serves clients in the Schiefelbusch Speech-Language-Hearing Clinic. She teaches the Introduction to AAC class to speech-language pathology master’s students. Her primary professional interests include improving the pre-service education and training in the area of AAC and issues of diversity, equity, and inclusion in the field of speech-language pathology.
Matthew Gillispie, PhD, CCC-SLP
Dr. Matthew Gillispie is a clinical associate professor and director of the Schiefelbusch Speech-Language-Hearing Clinic at the University of Kansas. His clinical and research interests include the assessment and intervention of preschool and school-age children with speech, language, and literacy disorders, including cultural and linguistic considerations when working with Native American children and families. Joshuaa Allison-Burbank, PhD, CCC-SLP, CPH (Diné/Acoma Pueblo)
Dr. Burbank is a speech-language pathologist on the Navajo Nation. Previously, he worked as a Project Coordinator for the Culturally Responsive Early Literacy Instruction: American Indian/Alaska Native at KU. His interests include parent coaching and public health surveillance of developmental delay in AI/AN children.
Yoosun Chung, PhD
Dr. Chung is an associate professor in the College of Education and Human Development at George Mason University. Chung teaches Special Education and Assistive Technology (AT) courses. Her research interests are individuals who use augmentative and alternative communication (AAC) and AT.
Romaric Keuwo, BA
Romy Keuwo is a Cameroonian first year graduate Speech Pathology student in the Intercampus Program for Communication Disorders at the University of Kansas. His interests include acquired neurodevelopmental, AAC, and bilingualism. He is also multilingual (French, English, Spanish).
Disclosures: Financial disclosures: Drs. Meehan and Gillispie are salaried employees of the University of Kansas and teach courses related to diversity and equity.
Drs. Allison-Burbank and Chung, and Mr. Romaric Keuwo received honorariums for their recorded contributions.
Non-Financial Disclosures: All five presenters serve in various unpaid, advocacy roles for addressing diversity and equity in speech-language pathology and higher education.
Time-Ordered Agenda (1.5-hour presentation):
Introduction and objectives (5 minutes).
Define and discuss concepts related to diversity and equity (20 minutes).
Listen to guest speakers discuss their experiences and perspectives (30 minutes).
Discuss and create action plans for attendees professional environment (20 minutes).
Tuesday, June 17
9:00 am - 12:00 pm Session
12:00 pm - 1:30 pm Lunch (on your own)
1:30 pm - 4:30 pm Session
Wednesday, June 18
9:00 am - 12:00 pm Session
12:00 pm - 1:30 pm Lunch (on your own)
1:30 pm - 4:30 pm Session
Course description: In this two-day workshop, participants will learn foundational AAC knowledge related to assessment and intervention across the lifespan. Hands-on opportunities with AAC systems will be provided throughout the two-day experience.
Learning Outcomes (after attending this session, attendees will be able to:)
1. identify 3 foundational principles of working with AAC with individuals with communication disorders
2. apply the steps of assessment and two elements of feature matching related to AAC
3. list 6 teaching strategies to use when teaching AAC to individuals with communication disorders and their support system
Presenter Disclosures:
Elizabeth Leatherman:
Financial Disclosures: Elizabeth is a salaried full-time employee at the University of Kansas and received an honorarium for presenting this workshop.
Non-Financial Disclosures: Elizabeth is the co-director of the Pardee AAC Lab at the University of Kansas.
Julie Gatts:
Financial: Salary from University of Kansas, honorarium for speaking at this workshop and lodging provided by KSHA.
Nonfinancial: CoDirector of Pardee AAC Lab and no other financial disclosures.
Two-Day Outline
Tuesday, June 17
9:00-4:30
Wednesday, June 18
9:00-4:30
Morning
Morning
Objective: Developing a shared point of view Presentation topics:
Clinical Philosophy
Communication Bill of Rights
Least dangerous assumption
Presuming competence
Part time AAC/multimodal communication
SLP role: Problem solver
AAC Jargon and terms
Hardware
Software
Company names
Dedicated v not dedicated
“Hidden curriculum” of AAC for the SLP
Contacting reps
Contacting tech support
What you need to know to call
Statewide resources
ATK
Pardee lab
Funding rules and regs
Myths v reality
Coding
EBP Teaching Strategies
Modeling
Wait time
Responding
Attributing meaning
Recasting
Event casting
Least to most
Objective: AAC in Acquired Disorders Presentation Topics
Before June 2
KSHA members: $149
Non-members: $249
KSHA student members: $30
Non-member students: $60
After June 2
KSHA members: $169
Non-members: $269
KSHA student members: $50
Non-member students: $80
Thanks to Shawnee Mission School District for hosting this conference!
In order to receive CEUs, participants will be required to complete a course evaluation within ten days of the conclusion of the event. This course evaluation with include two to three questions to reflect on your learning.
CANCELATION:
If notified by email (ksha@ksha.org) before June 10th, registration will be refunded minus the $30 cancelation fee. more info...
Imran Musaji, PhD, CCC-SLP The presenter has no financial or non-financial relationships to disclose.
Session Summary:
Explore the evolving landscape of AI in Communication Sciences and Disorders (CSD) in this session. We will demystify AI terminology, explore AI applications in CSD, and examine the current ways the technology is being translated into clinical practice. We will address critical implementation issues, such as bias, transparency, and ethics, and consider the technology in the context of diversity, equity, and inclusion. A new segment will also address growing public and professional misconceptions about AI, helping attendees distinguish between fact and hype. The session concludes with professionally aligned guidelines and a curated list of accessible AI tools for immediate exploration. Join the discussion on how AI can impact clinical services for good, and ill.
Learning Outcomes:
By the end of this session, participants will be able to:
Define core AI terminology and distinguish between different AI approaches relevant to CSD.
Identify common myths and misconceptions about AI and explain their implications for clinical decision-making.
Recognize ethical risks in AI implementation, and describe frameworks to guide responsible use.
Expanded Description:
Artificial Intelligence (AI) holds enormous potential for transforming clinical care, research, and administrative practices in CSD. However, the field faces challenges around ethics, inclusion, misuse, and miscommunication. This session provides a foundational overview of AI models and terminology, introduces frameworks for ethical evaluation, and explores real-world examples from research and clinical domains. We will also address the critical translational gap between promising research and real-world integration.
New to this session is a focused segment on debunking growing misunderstandings regarding AI. These misconceptions often hinder effective implementation and inflate expectations. Key myths addressed include:
AI is constantly learning from users (Most models, like ChatGPT, are static after training).
AI understands language like humans (It predicts based on patterns, without comprehension).
AI is unbiased or neutral by design (Bias is embedded in training data).
Bigger models are better (Not always true for specialized clinical applications).
AI has internet access or awareness (It doesn’t unless explicitly connected).
AI is fully autonomous (Most systems rely heavily on human constraints).
AI-generated content is easy to spot (Not necessarily, especially in speech or writing).
These clarifications will be embedded within broader discussions of ethics, DEI, and clinician responsibility, and some of the most recent advances in AI utilization within CSD.
This session emphasizes clarity, caution, and clinician agency—giving participants the tools they need to engage with AI without being overwhelmed or misled.
