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Welcome to
Power Up Outcomes with EBP Techniques Conference
Replays will be posted shortly

Welcome to the future of SLP conferencing and CEU earning. This is the entrance hall of the Conference. Please make yourself comfortable and feel free to explore. On August 3rd, 2020, at 6:30 am (PT), the doors to our first ever virtual conference will open and you don’t want to miss out!

Conference courses will be recorded and made available for CEU self-study for the next 12 months

How It Works

What can I do?

Learn from national leading experts in the field of speech-language pathology from your living room, kitchen, backyard, or home office.  Navigate through our virtual exhibit hall where you will learn about the latest and greatest products in our field.  Advance your assessment and treatment techniques while earning CEUs in our virtual conference. Don’t forget to enter our raffle draws while you are here; you never know what you may win.

Step One

Watch live presentations between August 3rd and August 5th. Or watch recorded versions starting August 10th.

Step Two

Visit our Virtual Exhibit Hall (available July 20th). Enter raffles, win prizes, get discounts.

Step Three

Take course quizzes, get your CEU certificates (available at the end of each live or recorded course.)

Step Four

Download, fill out and submit your ASHA CE Registry form if you would like your hours to be submitted directly to ASHA.

Virtual Exhibit Hall

ENTER HERE TO WIN RAFFLE PRIZES

Our Awsome Partners

Welcome to the Main Conference Hall

SCHEDULE OF EVENTS

20 hours of Professional Development (CA SLP board approved CEUs, 20 CMHs approved)

2.0 ASHA CEUs (ASHA CE registry forms available at the end of August)

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Master Class Presentations

We are thrilled to announce our Keynote Speaker!

Past ASHA President, Dr. Tommie L. Robinson Jr.

Tatyana Elleseff, MA, CCC-SLP​
August 3 at 9:00 am PT/12:00 pm ET
Improving Critical Thinking Skills via Picture Books in Children with Language Disorders
Dr. Adriana Lavi, CCC-SLP
Pre-Recorded, Available August 15th
Pragmatics: Power Up Assessment and Tx Outcomes
Dr. Elena Plante, CCC-SLP
August 4 at 9:00 am PT/12:00 pm ET
Evaluating Psychometrics of Standardized Tests
Dr. Scott Yaruss, CCC-SLP
August 5th at 1:30 pm PT/4:30 pm ET
School-Age Stuttering: A Practical Approach
Dr. Temple Grandin
August 3 at 8:00 am PT/ 11:00 am ET
One of a Kind Mind
Dr. Carol Westby, CCC-SLP
August 3 at 1:00 pm PT/4:00 pm ET
Thinking about Thinking: Assessing Foundations for Social-Emotional Development
Dr. Lamitra Baez, CCC-SLP
August 3rd at 3:00 pm PT/6:00 pm ET
Culturally Responsive Assessments
Dr. John Jacob
August 5th at 3:30 pm PT/6:30 pm ET
The Kids Are NOT Alright. Are You?

Technical Labs

designed to offer hands-on applications to practice

Dr. Glendora Tremper, CCC-SLP​
August 4th at 4:00 pm PT/ 7:00 pm ET
Assessment and Report Writing During
COVID-19
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Charlotte Granitto, MA, CCC-SLP
Pre-Recorded, Available August 15th
Legally Defensible Report and Goal Writing
Kathy Beatty, MA, CCC-SLP
August 4th at 2:00 pm PT/5:00 pm ET
Teletherapy for Students with Limited Engagement
Screen Shot 2020-07-23 at 1.33.02 AM (002)
Rachel Kowalski, MA, CCC-SLP
Pre-Recorded, Available August 15th
Video Modeling for Social Communication (part of Lavi's Pragmatics course)
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Dr. Kathleen Whitmire, CCC-SLP
August 5th at 9:00 am PT/ 12:00 pm ET
COVID-19 & Beyond: Overcoming the Challenges in Speech-Language Therapy
Anita Klenner, MS, CCC-SLP
August 5th at 9:00 am PT/12:00 pm ET
COVID-19 & Beyond: Overcoming the Challenges in Speech-Language Therapy
Glass Family
Deanna Mercier Glass, M.Ed, BCBA
August 5th at 11:15 am PT/ 2: 15 pm ET
Effective Behavior Management for Online Speech Sessions
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Jillian Yudin, MA, AT Speciaist, SLPA
August 3rd at 4:00 pm PT/7:00 pm ET
Tips and Tricks of Teletherapy: Green Screen Made Easy

Conference Rooms

Tatyana Elleseff, MS, CCC-SLP
Improving Critical Thinking Skills via Picture Books in Children with Language Disorders

August 3rd at 9:00 am PT/12:00 pm ET

Critical thinking involves analysis, synthesis and evaluation of information in order to recognize patterns, distinguish right from wrong, offer opinions, anticipate reactions, compare scenarios to choose favorable outcomes, as well as consider a variety of solutions to the same problem. These are the skills children need to make appropriate independent decisions. For language impaired children, critical thinking skills hierarchy needs to be explicitly addressed in therapy sessions in order to improve these children’s independent decision-making abilities. This workshop will discuss how to address critical thinking skills through picture books utilizing the framework outlined in Bloom’s Taxonomy: Cognitive Domain which encompasses the categories of: knowledge, comprehension, application, analysis, synthesis, and evaluation.
 
 

ASHA: 0.2 Intermediate (eligible for ASHA  CE registry, August 20th)

CA SLPAHB: 2.0 hours Live and Self-Study

CMH: 2.0 hours Live and Self-Study

  1. Describe components of Blooms Taxonomy relevant to critical thinking skills instruction 
  2. List critical thinking skills hierarchy
  3. Discuss how to implement effective critical skills instruction via picture books

Tatyana  Elleseff, MA, CCC-SLP is a bilingual SLP, specializing in issues of multicultural, internationally & domestically adopted, at-risk children with communication disorders in school and private practice settings. She has been published a variety of journals as well as presented for a number of medical, academic and non-profit organizations and speech-language-hearing associations.   She is a clinical instructor at the RWJ Medical School Dept. of Psychiatry & a clinical supervisor at Rutgers Day School. 

Dr. Carol Westby, CCC-SLP
Thinking about Thinking: Assessing Foundations for Social-Emotional Development

August 3rd at 1:00pm PT/ 4:00pm ET

Given the role of Theory of Mind (ToM) in social and academic functioning in children with language impairments, hearing loss, or autism and the recent rapid increase in our understanding of the neurological and environmental factors that contribute to ToM, it is important that and speech-language pathologists recognize delays and deficits in ToM and have strategies for assessing and developing ToM in persons they serve.

This presentation will (a) review current research documenting neural bases for emotional understanding and theory of mind and (b) describe the developmental stages of theory of mind from infancy through adolescence.. Participants will be able to evaluate infants’/toddlers, preschool, and school-age children’s level of ToM and provide justification for targeting ToM in intervention.

ASHA: 0.2 Intermediate (eligible for ASHA  CE registry, August 14th)

CA SLPAHB: 2.0 hours Live and Self-Study

CMH: 2.0 hours Live and Self-Study

  • Summarize current research documenting neural bases for emotional understanding and Theory of Mind
  • Describe the developmental stages of ToM from infancy through adolescence
  • Assess ToM/pragmatic skills in children from infancy through adolescence

Dr. Westby is a consultant for Bilingual Multicultural Services in Albuquerque, NM and an affiliated professor at Brigham Young University in Provo, UT. She is a fellow of the American-Speech-Language-Hearing Association (ASHA), holds Board Certification in Child Language, and has received the Honors of the Association. She has published and presented nationally and internationally on theory of mind, language-literacy relationships, narrative/expository development and facilitation, assessment and facilitation of written language, metacognition/ executive function, and issues in assessment and intervention with culturally/ linguistically diverse populations. She is the developer of the Westby Symbolic Playscale. She has been principal investigator on a number of clinical service, research, and personnel preparation grants. She has a BA in English from Geneva College and an MA and PhD in Speech Pathology from the University of Iowa.

Dr. Lamitra Baez, CCC-SLP
Culturally Responsive Assessment

August 3rd at 3:00 pm PT/ 6:00 pm ET

There is an increasing number of culturally and linguistically diverse (CLD) students, who are English Language Learners (ELLs) or speak dialects other than Standard American English, in America’s schools. Professionals frequently experience challenges with differentiating language differences from language impairments in CLD students who are struggling in school. This workshop addresses nonbiased assessment strategies and materials that can be used to contribute to appropriate eligibility decisions.

ASHA: 0.1 Intermediate (eligible for ASHA  CE registry, August 20th)

CA SLPAHB: 1.0 hour Live and Self-Study

CMH: 1.0 hour Live and Self-Study

Participants will summarize federal and state regulations and ASHA guidelines pertaining to nonbiased assessment of CLD students.
Participants will identify potential sources of bias on standardized language tests used to assess CLD students.
Participants will apply culturally responsive methods for differentiating between language differences and language impairments in CLD students.

Dr. Lamitra Baez is a full-time assistant professor for the Communication Sciences and Disorders Department at Loma Linda University. Since 2003, she has skillfully held a variety of SLP positions with emphasis in working with infants, toddlers, preschoolers and school-aged children with various speech and language disorders. Her professional interests include language disorders, differential diagnosis, and cultural diversity. She often lectures on issues relevant for serving culturally diverse populations. She holds a PhD in Educational Psychology, where her research focused on the relationship between culturally competent teaching and special education referrals for African American students.

 

Dr. Elena Plante, CCC-SLP
Understanding Psychometric Properties of Standardized Tests

August 4th at 9:00 am PT, 12:00 pm ET

A recent publication noted that practicing speech-language pathologists strongly associated evidence-based practice with treatment, but not with assessment.  This may be, in part, with an implicit belief that published tests have something of a privileged status.  Moreover, many clinicians feel ill prepared to navigate test manuals to determine if the evidence is available to support their clinical needs.  In this presentation, we seek to equip clinicians with the skills needed for evidence-based diagnostics.  The presentation will explode popular myths about standardized testing (e.g., tests themselves are valid or invalid, test bias is avoided if the norms include minority children).  Real cases and examples from tests will be used to illustrate core principles of evidence-based assessment.

ASHA: 0.2 Intermediate (eligible for ASHA  CE registry, August 20th)

CA SLPAHB: 2.0 hours Live and Self-Study

CMH: 2.0 hours Live and Self-Study

1) Participants will learn to link specific psychometric evidence supporting practice to specific purposes for assessment.

2) Participants will learn to identify basement effects that prevent accurate diagnoses of impairment.

3) Participants will learn how bias is assessed and avoided in norm-referenced testing.

4) Participants will learn about diagnostic questions that are not addressed via standardized testing.

Dr. Elena Plante conducts research primarily in the area of developmental language disorders. Her work concerns the accurate identification of adults and children with this condition, improvement of learning by these individuals, and understanding the neurobiological substraits of the disorder. She is a co-author on several standardized tests for children with language disorders including the Pediatric Test of Brain Injury, the Test of Integrated Language and Literacy Skills, and the Shirts and Shoes Test.  Her lab is actively engaged in treatment research to improve grammatical morpheme skills in preschool children with specific language impairment.  She has been conducting neuroimaging research for over 20 years and she primarily uses fMRI as a tool for revealing recruitment of cognitive systems for language processing. Her work has been funded by grants from the National Institute on Deafness and Other Communication Disorders and the National Institute on Aging and the Institute for Educational Science. Dr. Plante has numerous ongoing collaborations with researchers nationally and abroad. 

Tatyana Elleseff, MS, CCC-SLP
Components of Effective Reading Intervention

August 4th at 12:00 pm PT/3:00 pm ET

This session will discuss components of effective reading instruction including: phonological awareness (sound manipulation in words), alphabetic principle (sound letter correspondence), orthographic instruction (knowledge of reading/spelling rules), vocabulary instruction, morphological awareness (prefixes, suffixes and word origins), fluency (automaticity, prosody, accuracy and speed, expression, intonation and phrasing), text comprehension and encoding (spelling). It will provide recommendations on how these components can be cohesively integrated in order to improve reading abilities of children with language disorders and learning disabilities.  
 

ASHA: 0.2 Intermediate (eligible for ASHA  CE registry, August 20th)

CA SLPAHB: 2.0 hours Live and Self-Study

CMH: 2.0 hours Live and Self-Study

    1. Discuss scientific research relevant to reading intervention

    2. List components of effective reading instruction
    3. Explain how to incorporate components of reading instruction into speech language therapy sessions 

Tatyana  Elleseff, MA, CCC-SLP is a bilingual SLP, specializing in issues of multicultural, internationally & domestically adopted, at-risk children with communication disorders in school and private practice settings. She has been published a variety of journals as well as presented for a number of medical, academic and non-profit organizations and speech-language-hearing associations.   She is a clinical instructor at the RWJ Medical School Dept. of Psychiatry & a clinical supervisor at Rutgers Day School. 

Dr. J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA
School-Age Stuttering: A Practical Approach

August 5th at 1:30 pm PT/4:30 pm ET

School-age children who stutter can face many challenges, both in and out of the classroom. Unfortunately, many speech-language pathologists report that they are not confident in their ability to help children deal with these consequences of stuttering. This brief presentation will describe how clinicians can help children and teens who stutter improve their fluency, reduce their negative reactions to stuttering, educate others about stuttering, and communicate effectively across speaking situations. Participants will come away from the workshop feeling more confident in their ability to help children who stutter and more knowledgeable about how to help children who stutter in the school setting and beyond.

ASHA: 0.2 Intermediate (eligible for ASHA  CE registry, August 20th)

CA SLPAHB: 2.0 hours Live and Self-Study

CMH: 2.0 hours Live and Self-Study

  • Select and implement several appropriate treatment strategies for helping school-age children and adolescents who stutter speak more easily and communicate more effectively
  • Help students identify, understand, and overcome affective and cognitive reactions to stuttering
  • Describe 2 ways to effectively involve families, teachers, and others in the treatment plan

Scott Yaruss is a Professor of Communicative Sciences and Disorders at Michigan State University. In addition to conducting research on the development of stuttering in young children, Dr. Yaruss has extensive experience working with children and adults who stutter in a wide variety of clinical settings. He frequently presents continuing education workshops to help speech-language pathologists feel more confident in their ability to help preschool and school-age children, adolescents, and adults who stutter. He has authored or coauthored nearly 300 papers, articles, chapters, or booklets on stuttering. He is also co-author of the Overall Assessment of the Speaker’s Experience of Stuttering (OASES), as well as School-age Stuttering Therapy: A Practical Guide, Early Childhood Stuttering Therapy: A Practical Guide, Minimizing Bullying in Children Who Stutter, and other guides published by Stuttering Therapy Resources. (www.StutteringTherapyResources.com).

Dr. Adriana Lavi, CCC-SLP
Pragmatics: Power Up Assessment and Tx Outcomes

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Pre-Recorded, Available August 15th

This session will discuss video-based assessment methods of social communication (including the new CAPs test), and discuss how using these results lead to more accurate diagnosis and intervention planning. Social communication profiles of individuals with various neurodevelopmental disorders will be analyzed to assist practitioners with differential diagnosis.

This session will also present an interdisciplinary approach to addressing social communication deficits through a real-life video-based peer modeling method that targets comprehension of social context cues, reading and using facial expressions and tone of voice. Specific skills such as detecting sarcasm, deceit and expression of empathy will be targeted.

ASHA: 0.2 Intermediate (eligible for ASHA  CE registry, August 20th)

CA SLPAHB: 2.0 hours, pre-recorded

CMH: 2.0 hours, pre-recorded

Assessment Portion of the Presentation

  1. As a result of this presentation, the participants will be able to list and define six new pragmatics domains for the assessment of social skills/communication judgment and performance
  2. As a result of this presentation, the participants will be able to explain how assessment of non-instrumental, higher-order pragmatic skills along with nonverbal language decoding and use of nonverbal skills is critical in obtaining more accurate results.
  3. As a result of this presentation, the participants will be able to design and create a comprehensive protocol for the informal assessment of social pragmatic judgment and performance based on interactive video-based assessment tasks.

 

Intervention Planning

 

  1. Participants will define and explain dynamic video-based peer modeling and how it can be effectively used to improve social skills of students with high functioning autism and social communication disorder, elementary through high school levels.
  2. Participants will explain how teaching nonverbal skills such as decoding and use of facial expressions is critical in improving social communication, specifically the ability to understand social context.
  3. Participants will identify and comparatively analyze pre and post- treatment study results with two clinical groups, high functioning autism and social communication disorder

Adriana Lavi, PhD, CCC-SLP is a licensed speech-language pathologist, founder of the Lavi Institute for Research and Professional Development, author of the CAPs (Clinical Assessment of Pragmatics) test, VideoLearningSquad.com and VideoAssessmentTools.com platforms. Dr. Lavi is the clinical director and owner of Go2Consult Speech and Language Services with a staff of over 35 school based speech-language pathologists.

 

Technical Labs

designed to offer hands-on applications to practice

Dr. Glendora Tremper, CCC-SLP
Assessment and Report Writing During COVID-19

August 5th at 4:00pm PT/7:00pm ET

COVID19 – Its advent and subsequent stay at home measures have created many questions in the assessment, identification, and provision of services for our students with special needs. Whether we return to school in person, online, or a hybrid model, we are still required to ensure our students are provided a Free and Appropriate Public Education through IDEA. Assessment, evaluation and its necessary counterpart – report writing will need to be accomplished. This workshop will focus on how COVID19 may impact your assessment and identification of students, and how to accurately reflect that in your Speech and Language Report.

ASHA: 0.1 Intermediate (eligible for ASHA  CE registry, August 20th)

CA SLPAHB: 1.0 hour, live and self study

CMH: 1.0 hour, live and self-study

  • Review of the legal requirements and components for a speech and language evaluation and report

    Identify the impact of COVID19, school closures, and return to school, on the assessment and reporting process

    Recommendation for language to include in the Speech and Language Report to address COVID19’s impact.

Dr. Glendora Tremper has been an SLP for 25 years and a special education administrator for 19 years. She has worked in the traditional and charter school settings ensuring the needs and legal rights of all students are met. Dr. Tremper is presently the Special Education Coordinator at Springs Charter Schools (pop. 9,700), supervising all related service providers across the network. Additionally she was a school board member for Chula Vista Elementary School District in San Diego County and continues to be on the School Board of Mueller Charter School. Outside of the educational field, Dr. Tremper volunteers with and is on the board of various non-profit organizations focused on providing care for children with cleft palate and craniofacial anomalies. She has presented internationally and nationally at conferences in Mexico and San Diego.

Dr. Kathleen Whitmire, CCC-SLP​
Anita Klenner, MA, CCC-SLP
COVID-19 & Beyond: Overcoming the Challenges in Speech-Language Therapy

August 5th at 9:00 am PT/ 12:00 pm ET

The 2020-21 school schedule is uncertain, with speech-language services likely to fluctuate between onsite and online services due to health and safety concerns. Technology can be the solution by minimizing disruptions and providing seamless services regardless of the location of the student and staff.  This presentation will help you choose a platform that works well in online, onsite and hybrid situations, including features such as built-in activities that can be easily accessed across settings and documentation of student attendance and progress. The goal is to make this transition as efficient and effective as possible.

ASHA: 0.2 Intermediate (eligible for ASHA  CE registry, August 20th)

CA SLPAHB: 2.0 hours, live and self study

CMH: 2.0 hours, live and self-study

1 – List 5 challenges facing US schools in the 2020-21 school year due to COVID-19

2 – Identify factors to consider when choosing a platform for online services for school services

3 – Describe strategies for transitioning to effective and efficient online services

Kathleen Whitmire, PhD, CCC-SLP (Ret), BCS-CL, ASHA Fellow, ASHA Honors

Dr. Whitmire is Senior Advisor for AmplioSpeech.  Previously she served as Director of Educational Programs and the RTI Action Network for the National Center for Learning Disabilities and as Director of School Services in Speech-Language Pathology for the American Speech-Language-Hearing Association (ASHA).  Prior to that, she held positions as a clinic supervisor and lecturer at Syracuse University and as Assistant Professor and Chair of the Communication Disorders Department at The College of Saint Rose. She began her career as a school-based clinician in California and New York. An ASHA-certified speech-language pathologist, Dr. Whitmire is a board-certified specialist in child language and language disorders, an ASHA Fellow and recipient of ASHA Honors.  She has authored numerous peer-reviewed and invited journal articles and chapters, has served as guest editor for professional journals, and has presented extensively at the international, national, and state levels. Dr. Whitmire received her MA, MS, and PhD from the University of Rochester.  

 

Anita Klenner, MA, CCC-SLP

Ms. Klenner has a BA in Communications and Sciences Disorders and an MS in Speech Language Pathology from the University of North Dakota. She has worked as a speech-language pathologist in a variety of pediatric settings including an outpatient clinic, schools, and private practice. She currently works with AmplioSpeech where she provides individual online speech-language services digitally to students from PreK to high school addressing articulation, language, and fluency. She is licensed in OK, VA, NH, and Texas and is an ASHA-certified speech-language pathologist.

DeAnna Mercier Glass, M.Ed, BCBA​
Effective Behavior Management for Online Speech Sessions

August 5th at 11:15 am PT/ 2:15 pm ET

Challenging behavior can be disruptive to critical treatments including speech therapy. Now with many speech sessions occurring remotely, having a foundational understanding of problem behavior, why they occur, and why they persist, is of great importance. In addition, having a toolkit of evidence-based prevention, prompting, and reinforcement strategies can assist with making online speech sessions engaging, successful, and fun.

This presentation outlines ways to prevent and manage problem behaviors so that speech sessions will be optimally productive and fun. Participants will learn about the basic functions of behavior, ways to prevent problems before they occur, and how to maximize learning time in sessions while using evidence-based interventions. Participants will learn how to implement specific strategies throughout online sessions for best outcomes.

ASHA: 0.2 Intermediate (eligible for ASHA  CE registry, August 20th)

CA SLPAHB: 2.0 hours, live and self study

CMH: 2.0 hours, live and self-study

  • Identify common antecedents to problem behavior
  • Describe the ways that behavior works for students with complex communication needs (function)
  • Implement multiple reinforcement strategies effectively
  • Embed specific strategies into online speech sessions

DeAnna has worked in the field of Behavior Analysis since 2002. She earned her master’s degree in Education, Children’s Mental Health and Applied Behavior Analysis from Johnson State College in her home state of Vermont. Since becoming Board Certified in 2006, DeAnna has overseen behavioral programming in non-public schools, provided extensive training and consultation to large groups of special educators, has supported intensive in-home programs, and spent 10 years mentoring and supervising a large group of Behavior Analysts within a private ABA Company. DeAnna is passionate about helping students learn in the least restrictive environment and also supporting special educators and behavior technicians with developing an understanding of behavior so they may be maximally successful in their work.

Kathy Beatty, MA, CCC-SLP ​
Teletherapy for Students with Limited Engagement

August 4th at 2:00 pm PT/ 5:00 pm ET

Who could have predicted that we would need to support our students while staying in our homes? The success of the teletherapy session is closely connected to the ability of the clinician and student and/or parent/helper to communicate effectively in a virtual environment.

Of the many questions that clinicians have asked, the one question that keeps coming up is: How do we serve our students that have limited engagement, complex needs, behavior issues, etc? The answer is that we need a new model of services that truly supports the whole student and their families. Clinicians need this critical information now in order to provide effective teletherapy services.

ASHA: 0.2 Intermediate (eligible for ASHA  CE registry, August 20th)

CA SLPAHB: 2.0 hours, live and self study

CMH: 2.0 hours, live and self-study

  • Describe how a clinician can participate in teletherapy services synchronously and asynchronously
  • List three reasons why a student and their family may be better suited for asynchronous intervention services
  • List three different ways the parent/helper can support the student’s engagement in teletherapy
  • Explain how to combine multiple devices/screens within one teletherapy session
  • List three work arounds for limited access to equipment

Kathy has worked for 45 years in the areas of AAC and Complex Communication Needs, primarily in the school setting, collaborating with her husband, an OTR and ATP.  She has provided numerous AAC presentations on the national, state and local levels. She is currently the Senior AAC Clinical Supervisor for The Speech Pathology Group and is the Coordinator of the AAC Mentorship Program. Kathy is an ASHA SIG 12 (AAC) Coordinating Committee Member. She has served as the Director of OT, PT, SLP, and APE Services for the Educational Service Center of Erie, Huron, & Ottawa Counties and as the Therapy Team Leader for Multi-disciplinary Services in Erie County.

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