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1 | List of measurable learning objectives | Full Name-First Author, please include co-author | Author-primary and co-author biography | Presentation/Poster Title (10-word limit) | Presentation/Abstract | Financial and Non-financial Disclosure and include co-author disclosures as well | |||||||||||||
2 | LO#1 Define Hearing vs Listening LO#2 Name two cognitive screeners LO#3 Name the two largest risk factors for cognitive decline LO#4 Define SNR-50 LO#5 Name two SIN assessments | Douglas L. Beck Au.D. | Dr. Beck is among the most prolific authors in audiology with 265+ publications, interviews, and op-eds written for the AAA, ASHA, IHS, Hearing Review, Audiology Online, The Hearing Journal, the Journal of Otolaryngology ENT Research, and other professional publications addressing a wide variety of topics such as Op-Eds, audiology, language, pediatrics, cognition, cognitive screeners, prescription and OTC hearing aids, amplification, vision, psychology, neuroscience, anatomy and physiology, counselling and more. Dr. Beck is a sought-after lecturer globally and has presented 1200+ lectures, keynote addresses, podcasts, and other professional presentations. | Issues in Cognition, Audition & Amplification | This presentation will review the peer-reviewed correlations between untreated hearing loss and depression, anxiety, social isolation, communication problems, and for those at-risk, cognitive decline. The importance of objectively measuring aided versus unaided speech-in-noise (SIN) assessment and, extended high frequency assessment will be discussed. A free SIN protocol will be demonstrated. Amplification outcomes and expectations with prescription and over-the-counter products will be discussed. Many PDFs will be offered throughout the presentation, and a Q&A period will be provided. | I am a full-time employee at EssilorLuxottica NA | |||||||||||||
3 | 1. Discuss the effectiveness of utilizing the Clinicians’ Hierarchy for Advancing Treatment (CHAT) for learning how to write and develop applicable daily/weekly objectives appropriate for the client’s current level of functioning based on the graduate students’ perspective. 2. Describe how graduate student clinicians utilized the CHAT to guide their clinical decisions for scaffolding of clinical supports while planning lessons for the clinical session. 3. Identify at least 3 factors that attributed to graduate students improved confidence for treatment delivery. | Angie Abbott MS, CCC-SLP, Nicholaus Brock MS, CCC-SLP, Jessi Hardy MS, CCC-SLP | Angie Abbott, MS, CCC-SLP is a Clinical Assistant Professor at Idaho State University, where she supervises graduate student clinicians. She has been practicing since 2014 and also works PRN for an outpatient adult neurorehabilitation clinic. Areas of interest include adult neurorehabilitation and clinical instruction. Nicholaus Brock, MS, CCC-SLP, is a Clinical Assistant Professor at Idaho State University, where he supervises graduate students implementing clinical treatment for pediatric clients. He has 13 years of experience working with pediatric clients, ranging from early childhood to young adult. Areas of interest include clinical supervision and language disorders. Jessi Hardy, MS, CCC-SLP, is a Clinical Assistant Professor at Idaho State University, where she supervises graduate clinicians. She has practiced since 2008 and works PRN in subacute rehabilitation. Her interests include adult neurorehabilitation and clinical education. | Lessons in Planning: Developing Students’ Abilities to Plan Clinical Sessions | This is an encore poster presentation to ASHA Convention 2026. Clinical instructors provided explicit clinical instruction using a systematic tool, the Clinician’s Hierarchy for Advancing Treatment (CHAT), to improve beginning graduate SLP students’ perceptions of their ability to conduct clinical decision making with increased confidence. Because early clinicians often experience anxiety and benefit from structured supervision, this study provided seventeen students with a training session, reference materials, and guided practice applying CHAT to written lesson plans. The hierarchical framework aimed to provide structured guidance on adjusting aspects of clinical supports such as models, prompts/cues, linguistic complexity, and feedback. Findings on student perspectives and perceived confidence using CHAT to manage the scaffolding of clinical supports will be presented. | Ms. Abbott is a clinical assistant professor who receives a salary from Idaho State University and her conference registration fee was paid for by the university. Mr. Brock is a clinical assistant professor who receives a salary from Idaho State University and his conference registration fee was paid for by the university. Ms. Hardy is a clinical assistant professor who receives a salary from Idaho State University and her conference registration fee was paid for by the university. Ms. Abbott has no non-financial disclosures to report. Mr. Brock is a former student and colleague of Dr. Jill Duthie, who is the author and creator of the Clinician’s Hierarchy for Advancing Treatment. Additionally, Mr. Brock serves as the ASHA State Education Advocacy Leaders (SEALs) representative for the state of Idaho. Ms. Hardy has no non-financial disclosures to report. | |||||||||||||
4 | 1. Describe how oral language systems within the “Language and Literacy House” framework support literacy development and influence reading and writing outcomes. 2. Identify students on the SLP caseload who may require literacy-focused support based on language and developmental risk factors. 3. Apply practical literacy-focused supports and advocacy strategies within traditional speech-language intervention and interprofessional collaboration. | Heather L Ramsdell | Heather L. Ramsdell, PhD CCC-SLP, CALT-QI, University of Memphis, 2009, is an Associate Professor at Idaho State University and owner/clinician at Once Upon a Time LLC. Her teaching, research, and clinical areas of expertise/interest include infant vocal development, phonetics, phonology, multisensory structured language intervention, spelling, structured word inquiry, literacy, and dyslexia. In her free time, Heather enjoys family time, hiking, biking, skiing, reading, crocheting, traveling, and camping. | Language is Literacy: The SLP’s Role in Ready Success | Speech-language pathologists (SLPs) possess unique expertise in the language systems that underlie literacy development, yet national data suggest that only 30–34% of school-based SLPs actively target literacy within intervention (Pfeiffer et al., 2023; Schmitt & Tambyraja, 2015). This session examines why literacy support belongs within the scope of speech-language pathology and explores how oral language vulnerabilities become reading and writing difficulties across development. Using Pamela Snow’s “Language and Literacy House” framework, participants will examine literacy as an outgrowth of interconnected language systems, including phonology, morphology, syntax, vocabulary, narrative organization, and executive functioning (Snow, 2016). The presentation will discuss which students on the SLP caseload may require literacy-focused support, including students with speech sound disorders, developmental language disorder, broader language-based learning disabilities, and students whose literacy needs may be overlooked within fragmented service delivery models. Practical strategies for embedding literacy-focused supports within traditional speech-language intervention will be provided, along with advocacy approaches for IEP teams, school systems, and family education. This session emphasizes collaboration rather than “ownership” of literacy and aims to help SLPs confidently articulate their role as language specialists within prevention, intervention, and advocacy efforts related to literacy. | I receive a salary from Idaho State University as an Associate Professor. | |||||||||||||
5 | 1. Define auditory training (AT) and its role in adult rehabilitation 2. Describe the effects of acquired hearing loss on communication and cognition 3. Differentiate bottom-up and top-down auditory processing approaches 4. Identify evidence-based AT strategies for hearing aid and cochlear implant users 5. Discuss the collaborative roles of audiologists and SLPs in aural rehabilitation | Dr. Tali Rotman | Dr. Tali Rotman is an Assistant Professor in the Department of Communication Sciences and Disorders at Idaho State University (ISU), where she also earned her Ph.D. in Rehabilitation and Communication Sciences. She is a Doctor of Audiology with over 20 years of clinical experience and extensive expertise in aural rehabilitation and auditory training for adults with acquired hearing loss. Her research integrates clinical audiology with cognitive and auditory science, with a particular focus on the role of cognition in listening under challenging conditions. She investigates how processes such as working memory and listening effort influence speech perception and processing across the lifespan. Dr. Rotman is also leading the development of an auditory training program for hearing-aid users and cochlear implant recipients in collaboration with the ISU Speech-Language Pathology program. Overall, her work aims to advance personalized, evidence-based rehabilitation approaches that enhance speech recognition and real-world communication outcomes for individuals with hearing loss. | Auditory Training for Adults - Where SLP meets Audiology | While modern hearing technologies significantly improve audibility, many adults with acquired hearing loss continue to experience substantial difficulties understanding speech in challenging listening conditions, communication breakdowns, and heightened cognitive fatigue. This 60-minute presentation explores the critical role of evidence-based auditory training (AT) as a vital complement to amplification. The presentation reviews established training hierarchies, assessment protocols, and digital rehabilitation tools that optimize acclimatization for hearing aid and cochlear implant users. Special emphasis is placed on navigating barriers to patient compliance and adjusting pacing to accommodate cognitive load in older adults. Finally, the session highlights the complementary expertise of audiologists and speech-language pathologists, illustrating how inter-professional collaboration and patient-centered, functional goals maximize long-term communication participation and real-world success. | Dr. Rotman has a relevant institutional and professional relationship as an Assistant Professor in the Department of Communication Sciences and Disorders at Idaho State University. Additionally, the presentation content references proprietary digital auditory training applications (such as LACE-AI) for educational and clinical instruction purposes; however, the presenter has no personal, political, or commercial bias toward these products. | |||||||||||||
6 | By the end of this session, participants will be able to: 1-Analyze the evolution of clinical supervision in Speech-Language Pathology (SLP) and identify how emerging hybrid, collaborative, and interactive learning methods apply to diverse supervisee tiers (including graduate students, SLP-As, and Clinical Fellows). 2- Deconstruct the three types of feedback triggers (Truth, Identity, and Relationship) that act as barriers to communication, and apply learner-centered strategies to effectively navigate the tension between a supervisee's need for growth and their need for acceptance. 3- Differentiate between directive and reflective feedback mechanisms, strategically shifting roles between expert, mentor, and coach to explicitly teach critical thinking and higher-order cognitive skills using Bloom’s Taxonomy. 4- Utilize a structured Weekly Expectation Format tool and five-step coaching process (Set the Stage, Encourage Effortful Thinking, Direct Learning, Metacognitive Reflection, Affirmation) to standardize communication and foster clinical reasoning across multi-supervisor or varied clinical settings. | Wendy Morgan, Jessi Hardy, Karissa Miller, Connie Miller, Robin Falslev | Wendy Morgan Wendy Morgan MS, CCC-SLP,serves as an Associate Clinical Professor and clinical coordinator at Idaho State University. With over 30 years of clinical experience, she has spent the last 15 years overseeing clinical services and teaching on the Pocatello campus. While she has taught across both undergraduate and graduate curriculums, her current clinical focus is dedicated to the preschool population. Furthermore, she is actively engaged in the Scholarship of Teaching and Learning (SoTL), utilizing evidence-based research to enhance clinical instruction and student outcomes. Financial Disclosures: As an employee of Idaho State University, I receive a salary. Connie Miller Connie Miller is an Associate Clinical Professor at Idaho State University and a native of Southeastern Idaho. She has practiced speech-language pathology for more than 30 years, bringing clinical and educational experience to her work with children, families, and graduate clinicians.For the past seven years, Connie has worked closely with first-year graduate students in the ISU Speech and Hearing Clinic in Pocatello, Idaho Her work at ISU includes facilitating a Social Communication group within the ISU Speech Therapy Clinic, teaching coursework focused on Autism and Neurodiversity. Connie is also engaged in the Scholarship of Teaching and Learning (SoTL), with a focus on advancing clinical education practices and improving graduate student learning outcomes in speech-language pathology. Financial Disclosures: As an employee of Idaho State University, I receive a salary. Jessi Hardy Jessi Hardy, MS, CCC-SLP, is a Clinical Assistant Professor at Idaho State University, where she supervises graduate clinicians. She has practiced SLP since 2008 and works, in addition to ISU, as a PRN therapist in subacute rehabilitation. Interests include adult neurorehabilitation, dysphagia, and clinical education. Jessi has also served as a volunteer SLP graduate program site visitor for ASHA’s Council of Academic Accreditation since 2020. Financial Disclosures: As an employee of Idaho State University, receives a salary. Karissa Miller Karissa Miller, M.S., CCC-SLP, is a Clinical Associate Professor at Idaho State University, where she also earned her Master’s degree in Speech-Language Pathology. With a diverse clinical background, Karissa has treated pediatric and adult patients across schools, home health, rehabilitation centers, and private clinics. Her professional expertise and special interests focus on adult neurological rehabilitation, acquired brain injury, executive function, and interdisciplinary care. Additionally, she is dedicated to clinical instruction and advancing community and family education. Financial Disclosures: As an employee of Idaho State University, I receive a salary. Robin Falslev Robin Pierce Falslev, M.A., CCC-SLP, Clinical Associate Professor at Idaho State University (B.S., CSD, Brigham Young University; M.A., CSD, University of Colorado, Boulder), has worked with children in English and Spanish in multiple settings including homes, public schools, outpatient clinics, and university clinic. Special interests include service to preschoolers, cultural and linguistic diversity, neurodiversity-affirming practice, and clinical instruction. Robin currently involves graduate students in her collaboration with the Shoshone-Bannock Tribes Early Childhood Program on the Fort Hall Reservation. Financial Disclosures: As an employee of Idaho State University, receives a salary. | Rethinking Feedback - How directive and reflective feedback supports critical thinking | This presentation explores the evolution of clinical supervision in Speech-Language Pathology (SLP), transitioning from traditional, one-on-one directive approaches to dynamic, collaborative models that meet the needs of today's diverse learners (students, SLP-As, and Clinical Fellows). Attendees will examine the psychological barriers to communication by deconstructing the three primary feedback triggers—Truth, Identity, and Relationship. Participants will learn to move beyond a "one-size-fits-all" approach, strategically shifting identities between expert, mentor, and coach. By balancing directive feedback for immediate safety with reflective, open-ended questioning, supervisors can explicitly teach critical thinking and higher-order cognitive skills using Bloom’s Taxonomy. Moving theory into practice, the session introduces a versatile, nine-page Weekly Expectation Format tool designed for schools, private practices, and medical settings. This tool utilizes a five-step coaching process (Set the Stage, Encourage Effortful Thinking, Direct Learning, Metacognitive Reflection, and Affirmation) to guide clinical reasoning and streamline multi-supervisor communication. Finally, a case panel discussion will demonstrate real-world application, illustrating exactly when to deploy directive versus reflective feedback to cultivate independent, confident, and competent SLP professionals. | See disclosures in bio section All authors Financial Disclosures: As an employees of Idaho State University, all receive a salary. | |||||||||||||
7 | Attendees will differentiate between play-based AAC intervention strategies and directive AAC intervention approaches, including the benefits and limitations of each. Attendees will apply three evidence-based play-based AAC strategies, including naturalistic AAC modeling, least-to-most prompting, and play-centered communication opportunities. Attendees will identify and replace three common directive practices such as hand-over-hand prompting, excessive verbal prompting, and overemphasis on requesting with more autonomy-supportive AAC intervention techniques. | Benjamin Swensen and Jessica Palomo | Jess and Ben are Solutions Consultants for Tobii Dynavox and speech therapists. They are passionate about all forms and approaches to AAC and everyone being | The Importance of a Play-Based, Positive, and Motivating Introduction to AAC | For children with complex communication needs, the way augmentative and alternative communication (AAC) is introduced can significantly influence long-term communication outcomes. Research increasingly supports play-based, naturalistic approaches that foster engagement, autonomy, and spontaneous communication while reducing prompt dependency and frustration. This presentation explores evidence-based strategies for introducing AAC through meaningful, motivating interactions. Learners will learn how naturalistic AAC modeling, least-to-most prompting, and play-centered communication opportunities can support language development and increase independent AAC use. Current research demonstrating the benefits of aided language stimulation and multimodal communication modeling will be reviewed. In contrast, common directive practices such as hand-over-hand prompting, excessive verbal prompting, and overemphasis on requesting will be examined through the lens of communication autonomy and long-term language growth. Practical examples and classroom application will be shared to help speech-language pathologists, educators, paraprofessionals, and caregivers create supportive communication environments that encourage exploration, participation, and authentic interaction. Attendees will leave with actionable strategies for embedding AAC throughout play, classroom activities, and therapy sessions while honoring all forms of communication. This presentation emphasizes how positive, child-centered AAC experiences can build confidence, engagement, and meaningful communication success. | The presenters, Jess Palomo, M.S., CCC-SLP, and Benjamin Swensen, M.S., CCC-SLP, are employed as AAC Solutions Consultants with Tobii Dynavox. The content of this presentation is based on current research, clinical experience, and evidence-based practices related to augmentative and alternative communication (AAC). The presenters have no relevant non-financial relationships to disclose beyond their professional roles and interest in promoting effective AAC implementation and communication access for individuals with complex communication needs. | |||||||||||||
8 | • Describe three factors that influence ABR responses, including maturational effects, stimulus characteristics, and recording parameters. • Differentiate between normal and abnormal ABR findings in representative clinical cases. • Interpret ABR waveforms to support clinical decision-making in at least two common diagnostic scenarios. | Dr. Jess Stich-Hennen, AuD; Dr. Gabe Bargen, PhD | Dr. Jess Stich-Hennen earned her doctorate degree in audiology from Idaho State University in 2008. In 2011, Dr. Stich-Hennen was one of the first audiologists in the country to earn Specialty Certification in Pediatric Audiology (PASC) from American Board of Audiology and currently she serves on the ABA PASC Oversight Committee. Her areas of clinical expertise include: pediatric diagnostics, pediatric auditory osseointegrated devices and risk monitoring for delayed-onset hearing loss. Dr. Gabe Bargen is an Associate Professor of Audiology with 20 years of clinical and academic experience focusing on infants and children. She specializes in pediatric diagnostics including auditory brainstem response (ABR) evaluations and auditory processing disorder (APD) evaluations. Her current research focuses on improving education and training of audiologists and early interventionists to provide exceptional services to children who are DHH and their families. Dr. Bargen serves as the Interim Dean for the College of Health and the Executive Director for the Idaho State University Health Science Center, Meridian campus. | Beyond the Waveform: Foundational ABR Concepts and Real-World Tips | Auditory Brainstem Response (ABR) testing is a critical tool in pediatric audiology, yet accurate interpretation requires more than identifying waveform peaks. This session reviews foundational ABR concepts, including neural generators, waveform identification, maturational effects, and the influence of stimulus and recording parameters. Practical strategies for troubleshooting, reducing artifact, managing residual noise, and improving threshold estimation will be discussed. Through clinical examples and interactive waveform review, participants will learn to apply core ABR principles to real-world diagnostic scenarios, strengthen clinical decision-making, and increase confidence in the assessment of infants and young children with hearing loss. | Stich-Hennen: employed at St Lukes and ISU Adjunct professor; Bargen: employed at Idaho State University | |||||||||||||
9 | 1. Identify three ways hearing loss can affect healthy aging, including cognition, social engagement and fall risk. 2. Explain the benefits of treating hearing loss to support independence, safety, and quality of life. 3. Name at least 3 hearing technologies or AI-powered tools that can improve patient care and outcomes. | Erin Johnson, AuD | Erin Johnson received her Au.D. from Idaho State University in 2011. After graduation she worked in a clinic setting focused on adult and pediatric diagnostic testing and hearing aid dispensing. She joined Starkey New Zealand in 2013 serving multiple roles including Product Specialist, Education & Training Audiologist, Field Sales Representative, as well as Customer/Audiology/Tech Support. Dr. Johnson’s current position is that of an Education and Training Audiologist at the headquarters of Starkey in Minnesota. | Hearing Technology and Healthy Aging: Supporting Cognition, Safety and Connection | As the population ages, maintaining health, independence, and quality of life has become a primary focus for the Baby Boomer generation. Hearing loss is one of the most common chronic health conditions affecting older adults and has far-reaching consequences beyond communication difficulties. Research has demonstrated significant correlations between untreated hearing loss and cognitive decline, dementia risk, social isolation, loneliness, balance impairment, and falls. Emerging evidence suggests that timely identification and treatment of hearing loss may help reduce the risk of cognitive decline and support healthier aging outcomes. The session will also provide an overview of innovative hearing technologies that support patient engagement and outcomes, including artificial intelligence (AI)-driven hearing solutions, usage and interaction tracking, personalized reminders, generative AI smart assistants, and integrated balance and fall-risk management tools. Attendees will gain practical insights into leveraging these technologies to improve patient experiences, promote healthy aging, and enhance quality of life. | Financial: Erin Johnson is a Starkey employee. Non financial: Erin Johnson has no relevant non-financial relationships to disclose. | |||||||||||||
10 | Distinguish several different types of data collection for progress monitoring Identify essential clinical supports that are fundamental to speech and language therapy Apply the CHAT to rate client performance and clinical supports exhibited in video clips | Benjamin Reece, Nicholaus Brock, Jill Duthie | Benjamin Reece is the director of the SLPA program at San Joaquin Delta College. Prior to working in the SLPA program, Benjamin was an assistant professor and clinical director for the University of the Pacific Department of Speech-Language Pathology. Benjamin's clinical experience includes working in preschools and elementary schools, skilled nursing and acute care hospitals. Benjamin has a particular interest in clinical supervision and has supervised SLPA students, practicing SLPAs, bachelor's level student clinicians, graduate level student clinicians and CFYs. Nicholaus Brock is a clinical assistant professor at Idaho State University. Prior to moving to Idaho, Nicholaus was an assistant clinical professor and the director of the Rite Care Childhood Language Clinic at the University of the Pacific in Stockton, CA. Nicholaus has extensive clinical experience working in the school systems in both California and Idaho where he has worked with all ages from pre-school to adult transition. Nicholaus has provided clinical education at the undergraduate and graduate levels. Jill Duthie, Ph.D., CCC-SLP is an associate professor emerita with the University of the Pacific, Stockton, CA. She currently serves as a supervisor in the Rite Care Childhood Language Clinic and provides clinical instruction to undergraduate and graduate students. She has enjoyed a long career as a clinical speech-language pathologist, professor and researcher. Her research interests include language, literacy and clinical instruction. Early on, she was interested in finding better ways to document therapy progress and have data that made sense to clients and their families. She developed the rubric CHAT, the Clinician’s Hierarchy for Advancing Treatment, as a means of authentically documenting treatment progress. She has very recently published a textbook with Benjamin Reece for early career professionals. | Reliable, authentic progress monitoring: Introduction to the CHAT | Speech-language pathologists are well trained and comfortable using discrete trial percent accuracy data collection. Many treatment goals are written in terms of discrete trials. However, this type of data collection may not always be appropriate. For example, pragmatic language is difficult to break into discrete trials. In addition, speech-language pathology has moved away from the behavioral approach and more towards a naturalistic approach for many of the disorders that we treat. There are alternative forms of measuring progress such as levelized criterion, dynamic assessment and portfolios. We will present a levelized criterion method that we have implemented in our clinical education at two universities and a community college. The Clinician’s Hierarchy for Advancing Treatment (CHAT) is a thoroughly developed rubric quantified by a rating scale that is used to show progress over time for a variety of goals and treatment approaches. The rubric features defined levels of client performance and clinical supports. An open-source resource, the CHAT rubric will be provided to participants. We discuss how it is used and engage the audience in practical application of the system using video clips of speech and language therapy sessions. We describe several studies providing evidence for it’s use in progress monitoring. | Benjamin Reece is a professor at San Joaquin Delta College where he earns a salary and some of his travel to the conference was covered by the college. He has published a textbook with Jill Duthie from which he will earn royalties. Nicholaus Brock is a clinical assistant professor at Idaho State University where he earns a salary. Jill Duthie is a clinical instructor at University of the Pacific, for which she receives a stipend. Jill recently published a textbook with Benjamin Reece for which she will receive royalties. | |||||||||||||
11 | At the end of the presentation, participants will be able to: 1. Compare the SLPs role in the counseling process as compared to a mental health professional. 2. Explain how a concept known as paradoxical agenda setting can help soften the impact of a client’s negative thoughts about their communication disorder. 3. Demonstrate CBT role play techniques that clinicians can model with their clients in helping to address negative thoughts about their communication disorder. | Derek Isetti | Derek Isetti, MSW, PhD, CCC-SLP is an Associate Professor at University of the Pacific in Stockton, CA. A former Professional Development Manager for ASHA's SIG 3, he is both a speech-language pathologist with a specialization in voice disorders, as well as a social worker trained in psychotherapy. His research has focused on laryngeal dystonia, and he is especially interested in the intersection of speech-language pathology and mental health. | Counseling Techniques for Speech Language Pathologists: Working with Negative Emotions | Although counseling is part of ASHA’s Scope of Practice, many speech-language pathologists (SLPs) may feel ill-equipped to handle the negative thoughts and emotions associated with a client’s communication disorder when they surface. The purpose of this presentation, led by a dually trained social worker and SLP, is to bridge the gap between mental health and speech pathology in order to highlight evidence-based counseling techniques in such a way that would allow SLPs to incorporate these interventions into their existing therapy sessions. | No financial or non-financial relationships to disclose. I am an employee of University of the Pacific in Stockton, CA. | |||||||||||||
12 | Describe the importance of interdisciplinary collaboration and communication across audiology, speech-language pathology, otology, and educational settings in CI care. Identify key components of an effective handoff process to ensure continuity of care and successful outcomes across providers and settings. Discuss how CI program data and family support connections contribute to long-term auditory, speech, and psychosocial outcomes for individuals with cochlear implants. | Karrie Pargman, Joshua Barnes | Dr. Karrie Pargman earned her Doctor of Audiology degree from the University of Utah and Bachelor of Science degree in Economics from the University of Vermont. Dr. Pargman began working at St Luke's Idaho Elks in 2007. Dr. Pargman's interests include cochlear implants in adults and pediatrics, evoked potentials, assessment of hearing loss and hearing aids in the pediatric population. Dr. Pargman earned her Specialty Certification in Cochlear Implants from the American Board of Audiology in 2016 and her Board Certification in Pediatric Audiology in 2018. Joshua Barnes is a Speech-Language Pathologist who works at the Elks Hearing & Balance Center in Boise and Meridian. He earned his Master's degree in Speech-Language Pathology from Idaho State University. He specializes in working with children and adults with hearing loss and auditory processing difficulties and provides Auditory-Verbal Therapy as a certified Listening and Spoken Language Specialist (LSLS Cert. AVT). Josh also holds an ADHD-Rehab Services Provider certification and has professional interests in aural rehabilitation, literacy, and auditory processing delays. Malia Frazier specializes in ear, nose and throat related problems such as ear infections, hearing loss, temporal bone and cochlear implants, obstructive sleep apnea, sinus disease and allergies, as well as problems with tonsils and adenoids. She is passionate about the health and well-being of children and families in our community. Prior to joining the St. Luke's Children's Otolaryngology team, she worked in otolaryngology at Boston Medical Center and as a registered nurse at St. Luke's Children's Hospital. She earned her bachelor's degree in nursing at Oregon Health & Science University and her master's degree in nursing at Idaho State University. Malia grew up in the Pacific Northwest and loves spending time with her family, reading, making music, and staying active. | What Really Matters: Collaboration to Improve Outcomes in Cochlear Implant Programs | Successful cochlear implant (CI) outcomes rely on more than technology-they depend on strong, coordinated collaboration among professionals and families. This session will highlight the critical role of interdisciplinary teamwork in optimizing outcomes for children and adults with cochlear implants. Learning Outcomes: | all presenters work at St Luke's | |||||||||||||
13 | Participants will identify at least three ethical considerations (e.g., client confidentiality, data privacy, bias in AI-generated outputs, informed consent) relevant to incorporating artificial intelligence tools into audiology and speech-language pathology practice. Participants will describe practical applications of AI technology across clinical tasks -- such as documentation, treatment planning support, and screening -- while distinguishing appropriate use from tasks that require independent clinical judgment. Participants will apply ASHA's Code of Ethics and relevant scope-of-practice guidelines to evaluate whether a given AI-assisted clinical scenario represents ethical and professionally responsible practice. | Ashley Dockens, Ph.D., Au.D., CCC-A, | Ethical and Functional Use of AI | Associate Provost of Academic Innovation & Digital Learning, Division of Digital Learning, Division of Innovation, Responsible Ethics, & CyberTech, Academic Affairs; Tenured Associate Professor, Lamar University; Inaugural Chair, AI Taskforce, Council for Academic Programs in Communication Sciences & Disorders; THECB Learning Technologies Advisory Council member | |||||||||||||||
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