Conference Speakers


Thursday, October 7, 2021

Christina Bradburn

Christina Bradburn has worked in early intervention and as a public school Speech-Language Pathologist for 20 years.  She is currently serving as the Educational Diagnostician for her district. Along with currently pursuing her Ph.D. in Special Education from Texas Woman’s University, she is a national seminar leader for the Bureau of Education and Research, speaking on the topic of integrating speech and language interventions into classrooms and curriculum using a workload approach.  Her research interests include classroom-based intervention in the schools, classroom teacher's contribution to treatment effectiveness and the impact of integrated distributed practice techniques on speech and language progress. She mentors SLPs in the United States and Canada as well as students from local universities. Ms. Bradburn continually seeks to improve the experiences of SLPs in school settings, as evidenced by her recent appointment to the ASHA School-Issues Advisory Board.

“Integrating SLP Interventions into Classrooms and Curriculum using a Workload Approach”

Objectives: Participants will

  • Combine interprofessional practice with evidence-based practice in a school setting.

  • Connect clinical research results and school-based practice through a simple shift in service delivery.

  • Implement a time-saving strategy to integrate highly effective speech and language services into classrooms.

Level: Intermediate

Abstract: Integrating speech and language services into classrooms, while rewarding, is difficult in traditional school settings. What does integration really look like in the world of a school-based Speech-Language Pathologist? This presentation is designed to provide practical time-saving strategies that are easily transferable between face-to-face and consultative service delivery models. The focus of the session will be specific ideas to take back and use tomorrow.


Leslie Lopez

Leslie C. Lopez is an Assistant Professor in the Department of Communication Disorders, section of Speech Pathology at Louisiana State University Health Sciences Center in New Orleans. Her current research focuses on early identification of developmental issues, and access to services and supports. Other research interests include: interdisciplinary child health and development research; research focused on special populations including children with developmental disabilities and autism; and quality in health, education, and community services.

“Understanding and Problem-Solving Challenges Associated with the Evaluation and Treatment of Selective Mutism: An Interdisciplinary Framework for School-Based Speech-Language Pathologists - Part One”

Objectives: Participants will

  • Describe the communication characteristics associated with Selective Mutism (SM).

  • Identify challenges school-based SLPs may face when working with a child presenting with SM

  • Explain the importance of interdisciplinary collaboration when working with a child presenting with SM and describe the role of the SLP on the interdisciplinary team

Level: Intermediate

Abstract: An overview of Selective Mutism (SM) and the challenges school-based Speech-language Pathologists (SLP) face when providing services to children presenting with SM will be presented. Analysis of current service delivery models utilized by school-based SLPs working with children with SM supports the adoption of an interdisciplinary framework. Attendees will learn about the findings from the service delivery analysis, the communication characteristics associated with SM, the importance of interdisciplinary collaboration, and the role of the SLP on the interdisciplinary team.

“Understanding and Problem-Solving Challenges Associated with the Evaluation and Treatment of Selective Mutism: An Interdisciplinary Framework for School-Based Speech-Language Pathologists – Part Two”

Objectives: Participants will

  • Describe the components of a comprehensive evaluation in the school setting for a child suspected of having Selective Mutism (SM).

  • Identify recommended clinical tools and clinical protocols for the treatment of a child with SM.

  • Apply the clinical methodology for evaluating and treating school-age children with SM in practice.

Level: Intermediate

Abstract: This session provides attendees with information on the recommended components of a comprehensive speech-language evaluation for a child presenting with characteristics of Selective Mutism (SM), and recommended clinical protocols, clinical tools, and evidence-based treatment strategies to use when providing treatment to school-age children diagnosed with SM. A case study and applied research will be used to demonstrate the application of clinical methodology in SM in the school setting.


Terri Belknap

Terri Belknap is a certified Speech-Language Pathologist with over 20 years of experience in the school setting. For the last three years, Terri has worked as part of the state team for assistive technology.  The first year with the Louisiana Assistive Technology Initiative (LATI) and then the team transitioned to LA Accessible Educational Materials (LA AEM).  Terri is now the Assistive Technology Specialist for Lincoln Parish Schools.  Terri has supported teachers and SLPs primarily in the North in developing plans for their students with complex communication skills.  During the last three years, Terri has developed a passion for implementing a variety of AT in language therapy for students in 3rd grade and above to facilitate increased reading comprehension/vocabulary, written expression, and syntax.  Terri has also served as an Adjunct Clinical Supervisor at LA Tech Speech and Hearing Center for the last 8 years.

Catherine Sample

Katie Sample is an Assistive Technology Regional Specialist for Southeastern Louisiana whose office is located in Gonzales, LA.  She is a certified speech-language pathologist focusing on the pediatric population in both clinical and school settings and a Certified Autism Specialist.  She is a Baton Rouge native and attended Louisiana State University for both her bachelor and master’s degree programs.  She has years of expertise in the area of AAC specifically when used with children with Autism Spectrum Disorder.


“Utilizing AT in Language Therapy”


Objectives: Participants will


  • Review word prediction, text to speech, and speech to text & explore the tools that are available 

  • Examine the benefits of these tools in increasing reading fluency/comprehension, verbal expression, and written expression

  • Outline strategies for implementing these tools in language goals/sessions

  • Discuss how utilizing AT can be beneficial in using materials from Guidebook Curriculum in language goals/sessions


Level: Intermediate

Abstract: This session will focus on students in grades 3rd – 12th and will look at utilizing word prediction, text to speech and speech to text during the speech session.


“AAC Funding/Communication Plans”


Objectives: Participants will

  • Compare Quicktalker Freestyle (Able Net), Via Pro (PRC/Saltillo), ProSlate (Forbes)

  • Outline steps for funding these and other devices through the student’s private insurance or Medicaid 

  • Determine when a Communication Plan is required

  • Examine the process of creating and completing a communication plan

  • Analyze appropriate documentation of communication needs and plan within the IEP


Level: Intermediate

Abstract: This session will look at the steps needed to obtain funding for AAC and writing communication plans for students with complex communication. 


Lyndsey Jackson

Lyndsey J. Jackson, MSDE is a native of New Orleans, La. She received her Bachelors of Arts in Education of the Deaf from the University of Southern Mississippi (2007). She went on to receive her Masters of Science in Deaf Education from the Washington University in St. Louis, School of Medicine (2009). Educating young children with hearing loss is truly her passion and life’s work. For 12 years, Lyndsey was a preschool teacher of the deaf in the birth to 5 populations in the greater New Orleans area. Recently, Lyndsey has become the Coordinator of Pre-K Instruction for Jefferson Parish Schools, where she is able to share her passion for early childhood education with over 160 Pre-K classrooms across Jefferson Parish. In addition, Lyndsey is a teacher representative on the Louisiana Special Education Advisory Panel. She has been married for 10 years to Rev. Jedidiah Jackson and they have a lovable bulloxer, Archie.

 “Read All About It!: The Role of Literature in the Speech and Language Development of Children who are Deaf and Hard of Hearing”

Objectives: Participants will

  • Examine how hearing loss can effect a child’s speech and language development

  • Analyze current research, strategies and practices related to language and literacy development

  • Review correlations between early literacy and speech and language development

  • Discuss early literacy trends throughout the field of education

  • Investigate how literature can be used in speech and language therapy to create unique learning opportunities within a session

  • Create useable materials to boost a student’s learning in both the classroom and therapy room.

Level: Intermediate

Abstract: The development of early literacy skills has a direct correlation with a child’s speech and language development. Literature can be an effective tool to promote spoken language in students while fostering literacy skills. Read all about it and join us for this interactive session that will examine the use of literature to cultivate speech and language skills while continuing to grow early literacy fluency. Books are a tool used in all classrooms and can also be a valuable resource to the therapy room as well. Participants will have the opportunity to discover literature options and create make-n-take resources to use in their practice.

Ashley Argrave

Dr. Ashley Argrave is an educator, Audiologist, advocate, trainer, and consultant. Dr. Argrave provides direct service to students while also providing special education support, training, and consulting specializing in Deaf and hard of hearing students. She is a fluently signing, proud CODA (Child of a Deaf adult)! She first started her career as an educational interpreter then transitioned into teaching within East Baton Rouge Parish from 2009-2015. While teaching, she completed her Masters in Deaf Education from the University of New Orleans. At that time, she was also the Exceptional Student Services Leader at her school. She later completed her Doctorate of Audiology in 2019 from Louisiana State University Health Sciences Center. Her Audiology interests include hearing aids, cochlear implants, pediatrics, and Auditory Processing Disorders. After working briefly in private practice, she quickly returned to education as the Statewide Coordinator for Deaf Education. After seeing the needs across the state and even nationwide in Deaf Education and being unable to fulfill them in her role, the opportunity to create her own resources and provide direct service arose, starting her first business Deaf Education Network Louisiana. After collaborating with several other experts in this field with various specializations and establishing a unique vision for support, Bridging ACCESS was created. Today, she continues to provide educational and audiology support by providing direct services, training, and consulting to various school systems within Louisiana and beyond. She is also an adjunct professor at Southern University where she teaches undergrad Intro to Audiology. She also serves as the Secretary and commissioner on the Board for the Louisiana Commission for the Deaf. Outside of her work life, Dr..Argrave enjoys spending time with her friends and family, serving as the ASL worship leader at Purpose Church, and watching her daughter play soccer.

“Becoming A Key Part in Student Success”

Objectives: Participants will

  • The learner will identify areas of current practice in educational audiology.

  • The learner will identify 5 key areas of audiology that have an impact on student success.

  • The learner will be able to give examples of ways to increase your impact on student success.

  • The learner will identify their role in the evaluation process and ways to improve current practice to ensure thoroughness and student success.

  • The learner will be able to creatively give solutions to current gaps in educational audiology.

  • The learner will identify their current role in the IEP team and identify ways to increase their role to impact student success.

Level: Intermediate

Abstract: How impactful do you think your role is as an educational audiologist? Do you think you could have a bigger role? You can. Your role, expertise, and experience can greatly impact the students we serve. This session will cover key areas that can increase your impact on student success. These areas will include diving deep into current practices while also identifying new areas to include into practice. Discussion will also include our role in the IEP team, pupil appraisal, and evaluation team. Real experiences and situations will be reviewed to increase our understanding of how impactful our role as educational audiologists are and can be.



Objectives: Participants will

  • The learner will be able to describe what self-advocacy looks like for each student.

  • The learner will be able to identify and write impactful self-advocacy goals.

  • The learner will be able to include students in their own IEP plan and goals.

  • The learner will be able to use strategies to empower students to become their own advocate.

Level: Intermediate

Abstract: The ultimate goal for students is to learn how to be successful when they transition out of the education system and into the real world. A Self-Advocacy plan outlines areas that best support and advocate for our students while they are still in our educational systems. Creating Self-Advocacy goals for students gives them strategies to become active participants in their IEP while fully understanding their accommodations, goals, and education. Each goal can be scaffolded down for students of every age level. This session will include strategies and handouts to use with students so that they start to understand their own strengths, weaknesses, and the systems in place to support and empower them.






Friday, October 8, 2021

Bethanie Tucker

Bethanie H. Tucker, Ed.D. has worked with students of all ages since becoming an educator in 1972. She has served as a classroom teacher, a resource teacher, a teacher of gifted students, a program coordinator, and currently is a professor of education at Averett University, Danville, Virginia.

While teaching in the Education Department at Averett University her research in the fields of American Sign Language and reading led to the development of Tucker Signing Strategies for Reading (both a book and a program), an approach to teaching letter/sound associations through hand signs. Continued success with this pilot program led to grant-funded projects and, finally, to working with Dr. Ruby K. Payne and aha! Process, Inc., based in Highlands, TX.

In addition to Tucker Signing Strategies, she is author of Mr. Base Ten Invents Mathematics (2002) and The Journey of Al and Gebra to the Land of Algebra (2005); she is coauthor of Understanding and Engaging Under-Resourced College Students (2009) and Research-Based Strategies (2018). All were published by aha! Process.

Dr. Tucker has conducted numerous workshops for aha! Process worldwide, and is frequently requested to conduct keynote presentations for various organizations. She holds three academic degrees, all in education: a B.S. from Averett University and an M.S. and Ed.D. from the University of Virginia, Charlottesville.

“Framework for Understanding Poverty: Review with Updates”

Objectives: Participants will

  • Use concrete instructional strategies to help students from poverty

  • Understand hidden rules of economic class and effects on behaviors and mindsets

  • Develop stronger relationships with students to impact behavior

  • Reduce discipline referrals

Level: Beginner

Abstract: Explore class differences and 10 actions you can implement in the classroom to improve the success of low-SES students. This overview is based on Ruby Payne’s book A Framework for Understanding Poverty, which has sold more than 1.5 million copies.


Ana Paula Mumy

Ana Paula G. Mumy, MS, CCC-SLP is a trilingual speech-language pathologist and clinical assistant professor in the Speech-Language-Hearing department at the University of Kansas. She facilitates the clinical team in the Language Acquisition Preschool and the fluency team at the Schiefelbusch clinic. Ana Paula also teaches the graduate Fluency Disorders course at KU and co-leads an adult chapter of the National Stuttering Association. She is currently pursuing a clinical doctorate in speech-language pathology, with a focus on bilingualism and stuttering. Her areas of expertise are bilingualism/biculturalism, stuttering, and early language and literacy. Ana Paula enjoys singing, writing, and traveling with her husband and two kids.

“Agency as a Change-Driver in Stuttering Treatment”


Objectives: Participants will

  • Define personal agency and list at least three adaptive ways/behaviors to address stuttering.

  • Identify the impact of stuttering on the ability of persons who stutter to achieve social, educational, vocational, and/or professional objectives in order to improve their quality of life.

  • Describe at least three indicators of successful therapeutic change for persons who stutter.


Level: Intermediate


Abstract: This session presents personal agency as a crucial guiding principle underlying goals in stuttering treatment. Because persons who stutter consistently experience anxiety-producing loss of control, feelings of helplessness, and coping responses in the form of avoidance and escape behaviors, agency becomes the 'why' of stuttering treatment. We'll examine what agency means in the context of the stuttering experience and how it translates into meaningful goals for achieving effective communication and improved quality of life for children and adolescents.



“Bilingualism and Early Intervention”


Objectives: Participants will

  • List at least three universal language development milestones regardless of native language.

  • Explain what signals a speech-language disorder when evaluating CLD children using appropriate assessment measures.

  • Describe at least three language facilitation strategies that parents and teachers can utilize to foster speech and language growth at home and in the classroom.


Level: Intermediate


Abstract: Speech-language pathologists (SLPs) are faced with challenging issues as the many variables that impact communication are intensified when working with culturally and linguistically diverse (CLD) populations. This session is designed to enable SLPs to incorporate a new working knowledge as it relates to bilingualism in the assessment and treatment of CLD children. The material presented will allow participants to make appropriate decisions and recommendations with greater confidence and expertise when working with infants, toddlers and preschoolers exposed to two or more languages. 



Kelly Koch

Dr. Kelly Koch is an Assistant Professor in Speech and Hearing Sciences at the University of Southern Mississippi. Her primary interests include language disorders, literacy, and language development. She has worked in public schools, private clinics, and universities as a certified SLP.


Katherine Hays

Katherine Hays, M.S., CCC-SLP is a clinical supervisor and doctoral student at the University of Louisiana at Lafayette. She worked in the public school system for eight years prior to joining the clinical staff at ULL. She has presented at a variety of conferences and in-services for school districts over the last decade.

“Self-Advocacy: Empowering Students with the Communication Skills Required for Classroom Participation, Academic Success, and Post-Secondary Transitions”


Objectives: Participants will

  1. Gain an understanding of self-advocacy and its critical importance to FAPE.

  2. Develop strategies to incorporate facilitation of self-advocacy skills into speech-language therapy sessions.

  3. Write appropriate self-advocacy IEP goals in respect to students’ communication skills

  4. Identify resources to help develop self-advocacy skills for students, their teachers, and their families.

  5. Understand practical implications of self-advocacy and related strategies as they pertain to students in educational placements ranging from mainstream to severe/profound classrooms, and with communication impairments including, but not limited to: specific learning disabilities, speech sound disorders, fluency disorders, autism spectrum disorder, hearing impairment, and/or students who use AAC.

Level: Intermediate


Abstract: Across spectrums of disorders, ages, and severity rankings, self-advocacy is a right of all individuals. Although many school-based SLPs are excellent advocates for the students on their caseloads, this does not directly translate into facilitating students’ own self-advocacy skills. In accordance with IDEA’s mandate of FAPE, students with communication disorders need to develop the skills needed to advocate for their own participation and access. Being able to advocate for oneself means that meeting the students’ needs is more effective and efficient for educators and families. In this presentation, we will cover what self-advocacy is and why it is clinically relevant to the school based SLP. We will discuss both why we use self-advocacy to address communication goals and how we facilitate the development of self-advocacy in students with communication disorders. SLPs will be equipped to share these strategies with students, educators, and families - to the benefit of all stakeholders involved.


Annette Hurley-Larmeu

Annette Hurley, Ph.D. is department head, audiology program director and associate professor in the Department of Communication Disorders at LSUHSC where she teaches courses in Central Auditory Processing Disorders and Electrophysiology, Management of the Pediatric Patient, and Research Methods. Her present research interests include CAPD, electrophysiology, and evidence for brain plasticity after auditory training.

“Hearing Loss in the Classroom”

Any hearing loss can adversely affect learning. Hearing ability is critical to speech and language development, communication and learning. This session will bring together several topics: including, statistics of hearing loss in the classroom, unilateral, or single-sided deafness, a mild loss is not inconsequential, and severe to profound loss. We will also review psychosocial aspects of children with hearing impairment and technologies available to help students with hearing impairment including remote microphone technology and captioning.

Objectives: Participants will

  • Gain an understanding of support and management practices of students with unilateral hearing loss

  • Discuss academic achievement and psychosocial effects of hearing loss in adolescents

  • Discuss the use of captioning in the classroom.

Level: Intermediate

Abstract: Any hearing loss can adversely affect learning. Hearing ability is critical to speech and language development, communication and learning. This session will bring together several topics: including, statistics of hearing loss in the classroom, unilateral, or single-sided deafness, a mild loss is not inconsequential, and severe to profound loss. We will also review psychosocial aspects of children with hearing impairment and technologies available to help students with hearing impairment including remote microphone technology and captioning.

“Central Auditory Processing Disorder: Updates on Diagnosis and Management”

Objectives: Participants will

  • Review specific tests that should be included in a CAPD test battery.

  • Review specific areas of auditory processing deficits for targeted intervention

  • Review and design CAPD management plans.

Level: Intermediate

Abstract: In recent years, there has been an increased demand for diagnosis and treatment of central auditory processing disorder. (CAPD). If an audiologist assesses and diagnoses (C)APD, then, providing treatment, and follow-up should also be an integral part. This course will review the diagnostic assessment, and current, available auditory training options for the treatment of CAPD, including computer mediated programs, apps, and formal auditory training.

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Financial and Non-Financial Disclosures, 28th Annual SPALS Conference, 2021

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Disclaimer:  ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products or clinical 

*** NOTE: Conference Attendees using the Ethics session to meet the ASHA CEU requirements MUST confirm allocation of this hour with ASHA directly to ensure it is properly credited.  


Conference Schedule



7:30a - 3:30p Exhibits Open

7:30a - 8:30a Registration

8:30a - 11:15a Morning Presentations

11:15a - 12:40p Lunch

12:45p - 3:30p Afternoon Presentations

3:45p General Members Meeting


7:30a - 2:00p Exhibits Open

7:30a - 8:30a Registration

8:30a - 11:15a Morning Presentations

11:15a - 12:15p Lunch*

12:15p - 3:00p Afternoon Presentations

*abbreviated lunch schedule on Friday


Hotel Accommodations


Hilton Garden Inn Lafayette-Cajundome

2350 West Congress Street




$129/night -- use code "SPAL19"

Drury Inn and Suites Lafayette

120 Alcide Dominque



$93/night, single | $103/night, double -- use code "2369691"