Alaska <br>  Speech-Language-Hearing <br>         Association

AKSHA is PROUD to announce our 2022 Annual Convention

“Coming Out of Covid”

Downtown Anchorage Marriott - October 28th-29th, 2022

Friday Keynote Speaker - A. 
Lynn Williams, Ph.D., CCC-SLP

Dr. Williams is Interim Dean for Academic Affairs in the College of Clinical and Rehabilitative Health Sciences and Professor in the Department of Audiology and Speech-Language Pathology at East Tennessee State University. Dr. Williams has a strong interest in the impact of communication disorders as examined through the International Classification of Functioning, Disability, and Health (ICF) of the World Health Organization (WHO) and advocates for the value of our professions in improving population health. Her research focuses on models of assessment and intervention of communication disorders in children, and she is in interested in translational research and implementation science. As an international expert on intervention for speech sound disorders in children, her intervention and translational research has been funded through NIH. Dr. Williams co-edited a book on Interventions for Speech Sound Disorders in Children (2nd edition) that was published in 2021 by Brookes Publishing. She is a frequent presenter at numerous state, national, and international conferences. Dr. Williams is a Distinguished Fellow of the National Academy of Practice, an ASHA Fellow, and was an Erskine Fellow at the University of Canterbury in Christchurch, New Zealand in 2011. Dr. Williams was the 2021 President of ASHA and is currently serving as the 2022 ASHA Immediate Past-President.

What’s ASHA Doing for Me?

This presentation is for AKSHA members who want to be leaders, but are not sure how to get started. Strategies for successful advocacy, opportunities to lead, and ways to get involved will be discussed. An update of ASHA action items and activities will also be presented.

Learner Outcomes -- Participants will be able to:

  • Describe at least 3 traits common to great leaders
  • Identify up to 3 skills acquired through ASHA’s Leadership Academy
  • Identify at least 3 benefits to joining the ASHA online community

Financial: Travel expenses as an ASHA Board liaison to state association, Salary at East Tennessee State University
Non-financial: None

Lyndsey Zurawski


Dr. Zurawski is currently employed by the School District of Palm Beach County as an SLP providing inclusive services to pre-k thru high school students, along with supervising, and working as a district diagnostician. Dr. Zurawski’s focus is on providing collaborative-based inclusive services, literacy-based (curriculum-based) therapy, advocacy for students in alternative education, and reading disorders for students with speech and language disorders. Dr. Zurawski received the Rhonda Work School Clinician of the Year award in 2016 from FLASHA. She is a Past President of the Florida Association of Speech-Language Pathologists and Audiologists and current President of the Council of State Association Presidents.

Friday a.m.

A Continuum of Service Delivery: Considering LRE and Curriculum to Support Students

Abstract: Speech Language Pathologists play a critical role in supporting rigorous classroom instruction for students with communication disorders. Consider a continuum of service delivery models to meet the needs of students including the Least Restrictive Environment (LRE) and the curricular-demands of the classroom. This session will discuss a variety of service delivery with a focus on collaborative models in order to support language and literacy skills.

Learning Outcomes –Participants will:

  • identify a variety of service delivery models to support students with communication needs
  • identify strategies that will engage collaborative efforts between SLPs and school staff to support students with communication disorders
  • develop plans to support students in the Least Restrictive Environment to support therapeutic practices

Friday p.m.

Diagnostic Tools for Meaningful and Relevant Assessments and Therapeutic Planning

Abstract: As Speech-Language Pathologists, we are responsible for performing diagnostic assessments including informal, formal, and in-depth evaluations. This session will review commonly available standardized assessments and discuss sensitivity and specificity, informal assessments and a brief overview of dynamic assessment. Further, participants will be able to view and analyze assessment results from case studies to determine recommendations and establish written goals.

Learning Outcomes –Participants will:

  • demonstrate an understanding of various speech and language assessments tools
  • interpret assessment/evaluation data in order to develop, analyze results and determine patterns of strengths and weaknesses
  • develop speech and language goals after reviewing case studies


High-Yield Strategies to Support Student Success

Abstract: SLPs and teachers play a critical role in supporting rigorous classroom instruction for students with communication disorders, language disorders, and literacy disorders including dyslexia. Learn why rigor is so critical to the development of language and literacy skills, as well as high-yield strategies to assist in targeting the linguistic underpinnings of literacy to support the needs of students with language and literacy disorders. Included will be discussion of instructional strategies such as using summarizing and note taking, reinforcing effort, cooperative learning, and the use of higher-order questions and advance organizers. Additionally, this session will target how to “fill up your therapy” toolbox, by utilizing strategies and materials to maximize student success.

Learning Outcomes –Participants will:

  • identify strategies to support UDL for students with language literacy disorders
  • identify what rigor is and how it applies to SLPs
  • determine high-yield strategies that will effectively improve student success
  • identify strategies that will engage efforts between SLPs and staff to increase student achievement
  • describe therapy activities that can be utilized across settings to increase success for students
  • apply tips and tricks to implement language and literacy lessons that correlate to state standards for whole group and small groups


Financial: Dr. Zurawski is an employee of The School District of Palm Beach County, a relationship with Reading with TLC/Lively Letters from which she receives consulting and speaking fees. She has ownership and intellectual property rights with the Inclusion Mentoring and Training Program (IMAT), Speech to the Core/Teachers Pay Teachers and Speech to the Core/ Lyndsey Zurawski, from which she receives financial compensation. Dr. Zurawski received an honorarium, airfare, complimentary registration and hotel.

Non-Financial: Dr. Zurawski is a Past-President of the Florida Association of Speech-Language Pathologists and Audiologists (FLASHA) and the current President-Elect of CSAP. She has authored several SIG 16 Perspectives Articles relating to the topics of service delivery in the schools and the use of Growth Mindset.

McKay Moore-Sohlberg


Professor Sohlberg is known internationally for her pioneering work in the field of cognitive rehabilitation. Her research focuses on the development of treatments that help people with acquired brain injury manage cognitive impairments. Her work includes evaluating treatment protocols for individuals with persistent cognitive effects following concussive injuries, and individuals who are attempting to pursue postsecondary education following brain trauma. Dr. Sohlberg’s past research includes the design and evaluation of assistive technology tools to support adolescents and adults with acquired brain injury function optimally in their communities. A recent focus has been on facilitation and evaluation of patient-centered goal setting in neurorehabilitation. Dr. Sohlberg has contributed to a number of  evidence-based practice guidelines supported by the Academy of Neurologic Communication Disorders & Sciences and has authored two seminal textbooks in the field. A new edition is scheduled to be released with her co-authors in 2022. Professor Sohlberg has been teaching and conducting research at the University of Oregon since 1994. She teaches graduate courses related to cognitive rehabilitation and evidence-based practice and co-founded the Brain Injury and Concussion Clinic (BrICC) in the College of Education HEDCO clinic.


Unpacking the Black Box of Cognitive Rehabilitation: Evidence-backed Treatment Frameworks and Therapy Approaches that Promote Functional Change in Persons with Brain Injury

Abstract: Cognitive rehabilitation after brain injury is arguably one of the most complex forms of rehabilitation. This course focuses on describing evidence-backed cognitive rehabilitation practices that have the potential to enhance individual function and quality of life. It includes frameworks that guide the clinical processes for selecting goals, treatment approaches, and measurement plans. Specification of the treatment ingredients inherent in a range of treatment approaches to address challenges in attention, memory and executive function will be detailed. Illustrative client profiles will be presented with opportunities for conference participants to apply principles and techniques to their own practice. 

Learner Outcomes - Participants will:

  • Describe the Plan Implement & Evaluate (PIE) and Rehabilitation Treatment Specification System (RTSS) as applied to cognitive rehabilitation

  • Identify the key components of person-centered collaborative goal setting

  • Describe psychological mindedness practices that enhance working alliance, client engagement and psychoeducation

  • Describe treatment ingredients and the PIE process for: 

    • metacognitive strategy instruction 

    • external aid training 

    • use of attention drills (brain training)


Financial: Salaried professor in Communication Disorders & Sciences at University of Oregon; Received honorarium and travel for this talk; Receives royalties for textbooks and clinical programs; Will be discussing content from pending textbook to be published 2022

Non-Financial: Member, APA-ASHA Joint Inter-professional Practice Committee; Member, NINDS/NICHD Common Data Elements Committee; Member, ANCDS Research Writing Committee; Member ASHA Topic Selection Committee; Author and reviewer of numerous peer-reviewed publications regarding cognitive rehabilitation

Karen Gallagher


Dr. Karen Gallagher is an Assistant Professor and Program Director for the Speech-Language Pathology Program at UAA in the College of Health. Dr. Gallagher came to UAA from Arizona, where she taught undergraduate and graduate speech and hearing science courses at Arizona State University for 10 years. She earned her Ph.D. in speech and hearing science at ASU in 2017, with a focus on military service-related conditions and the impact on higher order cognitive processes. In 2016 she was named a Tillman Scholar. Prior to pursuing her degrees, Dr. Gallagher served as an Airborne nuclear biological chemical specialist in the U.S. Army and deployed to combat in Gulf War I. Her clinical work has largely focused on neurologic communication disorders in adults.

Saturday a.m.

Military Culture and Clinical Challenges: The Assessment of Military Veterans with Mild Traumatic Brain Injury

Abstract: Military veterans have a significantly higher incidence of mild traumatic brain injury (mTBI), depression, and Post-traumatic stress disorder (PTSD) compared to civilians. The overlapping cognitively impacting symptoms of service-related conditions make accurate assessment of cognitive performance in military veterans challenging.  Current research regarding clinical assessments will be presented and discussed.

Learning Outcomes -- Participants will:

  • State common military service-related conditions that impact cognitive communication

  • State cultural factors that may impact assessment of cognitive communication skills in military Veterans

  • Identify assessment challenges related to commonly used cognitive communication assessment batteries

  • Summarize current research in unremitting cognitive symptoms related to mTBI

Saturday p.m.

Effective Supervision Requirements and Best Practices

Abstract: Current supervision requirements established by ASHA will be presented along with a variety of models and variations across settings. UAA graduate student supervision will be discussed along with cultural considerations and approaches to challenging conversations. Finally, cases will be presented for group discussion.

Learning Outcomes -- Participants will:

  • State current ASHA supervision requirements

  • Summarize commonly used supervision models

  • Implement strategies for Telepractice supervision

  • Implement communication strategies in a supervision context


Financial: Receive salary from UAA as an Assistant Professor and Program Director in Speech-Language Pathology; received an honorarium from AKSHA for this presentation as well as conference fees

Non-financial: None


Friday, October 28th, 2022

7:00-8:00       Registration/ Breakfast

8:00-9:00       Keynote Speaker (.5)

9:15-10:15     Breakout Sessions (1.5)

                          A. Service Delivery

                          B. Cognitive Rehab

10:15-10:30   Break

10:30-12:30   Breakout Sessions (1.5)

                          A. Service Delivery

                          B. Cognitive Rehab

12:30-1:30     Lunch Provided

1:30-3:00       Breakout Sessions (1.5)

                          A. Diagnostic Tools

                          B. Cognitive Rehab

3:00-3:15       Break/vendors

3:15-5:15       Breakout Sessions (2.0)

                          A. Diagnostic Tools

                          B. Cognitive Rehab

5:30-6:30       Social & Shopping

Saturday, October 29th, 2022

7:00-8:00         Registration/Breakfast 

8:00-10:00       Breakout Sessions (2.0)

                          A. High Yield Strategies 

                          B. Military Veterans

10:00-10:15    Break/Visit Vendors

10:15-12:15   Breakout Sessions (2.0)

                          A. High Yield Strategies

                          B. Military Veterans

12:15-2:00       Business Lunch (Meal Provided)

2:00-3:45        Breakout Sessions (1.75)

                          A. High Yield Strategies

                          B. Supervision

3:45-4:00         Break/Visit Vendors

4:00-5:45        Breakout Sessions (1.75)

                          A. High Yield Strategies

                          B. Supervision

Cancellation and Refund Policy: 

All cancellations and refunds will be processed after the convention. Full refunds will be made only if a written cancellation request is received three (3) weeks prior to the convention (by October 7, 2022).

Oct 8th – 14th refund 75%; 

Oct 15th – 27th refund 50%

After the 27th refunds will be considered on a case-by-case basis

Various Levels;  up to 1.5 ASHA CEUs 

Partial credit is available. To receive CEUs, after the conference attendees must complete the Attendance and Course Evaluation Form (link here) completely by midnight Tuesday, Nov. 1, 2022, Alaska time.

To receive 1 UA credit, attendees must register for the UA course, attend the entire conference, complete the Attendance and Course Evaluation Form (see link above) and email the final paper to Monica Glen ( by midnight Saturday, Nov. 5, 2022, Alaska time.

UA credit course registration information

UA credit course requirements


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

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