How (Multi-)Sensory Perception influences Language in Autistic Children: Research, theory, and implications for school-based practice

Jacob Feldman, PhD, CCC-SLP

We rely on our senses to understand the world around us.

Autistic children frequently present with differences in sensory perception; these differences are now recognized as a diagnostically significant feature of autism. In addition to the frequently noted clinical patterns of sensory responsiveness (i.e., hyper- or over-responsiveness, hypo- or under-responsiveness, and sensory seeking), research is now increasingly recognizing that autistic children differ in their ability to combine what they see and what they hear.

This session will review recent research on differences in sensory responsiveness patterns and audiovisual integration in autism, describe what the literature says about how these constructs relate to language and social communication in autistic children, and provide practical implications for school-based practice.

Bridging the Gap: Clinical Strategies and Barriers in Supporting Autistic Children

Benjamin Harder, M.S., CCC-SLP

Autistic children often experience disparities in access to effective, individualized clinical care due to a range of systemic, cultural, and practical barriers. This presentation examines evidence-based strategies designed to support communication, sensory regulation, social participation, and functional independence in autistic children across community and home-based settings. Emphasis will be placed on neurodiversity-affirming practices, interdisciplinary collaboration, and family-centered care.

In addition, this session will explore persistent barriers that impact service delivery, including limited access to trained providers, socioeconomic constraints, cultural and linguistic differences, diagnostic delays, and variability in service quality. 

Attendees will leave with actionable strategies for reducing barriers, enhancing engagement, and implementing flexible, strengths-based interventions. The goal of this talk is to promote more equitable, effective, and respectful care for autistic children and their families.

Collaboration in Motion — How Gestures Strengthen Learning

Jessica Hawthorne, M.Ed.; Justin Kueser, Ph.D., CCC-SLP; Karla McGreggor, Ph.D., CCC-SLP, BCS-CL; Desire Townsell

We will share a collaborative journey between language scientists at Boys Town and Nelson Mandela Elementary teachers.

Our project centered on using intentional gestures as a shared instructional tool, and the experience revealed how powerful true partnership between teachers and SLPs can be. We began by identifying common classroom challenges-such as supporting vocabulary retention, increasing participation, and helping scholars follow multi-step directions-and then worked together to select gesture cues that could be used consistently across classrooms. Through co-planning meetings, modeling in real lessons, and ongoing check-ins, we refined our approach and built teacher confidence in using gestures as part of everyday instruction. Along the way, we learned that starting small, choosing gestures that felt natural and planning lessons in advance were key steps.

This session will share the steps we took, the collaborative structures that made the work successful, and key takeaways for SLPs looking to collaborate with classroom teachers in using gesture-based supports in the classroom.

Hearing, Vocabulary, and Reading in Children and Adults with Down Syndrome

Susan Loveall, Ph.D.; Natalie Mason, M.S., CCC-SLP; Heather Porter, Au.D., Ph.D., CCC-A

This session will describe hearing sensitivity, vocabulary size, and reading abilities in children and adults with Down syndrome. Learners can expect to:

1. Describe the auditory phenotype of children and adults with Down syndrome

2. Describe the receptive vocabulary performance trajectory of children and adults with Down syndrome

3. Explain the connections between reading, language, and cognitive processing skills in readers with Down syndrome

The Role of Sleep Difficulties in Language and Academic Performance

Krystal L. Werfel, Ph.D., CCC-SLP

In this session, we will discuss a recent study on the relation of sleep quality and sleep difficulties on language and academic performance in oral deaf and hard of hearing children. We will discuss clinical implications, as well as implications for children with other neurodevelopmental conditions.

Understanding and Handling Assessment Bias on Standardized Tests

Hope Lancaster, Ph.D.

In this session, we will discuss assessment bias and its impact on student performance on standardized tests.

All standardized tests have some degree of assessment bias. Assessment bias is aspects of tests that make them unfair to a student. This "unfairness" can arise from many different factors. For example, the phrasing of items can unfairly advantage or disadvantage students from different linguistic backgrounds. This type of bias is called linguistic bias.

Beyond single items, large aspects of test design, such as implicit cognitive demands - can also create assessment bias. To demonstrate how implicit cognitive demands can unfairly penalize students with language needs, we will discuss the results of a recent study which documented the hidden cognitive demands on nonverbal intelligence tests. We will apply those results to generate hypotheses about how students with different linguistic and cognitive profiles might perform on nonverbal intelligence tests and how these hypothetical results could impact service eligibility and receipt.

At the end of the session, learners will be able to:

1.      Discuss the sources and impact of assessment bias for students

2.      Evaluate standardized assessments for bias

3.      Justify test selection when trying to reduce assessment bias

Counseling patients and caregivers to think critically about misinformation

Emma Kate Thome, Ph.D., CCC-SLP

We are living in an “infodemic” characterized by an increase in false or misleading information, also called misinformation.

Misinformation is problematic as it often causes indirect (e.g., waste of time) and direct (e.g., physical) harm. Given this rise of misinformation, including health-related misinformation, SLPs are likely to encounter patients and caregivers with false beliefs about communication and swallowing disorders. Fortunately, dual process theories of human reasoning help explain the cognitive, social, and emotional factors that might prompt individuals to accept false claims. Clinicians can prevent misinformation by counseling patients and caregivers to think critically about new information and identify common features of misinformation. Clinicians can also debunk false beliefs that have already taken root.

Participants will be able to:

1. Explain the role of critical thinking in protecting against misinformation

2. Identify common characteristics of misinformation on social media

3. Apply the components of a debunking script to correct false beliefs

**All session speakers, titles and descriptions are tentative and subject to change. Please check back in August 2026 for the finalized session and CEU information and conference schedule.