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SPRING 2015
VOICES
INSIDE
President’s Message
NJSHA Convention
p.3
Action in Trenton
p.4
Hot Topics for NJSHA School
Affairs Committee
p.5
Eye Gaze Communication
p.7
The New Jersey Hearing
Aid Project
p.8
New Jersey State Licensure
Update
p.8
SEAL Report
p.9
Healthcare Committee
p.10
STAR and SMAC Update
p.10
NJSHA Webinars p.11
Milestones
p.11
Calling All Photographers
p.11
Student Voice
p.12
Stay Connected with NJSHA p.13
ACE Awards
p.13
In Memoriam
p.13
Professional Directory
p.15
NJSHA Honors and Awards
p.16
Scan the QR Code
with your smart
phone to be connected
to the NJSHA website,
www.njsha.org.
NJSHA Office
174 Nassau Street, Suite 337
Princeton, NJ 08542
1-888-906-5742
FAX 1-888-729-3489
[email protected]
www.njsha.org
“There is nothing more beautiful in life than celebrating the talents,
dreams, joys and accomplishments of another being to see - and
call attention to - the best in someone else...” – Kate Mullane Robertson
Linda Tucker-Simpson, MS, CCC-SLP
NJSHA President
M
ost, if not all, of my presidential
messages over the last two years have
dealt with the importance and the power
of volunteerism. This year marks the 60th
anniversary of the New Jersey SpeechLanguage-Hearing Association. NJSHA’s
Diamond Jubilee is a testament to the
power of volunteerism. Sixty years ago in
1955, four visionary people, William Cohen,
George Gens, Joyce Heller and Arthur Terr
volunteered their time, expertise and energy
to form the New Jersey Speech-LanguageHearing Association. I stand among you to
applaud their diligence and their vision.
The 60th anniversary is a notable event in
the life of any organization. Organizational
strategists believe that an anniversary is the
perfect time to communicate
about the history of an
organization, not just
about the past and
not just to create a
feeling of nostalgia,
but to inspire deep
reflection and a commitment
to what about the organization
is so good that it should never
change. It is also an opportunity to
focus on the future, spur fresh ideas for
the work ahead and drive change for what
needs to be accomplished in the years to
come. It’s a time to think together about
why the work of the association matters.
In acknowledgment of the New Jersey
Speech-Language-Hearing
Association’s
Diamond Jubilee, I ask you to travel with
me to the early days of the Association
to a time when Dr. Robert Woods recalls
working with other members of the Board
of Directors to make and stuff envelopes
before the association decided to hire a
management company. “We soon learned
that an all-volunteer organization was OK
when small but as it grew we needed
help! We went from no office to an office
on Finderne Avenue in Bridgewater. We
were on the second floor of an older office
building and thought we made the “big
time.” I believe we only had one room. We
didn’t have a secretary or much in the way
of office furniture but we had an office and
we were happy.”
Despite changes at the management level
of the association, NJSHA has remained
a predominantly volunteer organization
that has helped the Association remain in
touch with the needs of the membership
and people we serve. I joined NJSHA about
30 years ago and in just half the lifetime of
the Association NJSHA has lead the charge
that has resulted in many monumental
changes for speech-language pathologists
and audiologists in New Jersey. In 1983,
NJSHA hired a lobbyist,
Nancy Becker of Nancy
Becker Associates,
who helped us
secure
legislation
that
established
licensure for speechlanguage
pathologists
and audiologists and the first
meeting of the Audiology and
Speech-Language Pathology Advisory
Committee was held in 1985.
The hallmark of what NJSHA is as an
association is the advocacy work that
has resulted in legislative changes at the
state level, changes at the New Jersey
Department of Education and changes in
the insurance coverage for the audiology
and speech-language pathology services
that we provide. NJSHA worked on
legislation that mandated insurance
coverage for therapies, including speech,
for the treatment of autism and other
developmental disabilities. In particular,
we were responsible for the inclusion
of language that prohibited the denial of
coverage on the basis that the treatment
was “non restorative.”
continued on page 2
President’s Message (continued from Page 1)
Members of the School Affairs Committee
(SAC) have advocated by testifying numerous
times over the years in front of the New
Jersey State Board of Education and in front of
various legislators. Through their work NJSHA
succeeded in influencing changes in the Special
Education Code N.J.A.C. 6A:14 that clarifies
the speech-language specialist’s (SLS’s) role in
the schools and in turn, helps students receive
a free appropriate public education (FAPE).
Members of NJSHA’s SAC also worked with
the New Jersey Department of Education
(NJDOE) for many years to eliminate the use
of the emergency certificate for SLP positions.
As of July 2013, no further emergency
certificates were issued and these certificates
were replaced with Certificates of Eligibility.
Of note, the certificate of eligibility mandates
that the holder be matriculated in a master’s
degree program in speech-language pathology/
communications disorders not just enrolled.
There is ongoing collaboration between SAC
and NJDOE on student growth objectives,
professional development and the SLS’s role in
dyslexia.
On January 5, 2009, the NJDOE adopted
amendments to permit individuals holding
a valid New Jersey speech correctionist
endorsement to serve in a position requiring
SLS certification until August 31, 2015.
Dr. Martin Shulman, who has served on
the NJSHA Board of Directors for many
years, spearheaded work with the NJDOE
to institute a program at Kean University
to upgrade the credentials of the speech
correctionist certificate to an SLS certification.
Through advocacy on the part of NJSHA, in
2009, Grace’s Law, which requires coverage
for medically necessary expenses incurred
in the purchase of a hearing aid for children
15 years of age or younger became effective.
In 2009 and 2010, NJSHA supported
legislation that led to the formation of The
Aphasia Study Commission to study aphasia
and increase awareness of the disorder. In
2014, NJSHA member, Dr. Mary Jo Santo
Pietro, was appointed to the commission
by the Governor and she was selected by
her fellow appointees as the chair. NJSHA
member, Wendy Greenspan, was also
appointed to the commission.
In 1992, NJSHA collaborated with the New
Jersey Branch of the International Dyslexia
Association (NJIDA) to present a joint
conference on topics related to dyslexia,
reading disabilities and intervention and
these conferences have been held annually
for the last 23 years. A Dyslexia Task Force
was formed in December 2008, to “study
and evaluate practices for diagnosing,
treating, and educating children with reading
disabilities and examine how current statutes
and regulations affect these students in
order to develop recommendations to be
presented to the Governor and Legislature.”
NJSHA member Karen Kimberlin, was one of
the members on the Task Force and in 2014
two bills were passed; Dyslexia Bills S-2440/
S2441, which mandate that school districts
screen children who exhibit difficulties
Spring 2015
in reading or exhibit signs of dyslexia by
completion of first semester of the second
grade, and the NJDOE is now required to
provide professional development on reading
disabilities to those individuals responsible
for the screenings.
NJSHA recently joined ASHA in a successful
advocacy effort which asked Medicare to
reverse its decision that required patients
to rent an AAC device for 13 months prior
to owning it. NJSHA has always been
committed to providing support to any
audiology issues that have arisen over the
years and is currently working to help secure
single licensure for audiologists in New
Jersey. The year 2014 marked the initiation of
a partnership with the New Jersey Academy
of Audiology to enhance the Audiology
program at the NJSHA Annual Convention
to provide a more dynamic educational
experience and to offer additional continuing
education opportunities for audiologists
Not only does NJSHA work to live out its
mission to provide “resources, information,
programs and services that meet members’
needs; promoting public awareness; and
advocating for professional standards,
legislation, and regulation necessary to
provide the highest quality of care for the
individuals they serve.” At the state and
federal level, NJSHA has also strived to
have a strong presence in the everyday lives
of its members through the work of the
NJSHA Committees and Sub-Committees.
In 2013 a Sub-Committee was formed, led
by Dr. Christina Luna, to investigate the
revival of The Journal of the New Jersey
Speech-Language-Hearing Association. The
Journal of NJSHA was re-launched in 2014
and it is a peer-reviewed, interdisciplinary
journal that will contain relevant evidencedbased, information across practice settings.
NJSHA has a newsletter called VOICES
which is available in print and digitally on
the website and it provides an avenue for
all of the NJSHA’s committees to keep
the membership abreast of current trends
and issues and informed about legislative
activities and changes that affect our
members and populations that we serve.
Since 1996 SAC has written letters requesting
clarification of the Special Education Code
that resulted in the development of the
Index and Compilation of NJ Department of
Education Code Clarification Letters, which all
members can access on the NJSHA website.
SAC is currently working on a second volume
of this compilation and the responses have
been used to formulate school based FAQs
that are also available on the NJSHA website.
A Lesson Plan white paper has recently been
completed and in July 2013, a white paper
on Teacher Evaluation Strategies for New
Jersey Speech-Language Specialists which
advocates for the appropriate evaluation of
speech-language specialists by appropriately
trained evaluators was completed.
The Multicultural Issues Committee (MIC)
developed and has been presenting Student
Symposiums at local university-based,
–2–
graduate-level speech-language pathology
programs for many years. They have discussed
evaluation and treatment of culturally
and linguistically diverse populations and
bilingualism to improve the knowledge base on
these topics as students enter the workforce.
In 2014 members of the MIC committee
completed a Guide for the Appropriate
Assessment of Culturally and Linguistically
Diverse and Internationally Adopted Individuals
which is available to members and to the public
on the website.
As NJSHA looks to the future we realize
that one of our most valuable assets is the
generations of audiologists and speechlanguage pathologists to come. So the
Association, through the efforts of the Higher
Education Committee, provides advocacy
training to students in the speech pathology
and audiology programs across the state and
there is a permanent seat on the Board of
Directors for a student member.
Although most of us will never have a chance
to say “Thank you” to all of the people who
planted the seeds, ensured the permanence
of the Association by making hard but astute
financial decisions or those who participated
in the multitude of accomplishments that
the Association has worked to bring to
fruition, we can move forward with a spirit
of gratitude. We can honor those who come
before us and those who are still actively
engaged on a daily basis by taking a more
active role ourselves. As we reflect on the
past sixty years, it is an ideal time not only
for celebration but it is an excellent time to
stop and consider how you can become a
part of the heralded history of this venerable
organization, how you can contribute to its
future good works and how you can share in
its identity and shape the vision for its future.
1995-2015
Celebrate NJSHA’s 60th
Anniversary
Members are invited to submit brief
memories of NJSHA over the years
and photos depicting NJSHA in
action. Submissions will be used for
VOICES and the website.
Check out the NJSHA table at
Convention for anniversary updates.
Look forward to a surprise
anniversary event!
www.njsha.org
VOICES is the official newsletter of the
New Jersey Speech-Language-Hearing
Association. The Editorial Board encourages
the submission of letters to the editors,
feature stories and news reports. Editorial
deadlines are February 10, May 10, August
10 and November 10.
Photo submissions are to be 300 dpi and
sent as a jpeg to [email protected].
The views expressed in VOICES are the
opinions of the members or contributors
and do not necessarily reflect the
opinions of NJSHA. Nothing contained
in this newsletter should be construed
as legal advice or as the formal position
of NJSHA. The information contained
is informational only and may change
without notice at any time. Please
consult with an attorney for issues of
legal significance.
Editorial Board:
Gerard L. Caracciolo, Chair
Beth Dux, Vice Chair
Sue Goldman, Janet Koehnke, Hilda
Pressman and Linda Tucker-Simpson
Publication Coordinator:
Amy Caye
Editorial, advertising materials,
membership and address corrections
should be forwarded to:
NJSHA Office
174 Nassau Street
Suite 337
Princeton, NJ 08542
E-mail: [email protected]
Website: www.njsha.org
Letters to the Editor are welcome.
The publication of any advertisement in VOICES or
in any of its publications is neither an endorsement
of the advertisers nor of the services advertised.
Speech-language pathologists or audiologists
listed in NJSHA’s publications shall not be
considered an endorsement or recommendation
by NJSHA. We reserve the right to refuse
advertising that is inconsistent with accepted
professional standards.
NJSHA acknowledges with appreciation
a grant from
Mimi Marzell Heyman to fund in part the
publication of VOICES.
NJSHA Convention
Pathways to Communication
Joan Warner, MS, CCC-SLP
Convention Chair
A
re you ready to travel along the
Pathways to Communication?
The 2015 NJSHA Annual Convention is
almost here! Come join us at the beautifully
renovated Ocean Place Resort and Spa
on Thursday, April 30 and Friday, May
1, for two days’ worth of outstanding
presentations by distinguished speakers
to meet your professional needs and
interests. We are pleased to
partner again this year with
the New Jersey Academy of
Audiology (NJAA) to bring you
a fabulous Audiology program.
In addition to the many
learning opportunities, you
will have more than enough
time to network with friends
and colleagues as well. The
Convention schedule and
speaker handouts are found on the NJSHA
website (www.njsha.org) for your preview
two weeks’ prior to the Convention; you
will find learner outcomes for each session
here as well. In a continued effort to “go
paperless,” printed handouts will not be
available onsite. Please peruse the schedule
ahead of time, print out and bring those
sessions handouts that interest you.
The Convention Planning Committee has
worked diligently to provide a broad selection
of topics and exceptional presentations.
We have continued to offer the Pediatric,
Student, Adult and Audiology “specialized
tracks”. These will help you plan Convention
sessions, which are of interest to you. All
Convention presentations in the brochure
are color-coded and letter-coded to denote
the specific track of our professional fields.
You may stay within one track, or attend
presentations in several different tracks.
NJSHA Member “TO DOs”
Annual Convention 2015
ˆˆ Download Convention App
ˆˆ Attend Honors & Awards/
Welcome Reception
ˆˆ Attend Membership Meeting/
Breakfast
ˆˆ Attend “Update” Session
ˆˆ Networking
ˆˆ Submit CEUs Online
Sign up at the NJSHA table to
work on a NJSHA committee
project and be entered for a
special prize drawing!
Spring 2015
–3–
We have designated Thursday, April 30, for
the Student Track. In addition to the Marni
Reisberg Memorial Program, students will
have a special luncheon, have the opportunity
to present their research at poster sessions
and attend a special session: “Working with
CLD Populations: An Interactive Student
Experience” presented by Courtney Caruso
and Tatyana Elleseff.
Other special events include
the Honors and Awards
Presentation and Welcome
Reception on Thursday, April
30, immediately following
the
day’s
educational
presentations. Please join
us in acknowledging the
outstanding accomplishments
of these deserving individuals
and organizations at the
Honors and Awards Presentation. The
Annual Membership Breakfast, Audiology,
Healthcare and School Affairs updates will
also be presented on Friday, May 1. This year
we are privileged to have ASHA staff member,
Pam Mason present on Interprofessional
Education and Interprofessional Collaborative
Practice immediately following the annual
meeting. More information regarding these
events is found in the Convention brochure
and at www.njsha.org.
In addition to the many educational
presentations and networking opportunities
offered at this year’s Convention, please visit
the exhibit hall where your favorite materials
and product vendors, as well as career
placement companies will be located. We
look forward to travelling along with you on
the Pathways to Communication in Long
Branch on April 30 and May 1, 2015.
2015 is Licensure
Renewal Year
The NJSHA Convention and the
Continuing Education Program can
provide you with the continuing
education required to renew your
license.
For FAQs about continuing
education, go to: state.nj.us/lps/ca/
medical/audiology.htm.
www.njsha.org
Action in Trenton
Legislative Agent Report
Lynn Nowak
NJSHA Legislative Agent
I
Health/Licensure Issues
am writing this the day of the Governor’s
Budget Address when he will present his
revenue and spending plan for fiscal year
2016, to the Legislature and the public.
There are two looming fiscal issues facing
the state. First, the courts ruled on February
23, that the state must make the $1.5 billion
payment to the pension fund by June 30,
2015. This directly impacts the current
fiscal year and indirectly the next. Second,
the Transportation Trust Fund, which will
bankrupt at the end of this fiscal year, needs
to be replenished. How he – and eventually
the Legislature – choose to address these
issues will have a gigantic impact on
everything else in the budget including areas
of great interest to NJSHA’s members. This
will range from funding levels provided to
K-12 and higher education, hospitals and
programs for individuals with disabilities.
Issues Affecting Individuals Moving from
Development Centers to Community
Settings
Legislation
Education Issues
Student Assessments
The Partnership for Assessment Readiness
for College and Careers (PARCC) has been a
headline topic for the past several months.
The Governor-created “Study Commission
on the Use of Student Assessments”
and held three forums around the state
on the controversial assessment tool. As
demonstrated at these hearings, public
opposition is strong and deep. While the
Governor managed to derail the Legislature’s
previous attempt to delay the use of
the PARCC assessments, the Assembly
recently revisited the issue. A4190 imposes
a three-year moratorium on the use of
assessments developed by PARCC. It
was introduced on February 12, and heard
and released by the Assembly Education
Committee that same day after hours of
testimony. The full Assembly passed the bill
on February 23. With a vote of 63-7-3, it is
clear that Republicans in the lower house
are lending their support to the effort to
delay the PARCC assessment. However,
as has been the case with numerous other
issues, the members of the Governor’s party
have reversed their position on bills once he
gave them a veto, refusing to participate
in the Democrats’ efforts to secure an
override. An override of a gubernatorial veto
requires a two-thirds (rather than simple
majority vote from each house). While the
Spring 2015
Democrats hold the majority in each house,
they need Republican votes to reach twothirds. Assemblyman Patrick Diegnan
(D-Middlesex) is the prime sponsor of the
bill in the lower house. S2768 is the identical
bill in the Senate, introduced by Senator
Shirley Turner (D-Mercer). To date, it has not
been considered.
Meeting at Department of Education
On December 3, 2014, Mary Faella, NJSHA
SAC chair, and I were joined by SAC members
Sue Goldman, Amy Hadley and Karen
Kimberlin at a meeting with Peggy McDonald,
director of the Office of Special Education
Programs. Joining Peggy were Fran Liebner,
education program development specialist,
John Worthington, manager bureau of policy
and planning and Lorelei Drew-Nevola,
acting manager of the bureau of program
development. We had a lengthy and positive
discussion on student growth objectives,
professional development for speechlanguage specialists and implementation of
the reading disabilities screening law among
other topics. It is clear that NJSHA continues
to maintain an open and mutually supportive
relationship with these key individuals at the
DOE.
–4–
As I reported in my last column, the Senate
concurred with changes to S2158/A3418,
legislation that mandates that comparable
levels of services and supports be provided
to individuals moving from developmental
centers to community settings. While a
list of services, including speech-language
therapy and adaptive equipment, remain in
the bill following the conditional veto (CV),
they are permissive, connecting back to the
services in the service plan. The CV did add
language that strengthens the Division’s
oversight of the transition, mandating
review of the implementation of the
customized plan of services and supports,
30, 60 and 90 days after the transition and
annually thereafter. It also adds the clause,
“when feasible” to the 30-mile placement
mandate. To date, the Assembly has not
considered the CV.
Other legislation that affects these
individuals continues to move through the
legislative process. A1098/S671 was heard
and released by the Senate Budget and
Appropriations Committee on February 9.
This bill requires the Department of Human
Services to conduct follow-up studies of
former developmental center residents
transitioning to the community. I registered
NJSHA’s support for the bill before this
committee and previous committees when
the bill was considered. It passed the
Assembly (75-0) in March of 2014. A fiscal
note that was to determine potential cost
to the state was issued on February 4,
2015. However, due to a lack of information,
the cost was said to be “indeterminate.” I
expect that the full Senate will consider the
bill in March.
Audiology Issues
We are continuing with our efforts to
secure single licensure for audiologists in
New Jersey. We have met with a legislator
who has agreed to sponsor the bill and are
currently reviewing a bill draft. We hope to
see the bill introduced in the spring.
www.njsha.org
Hot Topics for NJSHA School Affairs
Committee
Nicole Ford, MS, CCC-SLP
SAC Committee Chair
Sue Goldman, MA, CCC-SLP
T
he latest in hot topics for NJSHA’s School
Affairs Committee (SAC) have been
determining eligibility criteria and location
for therapy for preschoolers and privatization
of special education services within public
schools.
for temporary or positions
that cannot be filled, to
cover leaves of absence,
to cover overloads and in
cases where a full-time
district SLS could not be
found. The citations of these
regulations appear below
this explanation.
From the inquiries SAC has received from
speech-language specialists across the
state, it is clear that there are discrepancies
in the interpretation of code regarding
preschoolers. SAC wrote to, and recently
received a response from the Department of
Education (DOE) providing more clarification
on a few of the questions we asked related
to eligibility criteria. Additionally, we would
like to highlight past clarification received
from the DOE regarding provision of therapy
services for preschoolers.
When looking at eligibility criteria for
preschool, be mindful that the preschool
criteria under N.J.A.C. 6A:14-3.5 (c) 10. iii.
stipulates that a child can be eligible under
“preschool child with a disability” if there is
a disability in the area of communication.
N.J.A.C. 6A:14 does not discriminate
between language and speech as it does
for school-aged children. Articulation/
intelligibility is a large part of communication;
it can be especially important for children
at the preschool level. This interpretation
as well as other information clearing up
misconceptions about use of the Batelle
Childhood Apraxia of Speech and distinction
between receptive and expressive language
in preschoolers is clarified in the letter of
response in this issue
In addition to eligibility, the DOE clarified that
location of preschool services must be offered
as a full continuum and is not restricted
to in-class services. NJSHA supports inclass therapy if it is collaboratively planned
with the teacher. However, there are times
when a preschooler will need pull out, such
as children who are unintelligible or children
with significant language disorders who need
specific instruction in a quiet environment.
For our students with autism, the classroom
environment may be over stimulating and
interfere with therapy. Therapy should be in
the least restrictive environment appropriate
for each individual student. It may be
appropriate to remind an administrator that
providing appropriate pull out therapy now can
lead to successful in class therapy later.
The letters published within this article,
along with various other resources, can
be found in the Member Resource section
of the NJSHA website at www.njsha.org
Spring 2015
SLSs who work in districts
that are adopting policies
to hire only independent
contractors, resulting in
a shortage of SLSs to
adequately service the
population, should work
with their unions to help
ensure that all students
with
speech-language
abilities receive FAPE.
When districts neglect
to hire SLSs in numbers
sufficient to supply FAPE
to all students, violations
occur. Please note that
the following regulations
continued on page 6
under the category
Preschool FAQs.
The second hot topic
that has come to
NJSHA’s attention over
the past few years
concerns districts hiring
independent contractors
as
opposed
to
employees hired under
the district’s collective
bargaining contract to
fulfill permanent speechlanguage specialist (SLS)
positions.
According
to the regulations at
N.J.A.C. 6A:14-5.1 (a)
and (c) 1. v., private
contractors
should
be used for provision
of
speech-language
services only when
a district cannot hire
sufficient staff to provide
the services. This means
that districts should not
have a policy of hiring
independent contractors
for permanent positions.
Independent contractors
can be used appropriately
–5–
www.njsha.org
Hot Topics for School Affairs Committee (continued from Page 5)
private schools for students with disabilities
may contract with private clinics and agencies
approved by the Department of Education,
private professional practitioners who are
certified and licensed according to State
statutes and rules, and agencies or programs
that are certified, approved or licensed by the
Department of Human Services or by the
Department of Health and Senior Services to
provide counseling or mental health services.
All instructional, child study team and related
services personnel provided by approved
clinics and agencies and private professional
practitioners shall be fully certified. No
instructional, child study team and related
services personnel provided by approved
clinics and agencies, or private professional
practitioners, may, if a certification is required
for the discipline under which they are
providing services, provide services under this
subsection if certified through the emergency
certification process.
1. For public school students...
v. Speech-language services provided by a
speech-language specialist when a district or
private school for students with disabilities is
unable to hire sufficient staff to provide the
service.
do not apply to hiring personnel, including
those who are full-time, from another public
agency such as a commission or special
services school district.
N.J.A.C. 6A:14-5.1 General requirements
(a) Each district board of education,
independently or through joint agreements,
shall employ or contract with child study
teams as set forth in N.J.A.C. 6A:14-3.1(b),
speech correctionists or speech-language
specialists and other school personnel in
numbers sufficient to ensure provision of
required programs and services pursuant to
this chapter.
(b) . . .
(c) For the services listed below, district boards
of education may contract with private clinics
and agencies approved by the Department of
Education, private professional practitioners
who are certified and licensed according
to state statutes and rules, and agencies
or programs that are certified, approved
or licensed by the Department of Human
Services or by the Department of Health
and Senior Services to provide counseling
or mental health services. For the related
services listed in (c)1iii and v below, approved
Spring 2015
–6–
www.njsha.org
Eye Gaze Communication
Susan Lesh, MS, CCC-SLP
AAC Committee, Chair
Ursula Glackin, MA, CCC-SLP
E
ye gaze is a method used by individuals
with physical disabilities to access a
communication board or an augmentative
device to communicate their wants, needs
and thoughts. The user’s eyes direct
attention to the symbol or message to a
communication partner. Amongst the users
of eye gaze are those who are diagnosed
with such physically disabling conditions such
as cerebral palsy, ALS and Rett Syndrome to
name a few. As these disabilities progress,
motor movements of other body parts used
to access devices, such as hand movements
for pointing, may be lost. Eye gaze is used
when other access to a device, low tech or
high tech, is limited due to physical disabilities
but the individual is still able to successfully
control eye movements. There are various
factors that will impact eye gaze performance
in individuals with such conditions.
Persons with cerebral palsy may benefit
from eye gaze solutions due to motor
deficits limiting their ability to control motor
movements of their hands when pointing
due to spasticity. Spasticity may cause limbs
to be in motion, which, in turn, can cause
the head to also move, causing the eyes to
move in and out of gaze. Strabismus, a visual
problem that affects the eye muscles, also
occurs in cerebral palsy. Usually the eyes are
misaligned due to different muscle strength in
each eye. Depending on the type and severity
of the strabismus, eye gaze will be impacted.
Involuntary movements as well as visual
impairments should be carefully assessed as
they may affect the use of eye gaze.
Amyotrophic lateral sclerosis (ALS) also known
as Lou Gherig’s Disease is a neurological
disease that affects the cells responsible
for controlling voluntary motor movements;
progressive muscle weakness is seen in
approximately 60% of patients. Oculomotor
apraxia when the eye changes focus on
different targets may be present. A patient
may have eyelid opening/closing deficits or
exhibit neglect of one side. Each individual
should be evaluated carefully noting such
deficits that may impair their ability to utilize
eye gaze for valid responses. Even eyeglasses
can negatively affect the technology’s ability
to register the patient’s eyes.
Rett Syndrome is a genetic disorder involving
a mutation on a gene on the long arm of
the X chromosome. It predominantly affects
females; it’s a pervasive developmental
disorder with cognitive and neuro-motor
impairments. Apraxia is prevalent as well as
limited hand skills. It is a progressive disease
and individuals must be assessed to see what
abilities are in their repertoire. At times, these
individuals have only fleeting eye gaze, which
may impair an evaluator’s ability to determine
whether the gaze was an intentional response
vs. an accidental response.
Spring 2015
We began our discussion with the topic
of high technology vs. low technology
solutions. In this age of technology, client
families may tend to want to implement
more complex high technology systems.
Low technology solutions, however, have
been around for a long time and can be
simple or very complex. Prior to beginning
any augmentative system, it is important
to assess current language skills. People
have successfully done standardized
assessments with a low technology eye
gaze communication solution. Utilizing low
technology manual systems can be quite
successful and is a good starting point for
eye gaze; it can enable the therapist to
assess the client’s abilities and language.
Eventually, if the user does transfer to an
electronic eye gaze system, she/he may be
more in control of the technology given their
experience with the manual system.
An E-Tran, or manual eye gaze board, is
an example of a low technology eye gaze
communication system. It consists of a
piece of plexi-glass or paper that has a hole
cut out of the middle; you should be able
to see your communication partner through
the hole. The E-Tran can be mounted or held.
Pictures, words, numbers or letters are
arranged around the outside of the hole on
the plexi-glass; both sides of the plexi-glass
have the same information. The board is
put between the communication partners.
The user scans the board and focuses on
the desired message. The partner then
sees what the user is focusing on, repeats
it verbally, and gets a confirmation from
the user that it is correct. The amount
of time that the user needs to dwell on
the message and the confirmation signal
are pre-determined and may be partner
dependent. Skills that are needed for this
method are 1) the ability to scan items, e.g.,
objects, pictures, words on the boards, 2)
fixating eye gaze on desired item and 3)
consistent and reliable confirmation signal.
You are not only limited to the four quadrants
of the board; depending on the ability of the
user, many sections can be put on the board.
It was noted in our discussion that efficiency
of this communication system may rely on the
ability of the partner to connect with the user
and know where the user is looking. With a
–7–
very familiar partner, words can be anticipated
and communication can be very fast. E-Tran
systems can be very complicated, with color
coding and numbers on the board relating to
categorical boards. For example, a “yellow 1”
may direct the partner to the pronoun board
and “yellow 7” may be the word “I.”
Eye gaze technology has been improving
in the area of communication technology.
Some of the first systems were bulky and
eye calibration was difficult, especially if
the user wore glasses, e.g., MyTobii P10.
This technology has improved and gotten
smaller. There are now bars with eye gaze
technology in them that can be put on
your laptop or computer monitor, as well
as dedicated communication devices, e.g.,
Tobii Dynavox PCEye Go, Prentke Romich
NuEye Tracking, Tobii I-Series.
Eye gaze, as an access method for technology,
requires some physical control of head stability
and range of motion of the eyes. It also requires
cognitive ability to understand the need to
dwell on a symbol or message to select it. If
using eye gaze to access computers, there is a
learning curve to understand and discriminate
the cursor selections.
In summary, while there continues to be
advances in the area of high technology eye
gaze solutions, a therapist should not forget
low technology solutions. Low technology
is a great place to start with eye gaze and
partners as well as users benefit from that
connection. For those whom high technology
is a potential option, there are many
considerations in the physical, visual and
cognitive areas that may prevent appropriate
device use and should be assessed fully.
For further information on high-tech eye gaze
systems, the following is a list for reference:
www.dynavoxtech.com, www.eyegaze.com,
www.prentrom.com, www.eyetech.com,
https://www.bridgeschool.org/transition/
multimodal/eye_gaze_boards.php,
http://www.inclusivetlc.com/eyegazefoundations.
For further information on communication
and diagnoses:
ALS and AAC: http://www.alsa.org/als-care/
augmentative-communication/
Rett Syndrome and AAC: http://www.
rettsyndrome.org/for-families/communication
Cerebral Palsy and AAC: http://cerebralpalsy.
org/information/communication/
If you are interested in finding out more
about AAC, want to attend a meeting, want
to suggest a topic for decision-making in AAC
or have any questions about AAC, please
contact Susan Lesh at [email protected].
www.njsha.org
Traci Burton, BA
New Jersey Department of
Human Services
Division of the Deaf and Hard
of Hearing
Maris Appelbaum, AuD
Montclair State University
Department of Communication
Sciences & Disorders
The New Jersey Hearing Aid Project:
Information for Audiologists and
Speech-Language Pathologists
T
he New Jersey Hearing Aid Project
(NJHAP) is a hearing aid assistance
program launched in January 2014; in the
first year the Project dispensed devices to
more than 55 people. The NJHAP provides
refurbished hearing aids to low income
senior citizens. It is a collaboration of the NJ
Division of the Deaf and Hard of Hearing,
Hearing Charities of America/Sertoma and
Montclair State University (MSU), where the
actual hearing aid bank is housed.
Speech pathologists and audiologists should
be aware of the requirements of the NJHAP
to guide them in referring patients in need
of hearing help. The program limits eligibility
to New Jersey residents who are at least 65
years old and meet the income requirements
of $26,575 if single and $32,582 if married.
The eligibility criteria may be revised in
subsequent years to include those under the
age of 65. Additionally, the applicant must
not be eligible for other sources of hearing
aid assistance, such as Medicaid.
NJHAP patients often cannot travel long
distances due to advanced age and/or poor
health, so the NJHAP is in need of a network
of licensed audiologists throughout New
Jersey to dispense the refurbished hearing
aids locally. Participation in the project is a
wonderful way to give back to the community.
Patients should be prepared to provide
certain personal information: if the patient is a
participant in the New Jersey Pharmaceutical
Assistance to the Aged and Disabled (PAAD)
program, he or she will receive a shorter
application, Form A, because the residential,
financial and age eligibility requirements have
already been met. Should the applicant not
be enrolled in PAAD, he or she will receive
a longer application, Form B, requesting
the necessary information to determine
eligibility. Using the incorrect application
could delay the receipt of the hearing aid.
Patients who would rather receive the
application by hard copy in the mail should
call the New Jersey Division of the Deaf
and Hard of Hearing (DDHH) office at 609588-2648, or, within New Jersey, at 800792-8339. To download an application
from the DDHH website, visit http://www.
state.nj.us/humanservices/ddhh/home/
hearingaidproject.html. The website provides
additional information regarding the NJHAP,
as well as links to Forms A and B. The
appropriate form should be completed and
returned to the address noted on the form.
Once DDHH receives the completed
application, they will respond with either
an approval letter or a denial letter in
approximately two weeks. The approval letter
will outline the steps that must be taken to
obtain a hearing aid.
The amount of time a person will have to wait
for a hearing aid depends upon the availability
of used hearing aids that have been donated
to the project. If an appropriate hearing aid is
in the inventory, it may take up to six weeks
for the hearing aid to be reconditioned and
fitted. In some cases, an appropriate hearing
aid may not be readily available in the
inventory; this will extend the waiting period,
and the patient will be notified when one
becomes available.
Email the NJHAP at [email protected].
edu for more information on how to
become a participating
audiologist. The project
is also in need of
donated hearing aids.
It is simple to become
a donation center.
Providing information to those who may have
devices to give is an easy way to do so. If
you would like to set up a donation brochure
center, call Hearing Charities of America at
816-333-8300 and specify that it is for the
NJHAP. They will send you the necessary
materials to get started.
If you are in possession of hearing aids you
wish to donate, the NJHAP accepts gifts of
all hearing aids regardless of function, style
or age of the device. A letter, that can be used
for tax purposes, will be mailed to the donor
if a name and address are included with the
donated items. Please send your donations
to one of the addresses below:
New Jersey Hearing Aid Project
Hearing Charities of America
1912 East Meyer Blvd.
Kansas City, MO 64132
or
New Jersey Hearing Aid Project
Montclair State University
1515 Broad Street, Bldg. B
Bloomfield, NJ 07003
The New Jersey Department of Human
Services, Division of the Deaf and Hard of
Hearing has partnered with Sertoma, Inc./
Hearing Charities of America and Montclair
State University’s Center for Audiology
& Speech-Language Pathology on this
endeavor.
New Jersey State Licensure Update
Jurisprudence Orientation for Audiologists and Speech-Language Pathologists
T
he New Jersey Legislature finds and declares that the practice of audiology and speech-language pathology needs to be regulated
for the protection of the health, safety and welfare of the citizens of this state. In order to raise awareness of current New Jersey
statutes and regulations applicable to the practice of audiology and speech-language pathology, it is now required that all new applicants
for licensure (13:44C-3.2(c); applicants who are licensed in other states who wish to become licensed in New Jersey (13:44C-3.4(d);
individuals applying for temporary licenses (13:44C-5.2(c) and current licensees who are renewing their license as part of their biennial
license renewal and reinstatement (13:44C-4.1(i), complete an online Jurisprudence Orientation.
New Jersey Division of Consumer Affairs: Audiology and Speech-Language Pathology Advisory Committee
www.state.nj.us/lps/ca/medical/audiology.htm
Spring 2015
–8–
www.njsha.org
Mary Faella, MA, CCC-SLP
New Jersey SEAL
What’s So Important About ASHA’s Roles
and Responsibilities of Speech-Language
Pathologists in Schools?
SEAL Report
H
eavy caseloads, mounting paperwork
and increasing responsibilities—these
challenges are what speech-language
pathologists continue to face each day in the
schools. Many SLPs are performing extra
duties such as teaching classes unrelated
to speech and communication and working
with students with no documented speech
and language needs. These extra demands
were leaving little time to provide services
for students with documented needs, write
individualized education program reports and
tackle their mountain of paperwork. Something
has to change if you are in this position.
ASHA’s policy document, Roles and
Responsibilities
of
Speech-Language
Pathologists in Schools is the resource
you are looking for to take to your district’s
administrators and show them what SLPs
are actually supposed to do.
http://www.asha.org/policy/PI2010-00317/#sec1.2
Ensure that your district has created a
professional job description, present the
document to the district’s human resources
department and establish a way to advocate
for your responsibilities. You could also
disseminate the information to each SLP at
each school and explain exactly how to use
the document.
“Their situation was really coming down
to their ability to do their jobs,” said Nancy
Kuhles, who is also a SEAL Champion for the
Western region. “Their main responsibility
is to provide services to the children with
documented needs, and these extra ‘jobs’
were killing them.”
Shifting Priorities, Shifting Demands
The landscape of schools is changing with the
advent of response-to-intervention models
and the Common Core State Standards
for curriculum teaching. As a result, the
expectations and responsibilities of schoolbased SLPs have evolved and will continue to
change—and SLPs are seeking information
on how best to redefine their roles within a
school setting. In 2010, a new document (link
cited above) was released—replacing the
previous version from 2000—to reflect the
ongoing and upcoming changes.
A Proactive Response
In 2011, four SEALs—one from each of
the geographic regions of ASHA’s State
Advocacy Team—were designated “regional
champions.” The champions work with SLPs
in their own states and with other SEALs in
Spring 2015
their region to help disseminate the new roles
and responsibilities document. They explain
the new roles outlined in the document
through technology and discussion at state
conventions, regional association workshops
and ASHA conferences.
What Is a SEAL?
If you are a school-based speech-language
pathologist or audiologist, there’s a resource
out there for bringing your concerns to local
and state officials.
Throughout the country, the State Education
Advocacy Leaders (SEALs)—appointed by
ASHA-recognized state speech-languagehearing associations—advocate on local
education issues, such as caseload/
workload requirements, salary supplements
and personnel standards.
ASHA established the SEALs program in 1999
to influence administrative and public policy
decisions that affect school-based speechlanguage pathology and audiology services.
Visit the ASHA website, www.asha.org,
for more information and a state-by-state
SEALs directory.
New Assessment Targets Value-Added
Contributions Specific to SLPsEvaluation Tool
School-based speech-language pathologists are
likely to be included in value-added assessment
(VAA) systems designed to measure individual
teacher effectiveness, but standard VAA
systems don’t capture SLPs’ contributions to a
child’s educational success. In response, ASHA
has designed an accountability system that
accurately reflects the value and contributions
that an SLP makes to individual students,
families and the school community; the
effectiveness of the SLP; and SLPs’ professional
development priorities and needs.
The Performance Assessment of Contributions
and Effectiveness of Speech-Language
Pathologists (PACE) includes a portfolio
assessment, teacher self-report and classroom
observation tools (from ASHA’s Professional
Performance Review Process for the SchoolBased Speech-Language Pathologist). NJSHA
used many aspects of this document when
creating our evaluation tool.
The push to implement VAA comes from
several federal initiatives that emphasize
highly qualified teachers and regular
teacher evaluations. Local and statewide
school systems are using VAA to measure
–9–
teachers’ effectiveness, and are expanding
the assessments to other professionals—
including SLPs—as a way of associating
teacher value with student outcomes.
In addition to the assessment tool itself, PACE
also includes background information on VAA,
an extensive review of the research on VAA for
teachers, a performance review process and
ways to advocate for the adoption of the PACE
at the state and local levels. Advocacy tools
include a step-by-step process for advocating
for change, a sample PowerPoint presentation
and frequently asked questions.
Most research, however, has focused on the
implications of using VAA with classroom
teachers. The goals of teachers and SLPs
are related, but the goals of an SLP typically
address foundation skills that support
learning rather than target specific subject
areas. In addition, classroom teachers can
collaborate and consult with others teaching
the same grade or subjects, but typically a
school has only one SLP, who often serves
students in different classes and may be
assigned to multiple schools.
For more information, contact Janet Deppe,
ASHA’s director of state advocacy, at jdeppe@
asha.org, or Deborah Dixon, ASHA’s director
of school services, at [email protected].
Another valuable resource found in the ASHA’s
policy document, Roles and Responsibilities
of Speech-Language Pathologists in Schools is
how to implement the workload model. Many
SLPs in the schools today continue to use
the caseload approach which is a detriment
to managing all the peripheral responsibilities
that are placed upon the SLPs in the schools.
In a recent SEAL conference call, many states
are reporting the suggested average range of
caseload should be between 40-55, though
many states continue to report that some SLPs
are carrying a caseload up to 100 students. This
impacts FAPE for students and SLPs should be
vigilant in protecting their students’ rights.
(Some information taken from the ASHA Leader
article in 2012)
h tt p : / / w w w. a s h a . o r g / P u b l i c a t i o n s /
leader/2012/120828/whats-so-importantabout-roles-and-responsibilities/#2
www.njsha.org
Healthcare Committee
Barbara Schwerin Bohus, MS, CCC-SLP
Healthcare Committee, Chair
A
utism Speaks, the largest autism
advocacy organization in the United
States, is placing a new focus on expanding
housing options and support for adults.
There are pilot projects in three states;
Florida, Illinois and New Jersey. This
national network is working with local
advocacy groups and policymakers to
provide expanded home and communitybased services. Each state will have
varying amenities depending on their
Medicaid programs from reducing people
on waiting lists for services, to expanding
affordable housing, to increasing the types
of supported home-environments for adults
on the spectrum.
There has been concern from Healthcare
Committee members regarding the delivery
of therapeutic services to the disabled
individuals moving from the developmental
services into the community settings in
New Jersey.
New Jersey Senate panel approved a bill
which requires the state to monitor the
status of people who have resided in Totowa
or Woodbridge, and have transitioned out
into the community. Both centers were
recommended to close in 2012, and both
were closed by January. The bill has been
unanimously approved by the Assembly
and must head to the Senate for a vote.
The former residents will have the care
and opportunities they deserve if this bill
is passed. Behavioral, mental health and
medical needs will be addressed. The state
would collect and analyze data, for five years
status post-closing of the centers, regarding
the former residents’ behavior, activities of
daily living and ability to maintain the same
degree of support and family member/peer
contact. The legislation will help to support
the rights of these men and women.
STAR and SMAC Updates
Barbara Schwerin
Bohus, MS, CCC-SLP,
STAR/SMAC
S
MAC had a webinar on January 6,
2015, to demonstrate the purpose of
having representatives from each state.
The representatives meet monthly to
keep up to date with current Medicare
polices. They relay information to the state
association and its members. They share
local issues with ASHA. Over the past two
years, Congress mandated G Codes for
therapy services, Medicare contractors
have changed local policies, the IMPACT
ACT was formed which requires speech
pathologists in post-acute care facilities to
begin reporting quality measures in 2016,
Medicare has limited access to Speech
Generated Devices and Congress continued
to legislate changes in payment which affect
audiologists and speech pathologists.
STAR meetings, which are also held once
a month, revealed that The Medicaid
Committee is no longer a sub-committee
of the Health Care Economics Committee
(HCEC) under ASHA rule. It has been an
official committee with two more positions:
one speech pathologist and one audiologist
for those who want to apply to volunteer.
The Health Care Business Institute will be
held in Phoenix on July 10-12, rather than in
April this year.
Centers for Medicare and Medicaid (CMS)
have resumed their review of claims. The
Spring 2015
Recovery Audit Contractor (RAC) limited
their reviews to claims submitted between
March 1 and December 31, 2014. The
mandate requires any therapy claims for
combined speech pathology and physical
therapy services reaching $3,700 are to be
reviewed for medical necessity.
CMS issued the 2015 Physician Quality
Reporting System coding specifications
and Measures Applicability Validation
process impact speech pathologists and
audiologists that work in private and group
practices, university clinics and critical
access hospitals that use Method II Billing.
The following applies:
Audiologists: To avoid 2% penalty in 2017,
they must report a minimum of 50% of
the Medicare patient visits in 2015 for the
following: refer patients with chronic or
acute dizziness, document medications in
medical records, and screen for depression
for tinnitus patients with a follow-up plan.
On February 5, 2015, Congressman Charles
Boustany, Jr., introduced H.R. 775, the
Medicare Access to Rehabilitation Services
Act. This legislation would create an outright
repeal of the Medicare cap for outpatient
rehabilitation therapy services which will
prevent denial of vital coverage. Companion
legislation is expected to be introduced in
the Senate.
Also, Representative Cathy McMorris
Rodgers introduced the Steve Gleason Act
of 2015, H.R.628. This legislation would
allow Medicare beneficiaries to immediately
purchase and own a speech generated
device with the eye-tracking device
included. The Medicare capped-rental
requirement would be extinguished. The
Senate is expected to introduce companion
legislation.
Please contact your members in Congress
and request that they cosponsor the pieces
of legislation.
Speech Pathologists: To avoid 2% penalty in
2017, they must report a minimum of 50%
of the Medicare patient visits in 2015 for the
following: document medication in medical
records, do a standardized pain assessment
with follow-up plan, and screen for high
blood pressure with follow-up plan.
– 10 – www.njsha.org
NJSHA Webinars!
Tuesday, June 2
7:00 pm–8:30 pm
Assistive Listening Technology in the
Classroom: A Nuts and Bolts Review
Presented by Traci Burton
This webinar will be discussing the
various assistive listening devices and
hearing aid technology used in the
classroom. We will review several types
of ALD/HAT, with a focus on the more
commonly used FM technology. The
presentation will also briefly introduce
the NJ Division of the Deaf and Hard
of Hearing, describing services and
resources available for those living with
hearing loss in New Jersey.
Visit www.njsha.org
for more details and to register!
NJSHA Celebrates Better
Hearing and Speech Month
E
ach May Better Hearing and Speech
Mont provides an opportunity to
raise awareness about communication
disorders and the role of audiologists and
speech-language pathologists in providing
life-altering treatment. The theme for 2015
is “Early Detection Counts.”
This is a good time to help promote the
professions though local awareness efforts
that may include any number of activities
such as: poster contests, in-service
presentations, community presentations,
letters to parents, news releases, screening
programs. For more detailed ideas and
resources go to asha.org and njsha.org.
At Convention, be sure to visit the NJSHA
table to get your copy of the State of
New Jersey BHSM Proclamation to be
posted in you workplace.
Submit your raffle ticket to the NJSHA
table to be included in a special BHSM
gift raffle.
Submit BHSM stories and photos (with
releases) to be used in NJSHA media and
publications.
Spring 2015
Milestones
Courtney Caruso, MS, CCC-SLP; Yesenia
Concepcion-Escano, MA, CCC-SLP and
Tatyana Elleseff, MA, CCC-SLP, developed
and published a best practices technical
manual entitled A Guide for the Appropriate
Assessment of Culturally and Linguistically
Diverse and Internationally-Adopted
Individuals.” It can be accessed on the NJSHA
website at: http://www.njsha.org/resources/
committee-resources/pdfs/CLDguide.pdf.
Joanne Christodoulou, EdD, CCC-SLP,
completed her doctoral degree from Nova
Southeastern University as of December 31, 2014.
Robert M. DiSogra, AuD, recently presented
two programs on Ototoxic Drug Monitoring
and Over-the-Counter Tinnitus Relief Products
to the Puerto Rico Academy of Audiology and
the Minnesota Academy of Audiology. Dr.
DiSogra is the owner/director of Audiology
Associates of Freehold, PC.
Calling All
Photographers
P
art of the initiative for the new
NJSHA website is to add photos
of NJSHA members engaging in a
broad range of professional activities.
Therefore, we are requesting photos
of members:
1. Attending a professional event or
giving presentations.
Tatyana Elleseff, MA, CCC-SLP, recently
received a $15,000 grant from Seton Hall
University, through Rutgers University
Behavioral Health Care, to improve literacy
outcomes of children with psychiatric
impairments. She was also an invited guest
speaker at the Illinois Speech Language
Hearing Convention in February 2015, during
which she presented two sessions: Behavior
Management for SLPs and Assessment and
Treatment of Social Pragmatic Deficits in
Children With Psychiatric Impairments.
2. Engaging in a community service
awareness activities or fundraiser,
or other NJSHA sponsored events.
Teresa Hill, MA, CCC-SLP, was nominated for
Educational Services Professional of the Year
for her school this year. She works at the Early
Childhood Education Center (preschool building)
for Pemberton Township School District.
6. Providing assessment or treatment
services to clients.
Rosalia Lenzo Infusino, an elementary
school speech-language pathologist, was
named the Governor’s Educational Services
Professional Award winner.
In May 2014, Martina Villarson, MA, CCCSLP, graduated with a Master of Arts degree
in bilingual/bicultural studies from La Salle
University in Pennsylvania. She was the
Bilingual/Bicultural Studies Program’s Graduate
Academic Awardee for her thesis entitled The
Need for More Blacks and Hispanics in the
Profession of Speech-Language Pathology.
Julia Wolfrom, MS, CCC-SLP, was voted
Specialist Teacher of the Year by staff, parents
and students. It is quite an honor. She has been
a speech-language pathologist at Harker-Wylie
elementary school in Pemberton Township for
eight years. To be nominated, let alone voted,
is a professional and personal achievement. It
shows that her work and efforts haven’t gone
unnoticed, no matter how much it feels that
way sometimes. She is very proud to work
for her school, principal and with the teachers,
staff, parents and students every day.
3. Participating in community or
volunteer activities that are
professionally related or advocacy
events.
4. Engaging in interdisciplinary
collaboration and projects.
5. Participating at events to raise
funds for special needs.
Specifications for Photos: Photos
should be high-resolution quality (300DPI). Please make sure that there are no
advertisements or unrelated activities/
people in the background of the photo.
A photo consent form must be
included with each photo submitted.
Forms must be completed and
signed by all people who are in the
photo that is publicized. If clients are
in the picture, a release form is to
be completed by them, their parent
or family member, as well as the
professional. Go to www.njsha.org/
pdf/photo-consent-form.pdf to
download the photo consent form.
Send photos with completed photo
consent forms to [email protected].
Once received, NJSHA will select the
photos to be posted.
If you have any questions, please
contact the NJSHA Office at 888-9065742 or email [email protected].
– 11 – www.njsha.org
Student Voice
Christina Darius
Student Representative
A
pril 2015, is an exciting month for
NJSHA full of learning and networking,
not just for speech-language pathologists
and audiologists, but for students as well.
Capitol Hill Day:
On Wednesday April 21, 2015, NJSHA will
collaborate with the American SpeechLanguage-Hearing Association (ASHA),
which will be hosting Capitol Hill Day in
Washington D.C. On this day, 50 speechlanguage pathology and audiology students
in NSSLHA chapters from across the state
gather and are given the opportunity to
visit the State Capitol Building and hear
from staff members of the various elected
officials as well as increase collaboration
among other students from different higher
education institutions.
Capitol Hill Day is funded through both a
grant from ASHA and through NJSHA. Dr.
Amy Hadley and Dr. Theresa Bartolotta of
Stockton University prepared the grant
application that ASHA deemed acceptable.
This is going to be a great event with
countless learning opportunities! If you are
interested in joining us please contact info@
njsha.org. Seats are limited.
Thursday:
• Marni Reisberg Memorial Program
(Sessions 5 and 11): {8:15am-11:45
am} Gretchen Poage, MA, St. Joseph’s
Healthcare System will present Improving
Identification and Management of Cleft
and Craniofacial Syndromes. This two-part
seminar will discuss specific craniofacial
anomalies such as: Cleft Lip and Palate,
Submucous Cleft Palate, Pierre Robin
Sequence, Velocardiofacial Syndrome and
Hemifacial Microsomiaas as well as provide
information on expanding the oral peripheral
exam beyond the mouth.
• Poster
Presentations:
{11:00am1:00pm and 4:00pm-6:00 pm} The poster
sessions allow researchers to present
their research in an open forum format.
Take some time to walk around and ask
questions regarding their methods and
results. Both student and professional
researchers will be presenting.
• Student Luncheon: {1:15 pm-2:15
pm} The student luncheon is a student
only event which is sponsored by EBS
Healthcare. This is a great opportunity
to meet and gather with students from
across the state.
• Student Specific Seminar: {2:30 pm4:00 pm} Courtney Caruso, MS, CCC-SLP
and Tatyana Elleseff, MA, CCC-SLP will
present Working with CLD Populations:
An Interactive Student Experience. This
seminar will introduce students to current
issues in multiculturalism in an engaging
and interactive way to foster interest and
promote learning.
2015 NJSHA Convention:
A Student’s Perspective
It’s that time of year again! We are only a few
weeks away from our next Annual NJSHA
Convention, which will be held April 30 to
May 1, 2015. Conventions are a great way
for students to gain first-hand knowledge
of current data, techniques, resources and
technologies in area(s) of interest. Whether
this is your first Convention experience or
if you are a seasoned Convention veteran,
here are a few events to look forward to.
Spring 2015
• Honors and Awards Presentation and
Welcome Reception: {5:30 pm} This
presentation provides an opportunity for
NJSHA members to recognize and celebrate
the accomplishments and success of their
peers. This will be a wonderful opportunity to
network with fellow Convention attendees
and enjoy light hors d’oeuvres.
Friday:
• Annual Membership Meeting and
Breakfast: {7:00am-7:30 am} This
meeting includes a hot breakfast buffet
and allows NJSHA members to learn
more about the Association.
• Interprofessional Collaborative Practice:
Breaking Down Silos to Enhance
Outcomes: {7:30am-8: 30 am} Do you have
the skills to succeed on interprofessional
teams? Join ASHA’s Pam Mason, MEd,
CCC-A, to learn why, what and how
of
interprofessional
education
and
interprofessional collaborative practice (IPE/
IPP) and join the discussion about how to
foster collaborative teams in education and
practice.
• Healthcare and School Affairs Update:
{3:15 pm-5:15 pm} These sessions
provide specific updated information
regarding their respective environments.
If you have an interest in either of the two
working environments, these sessions
are a must!
• Audiology Update: {4:15 pm – 5:15 pm}
Like the Healthcare and School Affairs
Update sessions, this session provides
information specifically for audiologists.
Events Throughout the Convention:
• Program Sessions: {Thursday 8:00am5:15pm and Friday 7:30am-5:15 pm}
Program sessions are available for your
attendance all day!
• Exhibit
Hall:
{Thursday
7:00am4:00pm and Friday 8:30am-1:30pm} The
exhibit hall is a must do while you are
at Convention! This is a great place to
see new products, hear new ideas and
learn more about technologies and tools
available to you.
• Door Prizes: Don’t forget about the prize
giveaways! Door prizes will be given out
at each refreshment break in the exhibit
hall. You could be a winner!
Volunteers are Needed!!!
Be a part of the Convention and volunteer!
This is a great way to meet and network
with your peers, mentors and association
members. For more information about being
a student volunteer, please visit www.njsha.
org.
As students, it is important that we take
these wonderful opportunities and use them
to prepare for our futures in the fields of
speech-language pathology and audiology.
With that being said, I hope to see you all at
the 2015 NJSHA Convention! If you have any
questions regarding student issues please do
not hesitate to contact me at [email protected].
– 12 – www.njsha.org
Stay Connected
With NJSHA
T
ake advantage of the many opportunities
available to connect with NJSHA by
visiting our website regularly and our
various social media platforms including the
Facebook group, Facebook page and our
Twitter account. All can be accessed through
the NJSHA website at www.njsha.org.
ACE Awards
July – September 2014
During this period, the following current
NJSHA members were presented the
Award for Continuing Education (ACE)
by the Continuing Education Board.
The ACE is a formal recognition of
professionals who have demonstrated
their commitment to lifelong learning
by earning 7.0 CEUs (70 contact hours)
within a 36-month period. Congratulations
to each of you from NJSHA!
Michele Coogan
Kathleen Diblin
Maurya Farah
Donna Merchant
Amanda Parra
Debra Roberts
Gabrielle Zimmer
Speech Upgrade Project
Speech Correctionists must complete
the requirements of the Speech Upgrade
Project in order to maintain employment
after August 31, 2015. The Speech Upgrade
Project is offered at Kean University
and consists of graduate course work,
supervised practicum experiences and
continuing education activities. For
information and an application, call the
Speech Upgrade Project at 908-737-5812 or
[email protected].
Who Are You?
Visit the NJSHA website (www.njsha.org)
and make sure your NJSHA Account is upto-date. Log on to the Member Center of
the website, enter your Last Name and your
Member Number. Once submitted, you are
able to edit your account information, such as
mailing address, email address, professional
information and more.
In Memoriam
Leon Glovsky, MS, passed
away at the age of 77 on
October 28, 2014. Leon
attended Hunter College
in Manhattan and received
his Masters Degree from
Temple University. He was
NJSHA President from 19721973, and maintained his membership
until his passing. He was a well respected
speech-language pathologist who practiced
throughout Cumberland County for more
than 60 years. He was superintendent of
the American Institute for Mental Studies
and he had a private practice in Vineland,
New Jersey. Leon was the loving husband
of Marcia Glovsky and father of Brad
Glovsky, Cindy Glovsky, and Tammy GlovskyOrtega. He loved spending time with his
grandchildren, Jeffrey and Daniel Glovsky,
Kayla Brower, Nicole Ortega and Eve and
Marlie Chiarello.
Sylvia Morgan, 93, died on February 2, 2015.
Sylvia received her Bachelor of Science degree
from Ohio State University in 1947 and a
Master of Arts degree in 1954 from Columbia
University Teacher’s College in audiology.
During her career, she was a pioneer in pediatric
audiology. At Columbia Presbyterian Medical
Center, Ms. Morgan started one of the first
children’s clinics to encourage deaf and hearing
impaired children to interact with other children
and learn to maximize their skills. Ms. Morgan
was a consultant to numerous school programs
in the tri-state area. She had a private practice
in pediatric audiology in Dumont, New Jersey.
She was a certified member of ASHA, NJSHA
and Bergen County Speech-Language-Hearing
Association.
Dr. Maryann Peins, Rutgers
professor and former NJSHA
president (1973-1974), died
on Saturday, December 13,
2014. Dr. Peins began her
teaching career in 1948 at
the age of 21 as an assistant professor in the
Speech Department at NYU and as a Guidance
Counselor in the NYU Counseling Offices.
After receiving her PhD in speech pathology
at Pennsylvania State University in 1958, she
joined the faculty at Southern Connecticut
State University as an Associate Professor
and Director of the Speech and Hearing Clinic.
In 1961, she joined the faculty of the Speech
Department of Douglass College, Rutgers
University, and eventually was appointed
Professor of Speech Pathology. She served
as Chairperson of the Department of Speech
Pathology until she retired in 1994. She was
also an adjunct professor in the Department
of Psychiatry at the University of Medicine
and Dentistry of NJ, Rutgers Medical School
for 21 years, where she engaged in research
on stuttering and co-developed a successful
treatment for stuttering called Double Tape
Recorder Therapy For Stutterers. She was
director of the Speech and Hearing Clinic,
Middlesex Rehabilitation Hospital, North
Brunswick, New Jersey, for 12 years, director
of the Speech and Hearing Department
of JFK Medical Center, Edison, for three
years and consultant to the Department of
Speech Pathology and Audiology at Roosevelt
Hospital, Edison for 30 years. She was a part-­
time children’s librarian at South Brunswick
Library for two years. Dr. Peins received a
Bachelor of Arts degree from Montclair State
University in 1947, MA degree in speech
pathology from the University of Denver
in 1948, MA degree in Counseling and
Guidance from NYU in 1961, Master of Library
Science degree from Rutgers University in
1989, and a PhD in speech pathology from
Pennsylvania State University in 1958. She
was a licensed speech-language pathologist
and audiologist in New Jersey and awarded
the Certificates of Clinical Competence (CCC)
in Speech-­Language Pathology and Audiology
by the American Speech­-Language-Hearing
Association. She was also a certified librarian
in New Jersey and Florida. A past president of
NJSHA, she was awarded the Honors of the
Association in 1974, and honored as a Fellow
by the American Speech-­Language-­Hearing
Association in 1974, for her achievements as
a speech-language pathologist, her research
publications and her active participation in the
state and national professional organizations.
Dr. Peins was nationally and internationally
recognized as an authority on the treatment
of stuttering. She was the author of several
books and numerous articles on stuttering
and speech language disorders published
in professional journals. She gave countless
presentations nationally and internationally
on the treatment of stuttering and speech
disorders. Of the many awards Dr. Peins
received, she considered her greatest
accomplishments her research on successful
treatment for adult stutterers and the
development and publication in 1997 of
a successful treatment for children who
stutter, called FLAIR (Fluency Assessment
and Intervention Resource) and FLAIR Story
Book. Memorial Contributions can be sent to
the Peins Speech Pathology Scholarship Fund
and Montclair State University Foundation, 1
Normal Ave., Montclair, NJ 07043.
The Member Center also gives you access to
renew your membership, print a membership
card, register for an event, search for a
member, access member-only resources and
read VOICES.
Spring 2015
– 13 – www.njsha.org
s"xc
WE KEEP YOU OPERATING
AT PEAK PROFITABILITY
THE MEL & PHYLLIS ZACHTER
STRESS DUE TO BILLING ERRORS?
TENSION OVER UNPAID INSURANCE CLAIMS?
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PRESENTS
FEATURED PRESENTER:
MICHELLE GARCIA WINNER MA, CCC-SLP
Founder of Social Thinking®
ACCURATE MEDICAL BILLING SOLUTIONS
PROVIDES THE PURE RELIEF YOU ARE SEEKING.
THURSDAY, MAY 14, 2015 • 9:00am – 4:00pm
BARUCH COLLEGE CONFERENCE CENTER
We’re the experts on
SPEECH THERAPY BILLING
BECAUSE WE FOCUS ON SPEECH THERAPY BILLING.
55 Lexington Avenue (24th St.) • 14th Floor • Room 220 • NYC 10010
ASHA Verification of Attendance Forms will be Provided for
6.0 CERTIFICATION MAINTENANCE HOURS (CMH)
CALL TODAY FOR FREE CONSULTATION 732.730.9551
www.accuratembs.com | [email protected]
EARLY BIRD RATE
THROUGH MAY 7
ADVANCE REGISTRATION REQUIRED AT WWW.OHELFAMILY.ORG/TRAINING
RESERVE YOUR PLACE TODAY! SPACE IS LIMITED!
FOR MORE INFORMATION OR TO REGISTER PLEASE VISIT OUR WEBSITE
WWW.OHELFAMILY.ORG/TRAINING OR CALL 1-877-EDU-OHEL (1-877-338-6435)
YOUR DREAM JOB IS JUST A CLICK AWAY!
Access the Career Center and prepare to find the perfect job!
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Manage your job search
Access hundreds of job postings
Post an anonymous resume
Advanced Job Alert system
Never let another job opportunity pass you by!
Job search today at New Jersey
Speech-Language-Hearing Association!
Access NJSHA’s Career Center at www.njsha.org
POWERED BY
Spring 2015
– 14 – www.njsha.org
48 EAST THIRTEENTH STREET • LAKEWOOD, NJ 08701• PHONE: 732-730-9551 FAX: 732-730-9661• EMAIL: [email protected]
Professional Directory
Debbie Friedman, MA, CCC-SLP
Marilyn Greenberg, MA, CCC-SLP
Metropolitan Speech &
Language Center
Lillian S. Dollinger, MA, CCC-SLP, Director
Evaluations & Therapy
Speech • Language • Myofunctional
Specializing in Pediatrics
Hillsborough, NJ [email protected]
908-281-6330 Lic #YS00188
9 Blue Devil Lane, Mercerville, NJ 08619
609-586-5959 Lic. #YS 00197
Pediatric Speech & Language Evaluations & Therapy
Individual Therapy & “Small Talk” Groups
Adult Voice & Fluency
Karen T. Kimberlin, MS, CCC-SLP
Vicki L. Sadewitz, MS, CCC-slp
Speech Therapy Center, LLC
Articulation-Language-Reading-Writing
Evaluations and Therapy
SPEECH LANGUAGE
LEARNING CONNECTION, LLC
732-450-1111
NJ Lic #YS00310
Dr. Barbara Ellicott, CCC-SLP
Speech-Language Pathologist
Learning Consultant-School Psychologist
Myofunctional Therapy
Speech-Language Pathology
66 W. Mt. Pleasant Avenue, Livingston, Lic. #41YS 000835
[email protected] 973-994-4468
Center for Communication Advancement
Speech - Language - Voice - Fluency
- Children and Adults -
973-366-6667
420 Blvd., Suite 207, Mountain Lakes, NJ
Lic. #YS00083
Cheryl Kaplan, CCC-SLP
Speech, Language, Myofunctional
www.speechtherapycenter.com
60 Broadway, Ste. 21, Denville, NJ 07834
973-627-6100 Lic. #YS 02032
VOICE CENTER OF NJ
ASAP – A Step Ahead Program, LLC
Terri G. Rosenberg, MA, CCC
Lina Slim-Topdjian, CCC-SLP, BCBA #YS02639
Voice-Speech-Language
Children and Adults
[email protected] New Brunswick, NJ
Auditory Processing Evaluations for
Children and Adults
Audiology Associates of Freehold, PC
57 Schanck Road, Suite C-5, Freehold, NJ
732-462-1413
Robert M. DiSogra, AuD, FAAA, Lic. #17
Sharing Communication, LLC
Providing Speech and Language Services
38 North Cottage Place, Westfield, NJ
Lynn Shereshewsky, MA, SLP, President
908-233-6928 [email protected]
License #41YS00087900
Abilities Therapy Network
Speech Therapy, OT & PT Services
732-247-2401 Lic. #YS 00757
PROMPT I & II Trained
Founder/Executive Director
Millington, NJ 07946
www.asapprogram.org
THE GOLDING-KUSHNER SPEECH CENTER, LLC
Cynthia James Duell, MA, CCC-SLP
Pamela C. Payne, MS, CCC-SLP, BCS-CL
Midland Park, NJ 07432
JEEPP1.com / [email protected]
Specializing in disorders of fluency and voice
K. Golding-Kushner, PhD, CCC-SLP, FASHA
cleft palate, craniofacial, resonance, artic
evaluation, therapy, teletherapy,
consultation
Pediatric Speech, Language and
Oral-Motor Therapy
JEEPP teaches language thru reading
and reading thru language
201-666-5824 [email protected]
Lic #YS00920
East Brunswick, NJ [email protected]
Comprehensive Therapeutic Services
248 Columbia Tpk, Florham Park, NJ
973-301-0111 Lic #YS00446
drbarbaraellicott.com
Roberta H. Cozic, MA
Speech-Language Specialist
170 Lexington Avenue, Westwood, NJ 07675
Speech & Hearing Associates, LLC
NJ License YS 01352 732-238-5494
Kathryn Snogans, MS, CCC-LLC
LSVT, PROMPT, Communication Groups, CAPD,
Educational Presentations
Speech-Language Pathologist
PROMPT, Apraxia, Articulation, Fluency
Accent Reducation
Robert W. Woods, PhD, CCC-A, FAAA
973-239-2354 Verona Area
9 Offices - 10 Languages - Insurance - Evenings/Weekends
Director, NJ Lic #41YA00005300
www.SpeechAndHearingAssoc.com
800-742-7551
NJ License #41YS00101200
[email protected]
Educational Audiology Resources, LLC
Donna M. Goione Merchant, AuD, CCC-A
Specializing in Educational Audiologic
Consultations and Testing; Classroom
Acoustic Evaluations; & Central Auditory
Processing Evaluations
1673 Route 88 West, Brick, NJ 08724
732-458-5050 | Aud Lic #YA000317
Rosemary Furtek, MA, CCC
Lic #41YS-0018990
Licensed Speech-Language Pathologist
Voice, Articulation, Fluency, Language
Lip Reading Lessons; Second Opinions
973-985-4942
600 Valley Road, Suite 202
Wayne, NJ 07470
201-447-1336
Lic.# 41YS00049000
Ridgewood Speech and
Language Center
Beth S. Kotek, MS, CCC , Director, #YS000317
Pediatric & Adolescent
Speech-Language-Myofunctional
Midland Park, NJ 201-444-6305
Pediatric Speech-Language
Services, LLC
Jacqueline S. Shankle, MS, CCC-SLP, Director
316 East Broad Street, Westfield, NJ 07090
361 Route 31, Suite 1103, Flemington, NJ 08822
Phone: 908-23205501
[email protected]
NJ License #41YS00421900
700 Godwin Avenue, Suite 120
Midland Park, NJ 07432
Lic. #41YS00093200
Therapy materials and consultations
Lic #YS01100
George Marge, MS, CCC-SLP
NJ Lic #41Y00337400
Ho-Ho-Kus, New Jersey
201-445-4805
Speech Articulation, Language Disorders,
Voice and Fluency
MSU Center for Audiology
1515 Broad Street, Bloomfield, NJ 07003
Audiological Services/Adults & Children
M. Appelbaum, AuD, CCC-A
Lic #41YA00041700
Supervising Hearing Aid Disp Lic #MG00797
973-655-3934 [email protected]
Professional Directory: Include your practice in the NJSHA Professional Directory. The member cost is only $50 per year for a maximum of 6 lines, 42 characters each
(including spaces and punctuation) Advertisers MUST include their Professional License Number. Additional information can be found at www.njsha.org.
Spring 2015
– 15 – www.njsha.org
Presorted
Standard
U.S. Postage
PAID
Pittsburgh, PA
Permit #2191
174 Nassau Street, Suite 337
Princeton, NJ 08542
Please Join Us at the NJSHA Convention
Thursday, April 30 at 5:30 pm to honor the following
2015 Honors & Awards Recipients
Honors of the Association
Linda Tucker-Simpson
Distinguished Service Award
Distinguished Professional
Service Award
Sue Goldman
Vicki L. Sadewitz
The Aphasia Study Commission
Program of the Year
Shaler Academy
Ridgefield Board of Education
Dr. George Gens
Volunteer of the Year Award
Maria Rodriguez