2026 Interprofessional Conference Sessions

Simulation is widely used in healthcare education to prepare learners for clinical decision-making, patient care, and interprofessional collaboration. However, traditional simulations typically occur within clinical environments and may not fully address medicolegal risk, ethical decision-making, and defensible documentation. Current literature highlights a gap in simulation-based learning related to values and ethics, interprofessional education (IPE), and medicolegal issues in rehabilitation and healthcare practice.

This presentation introduces an innovative courtroom and jury simulation designed to immerse participants in the real-world consequences of clinical decisions and documentation. In this experiential learning activity, participants engage in the voir dire process, listen to closing arguments from a medical case scenario, and deliberate as a jury to determine a verdict based on evidence and professional judgment. By moving simulation outside the traditional healthcare setting, this approach creates a powerful opportunity to examine ethical reasoning, accountability, and professional responsibility in a dynamic and memorable way.

The simulation has been implemented with interprofessional learners and practitioners across occupational therapy, physical therapy, speech-language pathology, and nursing in both academic and clinical settings. Participants consistently report meaningful reflection on ethical practice, documentation standards, and advocacy for safe and just patient care.

Attendees will gain practical strategies for designing and implementing similar simulation experiences in academic programs or continuing education. This session supports interprofessional learning, strengthens clinical reasoning, and promotes ethical, defensible practice across the continuum of healthcare education and professional development.

Learning Objectives:

1. Articulate the complexity of teaching values and ethics regarding maintaining competence in one’s own profession to successfully contribute to interprofessional care.​

2. Justify a decision that was handed down from the collaborative effort of an IPE Jury of one’s own peers, based
on the merits of the case.​

3. Advocate their position providing justification for health standards and health outcomes based on maintaining the integrity of one’s profession and standard of care.

In complex healthcare environments, effective interdisciplinary care requires more than clinical expertise and pre-defined processes; it requires the capacity for intentional, regulated, and compassionate presence. Growing evidence from neurocardiology and psychophysiology research demonstrates that heart-brain interactions and emotional coherence influence cognitive function, communication, and relational dynamics. A clinician’s internal state can directly impact perceptions of safety, trust, and engagement, affecting both individual and system-level outcomes.

This interactive and experiential session will explore the science of presence through a trauma-informed lens and help translate physiological awareness into actionable skills that improve practitioner readiness, patient experience, team collaboration, and workforce well-being. Participants will learn practical strategies to cultivate coherent presence, enhance self-regulation, support co-regulation and attunement, and strengthen communication and effectiveness across the continuum of care.

Overall, this session is designed to increase self-awareness and develop a working understanding of the significance of presence in improving human connection, promoting engagement, supporting sustainable care, and achieving meaningful outcomes.

Learning Objectives:

1. Describe the science of heart–brain communication and emotional coherence in caregiving environments.

2. Identify how presence influences safety, trust, communication, and interdisciplinary outcomes.

3. Apply trauma-informed and heart-centered strategies to enhance self-regulation, co-regulation, and attunement.

4. Evaluate the impact of presence on team dynamics, productivity, patient outcomes and satisfaction, and organizational effectiveness.

Burnout is widely discussed among helping professionals, yet many individuals remain in a prolonged state of “survival mode” without fully recognizing its impact on both professional performance and personal well-being.

This introductory workshop explores the differences between stress, burnout, and survival mode through a practical and relatable lens, examining how these patterns show up in clinical work, ADLs, and relationships. Participants will learn to identify common signs of survival mode, including cognitive overload, emotional exhaustion, reduced capacity for flexibility, and difficulties with executive functioning.

The session will also highlight how chronic stress patterns can become normalized, particularly among high-achieving individuals, leading to cycles of over-functioning and depletion. Drawing from trauma-informed and nervous system-based frameworks, this workshop introduces accessible, evidence-informed strategies to support regulation and sustainability.

Participants will explore practical tools such as brief nervous system resets, cognitive load reduction techniques, boundary-setting practices rooted in capacity, and micro-recovery strategies that can be implemented throughout the day.

This session is designed for allied health and educational professionals across experience levels who are seeking to better understand their internal experiences and develop foundational strategies to move out of survival mode and into a more regulated, intentional way of living and working.

Learning Objectives:

1. Participants will apply at least three practical, evidence-informed strategies to begin shifting out of survival mode and into more sustainable professional and personal patterns.

2. Participants will identify at least five clinical and behavioral signs of burnout and chronic survival mode in therapy professionals.

3. Participants will differentiate between acute stress, burnout, and survival mode using a nervous system and functional lens.

State professional associations play a critical role in developing leadership capacity, sustaining organizational continuity, and advancing the profession. However, many associations face ongoing challenges related to volunteer engagement, leadership succession, and workforce development. In response to these challenges, the Nevada Occupational Therapy Association (NVOTA) developed Pioneers in Practice (PIP)—a structured leadership development program designed to cultivate emerging leaders through mentorship, systems thinking, and applied leadership experiences.

This session will describe the design, implementation, and emerging outcomes of the Pioneers in Practice program, including the theoretical foundations, program structure, curriculum components, and evaluation strategies used to support leadership development across practice settings. Presenters will share practical insights into building a sustainable leadership pipeline, fostering professional identity, and strengthening organizational capacity through intentional leadership development. Participants and mentors from the program will provide brief overviews of their leadership projects, illustrating how program experiences translate into real-world leadership and advocacy initiatives.

Preliminary outcomes related to participant engagement, leadership skill development, and organizational impact will be discussed. Attendees will leave with practical strategies and adaptable tools to support leadership development and workforce sustainability within their own organizations and professional communities.

Learning Objectives:

1. Identify three emerging outcomes and evaluation indicators that demonstrate the impact of leadership development programs on professional engagement, leadership capacity, and organizational sustainability.

2. Describe two design components and theoretical foundations used to develop a structured leadership development program for occupational therapy practitioners.

3. Examine three implementation strategies used to operationalize a statewide leadership development initiative, including mentorship structures, curriculum sequencing, and participant engagement methods.

Clinical education continues to evolve to better support student success in real world practice. This session presents findings from a multi-site survey of clinical instructors (CIs) and clinical education leaders, exploring perceptions of student readiness in outpatient settings. This session will highlight opportunities to further strengthen the transition from academic training to clinical performance for therapy students. While standardized evaluation tools provide valuable objective benchmarks, these tools do not always capture nuanced aspects of student performance, such as initiative, communication, and clinical reasoning across disciplines.

Survey results from 83 participants demonstrate that students consistently meet expectations in safety and professional ethics, while also revealing meaningful opportunities for growth in initiative, communication skills, and higher level clinical reasoning.

This presentation will translate these findings into actionable, interprofessional strategies for clinical educators, academic faculty, and healthcare teams. Emphasis will be placed on fostering student initiative, strengthening communication across disciplines, and supporting the application of knowledge in complex clinical environments. Attendees will engage in collaborative discussion on aligning educational preparation with evolving healthcare demands.

By integrating perspectives from PT, OT, and SLP education, this session supports interprofessional collaboration and equips participants with practical tools to enhance clinical training and improve patient outcomes.

Learning Objectives:

1. Identify key strengths and areas for growth in student readiness for clinical practice based on survey research from clinical instructors.

2. Examine gaps in traditional evaluation methods by exploring how factors such as initiative, communication, and clinical reasoning impact student performance in real-world settings.

3. Apply actionable, interprofessional strategies to enhance clinical education, foster student development, and better align academic preparation with evolving healthcare demands.

This presentation will briefly touch on the role of Nevada Assistive Technology Resource Center and the state AT act. The major theme will focus on dispersing information on cheap, free, and easy iPad/iphone and Android apps that can improve communication with your clients (primarily age 13+). Bring your devices & come prepared to download apps! Key Apple & Android accessibility features to be discussed will include Personal Voice, Live Speech, Assistive Access, Siri adaptations, Voice Control, head tracking, eye tracking, and touch alternatives. These features can help address speech impairment, weakness, cognitive changes, and vision needs.

The presentations also stress emergency preparedness, including ensuring that every patient has a reliable way to communicate in urgent situations. Overall, the combined message is that assistive technology should be personalized, proactive, and empowering, with clinicians, caregivers, and users working together to improve access, safety, and quality of life.

It is the goal of this presentation for you to walk away with more Tools in your Toolbox!

Learning Objectives:

1. Understand the role of the state AT Act & Program as well as equipment and supplies available

2. Understand iPhone/iPad & Android Modifications that you can make on your phone or your patient’s phone to improve communication (ALS, Aphasia TBI)

3. Understand the referral process to NATRC for additional support

Recent increases in pediatric traumatic brain injuries (TBIs) associated with electric bike and scooter use have underscored the critical importance of early, interdisciplinary rehabilitation. This session examines the clinical application and outcomes of early mobility interventions across the continuum of medical complexity, including intubated patients, those with tracheostomy and mechanical ventilation, and individuals transitioning to room air.

Occupational and physical therapy interventions that promote upright positioning and active participation have been shown to reduce sedation requirements, enhance arousal, and facilitate cognitive and neurological recovery. Integration of respiratory therapy during mobility sessions supports airway clearance and pulmonary health, while collaboration with speech‑language pathology enables early communication opportunities through strategies such as Passy‑Muir Valve (PMV) use. Furthermore, early PMV use can expedite ventilator weaning and progress toward decannulation. Together, these coordinated interventions demonstrate how early mobilization can accelerate recovery through Rancho levels and improve functional outcomes through targeted interdisciplinary teamwork.

Through case‑based discussion and evidence‑informed practice review, participants will gain actionable strategies for implementing safe and effective early mobility programs for pediatric patients with moderate to severe TBI. This session emphasizes the shared roles of OT, PT, SLP, and RT within a collaborative model designed to optimize clinical and functional recovery.

Learning Objectives:

1. Analyze the evidence supporting early mobility as a tool to decrease sedation use and enhance neurological recovery in pediatric TBI populations.

2. Describe the interdisciplinary roles of OT, PT, SLP, and RT in promoting respiratory function, communication, and cognitive engagement during progressive mobilization.

3. Formulate phase-specific strategies (intubated, trach/vent, room air) to safely integrate early mobility into the rehabilitation plan of care for pediatric patients with TBI.

Patients with multiple complex co-morbidities often present with fluctuating performance, medical complexity, and overlapping impairments that challenge traditional rehabilitation models. This presentation examines an interdisciplinary outpatient approach to managing a patient with Myasthenia Gravis and Postural Orthostatic Tachycardia Syndrome (POTS).

Through a shared patient case, clinicians from neuro PT, lymphedema PT, pelvic floor OT, and speech-language pathology will discuss their roles in assessment, intervention, and coordinated care to enhance patient function and independence. The session will address the impact of medical treatments such as IVIG infusions on rehabilitation timing and progression, as well as strategies for managing fatigue, activity tolerance, and symptom fluctuations.

Participants will leave with an example framework for interdisciplinary outpatient care that prioritizes adaptability, patient and caregiver education, and long term support for an individual with a variable and medically complex presentation.

Learning Objectives:

1. Differentiate the roles of neurologic PT, lymphedema PT, pelvic floor OT, and SLP in the management of a patient with Myasthenia Gravis and Postural Orthostatic Tachycardia Syndrome (POTS)

2. Describe the approach to treatment for a patient with fluctuating strength, endurance, and functional independence

3. Discuss how medical management (e.g. IVIG infusions, medication timing) influences rehabilitation planning, dosing, and progression

4. Summarize an interdisciplinary outpatient rehabilitation model that supports coordinated communication, symptom-based modification, and long term management for a high complexity patient

Augmentative and Alternative Communication (AAC) is often viewed through a narrow lens—focused primarily on devices, software, or the role of a single discipline. This session challenges common AAC myths that limit meaningful participation and instead reframes AAC as a shared, multidisciplinary responsibility. Through an interprofessional perspective, this presentation explores how collaboration among speech‑language pathologists, occupational therapists, and physical therapists is essential to supporting AAC beyond device selection.

Using real‑world case examples, presenters will examine how factors such as positioning, movement, sensory regulation, and access directly influence an individual’s ability to communicate across daily routines and environments. Participants will explore how siloed approaches can unintentionally restrict AAC use, while aligned, participation‑focused strategies promote carryover, autonomy, and authentic communication.

This session emphasizes AAC as a tool for meaningful participation—not just a therapy intervention—and highlights practical ways each discipline can contribute to shared communication goals. Attendees will leave with a clearer understanding of how interdisciplinary collaboration dispels persistent AAC myths and strengthens outcomes across settings. Strategies discussed will be immediately applicable to clinical, educational, and community‑based practice.

Learning Objectives:

1. Identify and challenge common AAC myths by examining how SLP, OT, and PT roles intersect to support AAC beyond device selection.

2. Explain the impact of positioning, movement, and regulation on meaningful AAC participation.

3. Apply collaborative strategies to support AAC use across everyday routines and environments.

Accessible playgrounds are often assumed to be inclusive; however, compliance with the Americans with Disabilities Act (ADA) does not guarantee meaningful participation in play. ADA standards emphasize physical access—such as routes, surfaces, and transfer systems—but do not address the social, sensory, and relational dimensions necessary for inclusive play experiences.

This session reframes play through an occupational therapy lens, distinguishing between accessibility and inclusion while emphasizing play as a co-occupation embedded within family systems. Participants will explore how current playground designs may support entry into a space without facilitating engagement, interaction, or belonging. The concept of co-occupation will be highlighted to illustrate the importance of caregiver-child and family participation in play, extending beyond peer-to-peer interactions, and aligning with calls to advance play participation for all (Lynch et al., 2020).

Occupational therapy practitioners are uniquely positioned to advance inclusive play through activity analysis, environmental design, and community-level advocacy. This presentation introduces a conceptual foundation for a broader line of scholarship focused on inclusive play and participation, offering practical considerations for clinicians, educators, and researchers seeking to move beyond compliance toward meaningful inclusion.

Learning Objectives:

1. Differentiate between accessible play and inclusive play using an occupational therapy lens.

2. Describe current ADA requirements for playground accessibility and identify their limitations in supporting participation.

3. Explain the role of co-occupation in play, including its impact on family dynamics and participation.

4. Identify opportunities for occupational therapy and other professions to advance inclusive play through advocacy, design, and community engagement.

Many students find the process of navigating their national board certification examination challenging, including scheduling the exam, preparing for it, and passing it! This session will address all three of those areas. Keeping in mind that this session will be multidisciplinary, we will overview the general process of scheduling exams for each discipline (PT, OT, SLP). We will also talk about strategies for success in planning for the exam, with test-taking strategies, study schedule tips, and learning strategies that are immediately applicable across all disciplines – no need to purchase software or programs! This course will not only help learners know how to prepare for their exam, but can also help them gain a sense of how to know when they are prepared for their exam! This will be helpful to both students and faculty members as many of the techniques discussed can be applied to current coursework as well.

Learning Objectives:

1. Review literature on most effective learning techniques.

2. Overview the application process for PT, OT, SLP Board Examinations.

3. Give test-taking strategies that are immediately applicable (no need to purchase software or products).

4. Help learners recognize what readiness looks like; when are they actually prepared to sit for the exam?

What happens beyond the therapy session is increasingly shaping what happens within it. Across settings and disciplines, therapists are navigating ongoing challenges related to reimbursement, access to care, and shifting expectations within the healthcare landscape.

This session explores the current landscape of therapy practice through the lens of real-world clinical experience. Attendees will gain insight into how broader system factors influence service delivery, access to care, clinician well-being, and patient outcomes. The presentation will also highlight the importance of protecting professional scope while fostering strong interdisciplinary collaboration.

Participants will leave with a clearer understanding of the challenges facing the profession and practical, actionable ways to engage in advocacy efforts at the individual, workplace, and community levels.

Learning Objectives:

1. Identify current trends and challenges impacting therapy practice, including reimbursement and access to care.

2. Explain the importance of maintaining and protecting professional scope across disciplines.

3. Identify practical strategies for engaging in advocacy at the individual and organizational level.

This presentation will focus on breaking down barriers between chiropractic, physical therapy, and occupational therapy to improve patient outcomes through coordinated care. It will acknowledge existing tensions but emphasize shared goals for patient care—reducing pain, restoring function and accelerating recovery. By identifying common issues such as over-treatment, lack of progression and poor communication, the presentation will introduce a structured, phase-based care model where each discipline plays a defined role at the right time. The core message is when providers collaborate, communicate clearly, and sequence care effectively, patients recover faster and that outcome is what ultimately matters most.

Learning Objectives:

1. Discuss issue, common ground and solution.

Concussion care and rehabilitation is a complex process as concussion can affect multiple aspects of an individual’s life. Occupational therapists are uniquely qualified to assess and treat those impacted with concussions by addressing visual and ocular dysfunctions, cognitive deficits, vestibular dysfunctions, imbalance, dizziness, fatigue, anxiety and depression, headaches or migraines, and functional limitations in daily life. This presentation will focus on visual and ocular dysfunction, appropriate assessments, and interventions to improve an individual’s visual perception deficiencies and symptoms.

Learning Objectives:

1. Understand Occupational Therapy’s role in concussion rehabilitation and visual perception skills

2. Learn 2-3 visual perception assessments for concussion

3. Learn 2-3 visual perception interventions for concussion

Impairments in numerical processing and calculation (NPC/acalculia) commonly co-occur with aphasia due to shared linguistic and cognitive mechanisms, yet numeracy is rarely assessed or treated in speech-language pathology. This gap limits functional independence in everyday activities such as medication management, financial decision-making, and schedule navigation—domains central to rehabilitation. Evidence-based approaches to numeracy intervention remain limited and are often restricted to decontextualized, drill-based methods.

This pilot study examined the feasibility and preliminary effectiveness of Aphasia + Math, a strategy-based intervention targeting functional numeracy. Twelve adults with chronic aphasia participated in a pre-post design with one-month follow-up. Participants completed six one-hour online group sessions co-facilitated by a speech-language pathologist and mathematics educator, emphasizing explicit strategy instruction, supported communication, and application to real-world tasks. Participants were stratified by baseline math ability to tailor instruction.

Primary outcomes included objective NPC performance (Numerical Processing and Calculation Battery) and subjective numeracy (Subjective Numeracy Scale), with a nonverbal reasoning task as a control. Feasibility was evaluated through recruitment, retention, and participant feedback.

Results demonstrated significant improvements in subjective numeracy across participants and significant gains in objective NPC performance for higher-ability participants, maintained at follow-up. No changes were observed on the control task. Participants reported high satisfaction and perceived improvements in functional tasks, including money and time-related tasks.

Findings support the feasibility and potential clinical value of integrating numeracy into rehabilitation through an interprofessional, participation-focused approach. This work highlights opportunities for rehabilitation therapists to collaboratively or individually address numeracy to enhance independence and community participation.

Learning Objectives:

1. Participants will be able to describe common numerical processing and calculation (NPC/acalculia) deficits in adults with aphasia and explain how these impairments limit participation in everyday numeracy activities (e.g., managing money, interpreting schedules, navigating transportation).

2. Participants will be able to explain how adult numeracy education frameworks were applied to the rehabilitation of acalculia in adults with aphasia.

3. Participants will be able to evaluate the benefits and limitations of the Aphasia + Math Intervention pilot study to inform future clinical decision-making for assessment and intervention of functional numeracy impairments in adults with aphasia.

At the heart of outpatient and community-based services in occupational therapy is an essential challenge: how do we help our clients live life to the fullest when we only get to see them for such a small part of their week? Occupational disruption is a complex phenomenon at the intersection of expressed symptomology, environmental factors, and personal attributes – all of which take place in daily life as opposed to during decontextualized therapy visits. Regardless of setting, occupational therapy practitioners (OTPs) must find ways to help clients affect change in their daily life beyond just during the therapy visit to more deeply address occupational disruption. This is commonly handled through a home exercise plan or troubleshooting with a client during the therapy visit. However, there is more we can do as OTPs to lean into daily life. This presentation will discuss best practices for occupational orchestration, which expands on these ideas through a mix of standard OT practices, applied motivational theory, and environmentally situated activities. We will present examples from three practice settings to explore occupational orchestration: community-based treatment for eating disorder, self-health management for cancer survivors, and outpatient hand therapy. Strategies will be presented that exemplify how personalized therapeutic approaches can affect change in daily life across these settings. Attendees will learn about the effective delivery of interventions that enhance clients’ engagement in therapy, adherence to therapist recommendations, and how to promote environmentally contextualized occupational participation.

Learning Objectives:

1. Identify the principles of occupational orchestration.

2. Learn about two ongoing lines of research in community-based OT that implement occupational orchestration: the ROADE Program and RISE.

3. Apply best practices for occupational orchestration to a simulated case in community-based occupational therapy.

This session explores the growing disconnect between healthcare professionals’ expectations and the realities of modern clinical practice. Physical therapists across settings report increasing frustration related to wage stagnation, inconsistent workplace policies, lack of transparency, and limited career progression.

Through a candid, experience-based narrative, this presentation examines key systemic issues such as wage compression, institutional inertia, asymmetrical power structures, and the erosion of professional autonomy. Attendees will be introduced to the foundational concepts of collective bargaining and how organized labor provides a structured pathway to address these challenges.

The session will walk through the real-world process of organizing from initial conversations among coworkers to formal unionization and contract negotiation, highlighting both the practical steps and emotional realities involved. Outcomes including guaranteed wage progression, enforceable workplace protections, and standardized policies will be discussed.

Attendees should leave with a clearer understanding of how collective action can reshape workplace dynamics, along with insight into whether this approach aligns with their own professional goals and values.

Learning Objectives:

1. Identify common systemic workplace issues affecting physical therapists, including wage compression, wage stagnation, and inconsistent policy enforcement

2. Describe the general process of organizing a workplace and forming a union

3. Explain how collective bargaining agreements can impact wages, job security, and workplace conditions

Swallowing is often viewed through a narrow clinical lens, yet a single “gulp” is a sophisticated neuromotor event requiring the synergy of the entire rehabilitation team. This session redefines swallowing impairment (dysphagia) not merely as a localized throat issue, but as a complex breakdown in a patient’s functional health. We will explore how to identify these impairments and, more importantly, how the rehab team can work to prevent the cascading poor health outcomes—such as aspiration pneumonia, malnutrition, and psychosocial decline—that often follow.

A successful swallow begins long before the bolus reaches the pharynx. We will discuss readiness for evaluation and treatment, focusing on how respiratory stability, cognitive alertness, and physical positioning dictate the timing of SLP intervention. This interdisciplinary approach highlights the “hidden” contributors to success: how the PT’s work on trunk and head control and the OT’s focus on sensory-motor integration and adaptive feeding equipment create the foundation for improved swallowing.

Beyond the biomechanics, we will examine the broader landscape of patient-focused care. This includes navigating the ethics of a patient’s “right to choose” versus clinical recommendations and understanding the roles of other relevant providers, such as GI and ENT, in managing the whole swallow tract. We will challenge the “aspiration-only” mindset, shifting the focus toward holistic treatment options that prioritize quality of life. By the end of this session, PTs, OTs, and SLPs will leave with several swallowing insights, ensuring that every “gulp” our patients take is supported by the full strength of the rehab team.

Learning Objectives:

1. Recognize three signs that a patient is “ready” for a swallow evaluation/treatment.

2. Identify the roles of other interdisciplinary team members in relation to swallowing.

3. Describe how to support a patient’s right to make their own choices about what they eat.

An interdisciplinary rehabilitative approach is pivotal with promoting functional outcomes and quality of life in individuals post-stroke (Clarke & Forster, 2015; Khunsha et al., 2024; Tan et al., 2026). Strong interdisciplinary teamwork involves effective communication, mutual respect and understanding of each discipline, and shared goals and vision (Nancarrow et al., 2013). However, disconnection between disciplines, superficial support for interdisciplinary values with lack of committed implementation, and resistance to challenging the status quo can influence the effectiveness of interdisciplinary execution (Christophers et al., 2025). Therefore, this presentation seeks to provide a framework for adopting an effective interdisciplinary rehabilitation team, including evidence-based strategies each discipline can implement to promote strong functional outcomes for individuals post-stroke.

Learning Objectives:

1. Define the difference between a multidisciplinary approach and interdisciplinary approach as it relates to stroke rehabilitation.

2. Examine the effectiveness of interdisciplinary teamwork on stroke recovery outcomes.

3. Determine the key components to an effective interdisciplinary team for stroke recovery.

4. Formulate interventions each discipline (OT, PT, SLP) can implement to promote an interdisciplinary model in stroke rehabilitation.

Dizziness and balance complaints are among the most common reasons patients seek care, yet many clinicians report limited confidence in evaluating and treating vestibular dysfunction. Without a clear framework, these patients are often under-treated, over-referred, or managed conservatively without meaningful improvement.

This session provides a practical, clinically grounded overview of vestibular rehabilitation tailored for the general physical therapist. Participants will review key components of the vestibular system, differentiate common vestibular conditions, and learn efficient screening and treatment strategies that can be immediately integrated into practice.

Through case-based examples and demonstration of foundational techniques, clinicians will gain the confidence to identify when vestibular rehabilitation is indicated, initiate appropriate interventions, and recognize when referral to a specialist is warranted. Emphasis will be placed on simple, evidence-informed approaches that align with real-world clinical constraints.

Learning Objectives:

1. Describe the basic anatomy and function of the vestibular system as it relates to balance and gaze stability

2. Differentiate between common vestibular conditions including BPPV, unilateral vestibular hypofunction, and central causes of dizziness

3. Perform a brief, efficient vestibular screening including key subjective questions and bedside tests

4. Select and implement foundational vestibular rehabilitation interventions including canalith repositioning and gaze stabilization exercises

5. Identify red flags and determine when referral to a vestibular specialist or medical provider is appropriate

This presentation offers professionals information on oral development for the ultimate functions of feeding, eating, drinking, and speaking. It focuses on maturation of oral structures and functions in utero and from birth. This snapshot of development will hopefully guide professionals as they assess and treat babies and young children.

Learning Objectives:

1. Discuss early oral development beginning in utero

2. Describe full-term newborn structures

3. Identify the importance of appropriate mouth development

Community partnerships — just as in healthcare where interprofessional collaboration is essential to high-quality client-centered care and safety – are paramount during all phases of the Emergency Management cycle. Coordinated engagement warrants not only awareness of one’s individual role, but also recognition of one’s profession’s unique value in addressing gaps in service provision. Yet in many communities, person-first perspectives and professional roles across the phases of mitigation, preparedness, response, and recovery remain ill-defined, signaling an emerging practice need that warrants critical examination and intentional development.

By applying Bloom’s Taxonomy as a guide for foundational understanding prior to applied implementation through a SOAR (Strengths, Opportunities, Aspirations, Results) framework, participants will examine existing community partnerships within their workplace or neighborhood environments, establish and practice shared interprofessional terminology essential to both individual and community emergency planning, analyze gaps in interprofessional coordination, and evaluate how their own professional expertise can contribute to ethical, action-focused outcomes.

Occupational therapy will be used to illustrate how a profession can articulate its distinct value across the emergency management cycle. Personal examples of volunteerism and advocacy across state and community boundaries will be discussed. However, participants from all disciplines will be supported in identifying their own profession-specific contributions to strengthening their community.

Through structured application activities, attendees will develop individualized action plans that identify discipline-specific, measurable, and impactful outcomes within their workplace and local communities. Ultimately, it is through these intentional points of contact that points of impact emerge, elevating interprofessional collaboration in community preparedness and disaster management.

Learning Objectives:

1. Ability to explain the core processes and key community partners in emergency management.

2. Ability to demonstrate shared terminology for an individual and community plan(s) in emergency management.

3. Ability to apply a SOAR framework to a personal or community emergency or disaster scenario using an IPC lens.

This session introduces learners to implicit bias as a critical factor influencing clinical decision-making and patient outcomes. The discussion begins by defining implicit bias and clearly distinguishing it from explicit bias and stereotyping, establishing a shared conceptual foundation. Learners will then examine how implicit biases can shape patient interactions, communication patterns, and treatment decisions, with attention to real-world implications for quality of care and health disparities.

Building on this foundation, participants will engage in guided reflection using a structured tool. Through reflection, learners will connect to clinical practice, considering how unchecked biases may influence their behavior and how increased awareness can improve patient-centered care. Learners can leave with the insight needed to begin addressing bias in their future practice.

Learning Objectives:

1. Define implicit bias and distinguish it from explicit bias and stereotyping.

2. Identify how implicit bias can have an effect have on patient care

3. Recognize personal implicit biases using structured tools

Speech-language pathologists (SLPs) are increasingly navigating the integration of artificial intelligence (AI) into clinical practice, particularly in areas such as transcription and language sample analysis. At the same time, clinicians face significant time constraints, with documentation demands often limiting the use of rich, informative language sampling. As AI tools become more accessible, there is a growing need to understand not only their potential benefits, but also the ethical considerations that must guide their use in clinical and educational settings.

This presentation explores the evolving role of AI in language sampling, with a focus on how AI-supported transcription and analysis can enhance efficiency, consistency, and access to meaningful language data. Tools such as SpeechSensePro (SSP) will be referenced as examples of platforms that convert spoken language into structured transcripts and linguistic metrics across domains including morphology, syntax, semantics, pragmatics, fluency, and articulation/phonology. Emphasis will be placed on how these technologies can support clinical reasoning, allowing SLPs to spend more time on interpretation, goal development, and client engagement.

A central focus of the session is the ethical integration of AI into speech-language pathology. Key topics will include data privacy and security (including HIPAA and FERPA considerations), transparency in AI-generated outputs, the importance of clinician verification, and the risks of over-reliance on automated systems. Attendees will also consider issues of bias, accuracy across diverse populations, and equitable access to technology.

Participants will leave with a balanced framework for evaluating and incorporating AI tools into practice—grounded in clinical expertise, ethical responsibility, and a commitment to client-centered care.

Learning Objectives:

1. Identify 3 benefits of language sample analysis

2. List 3 ethical considerations when using AI

3. List 3 advantages of utilizing SpeechSensePro language transcription and analysis

Burn rehabilitation begins at the time of surgical intervention, where early coordination directly influences long-term functional outcomes. This session presents an interprofessional model of care implemented in a Nevada acute care setting during operative burn management. Collaboration between the burn surgeon, occupational therapist (OT), physical therapist (PT), and nursing team was established intraoperatively to prevent contracture formation and preserve functional alignment.

The OT practitioner participated in real-time surgical planning to align graft protection, splint fabrication, positioning strategies, and range of motion precautions with postoperative rehabilitation goals. PT collaborated in early mobility planning and positioning consistency, while nursing reinforced splint schedules, edema management, and wound monitoring protocols. Structured communication and defined role delineation supported seamless transition from surgery to acute rehabilitation.

Outcomes demonstrated preservation of joint alignment, improved interdisciplinary workflow efficiency, and enhanced continuity of care. This case illustrates how early, integrated rehabilitation within the operating room reduces care fragmentation and elevates therapy practice.

Aligned with the conference theme, this presentation highlights how connected care through interprofessional collaboration strengthens clinical decision-making and advances burn rehabilitation outcomes across Nevada therapy settings.

Learning Objectives:

1. Describe the role of occupational therapy in intraoperative burn rehabilitation and its impact on contracture prevention and functional preservation.

2. Identify key interprofessional strategies used between the burn surgeon, OT, PT, and nursing to ensure coordinated care from the operating room through early postoperative recovery.

3. Apply principles of collaborative surgical-rehabilitation planning to enhance continuity of care and elevate therapy outcomes in acute burn settings.

The course emphasizes clinical decision-making and impairment-based treatment approaches, including vestibular, oculomotor, and physiological rehabilitation. Learners will explore symptom-guided exercise progressions and functional activities used throughout early, middle, and late stages of recovery. Practical strategies for graded aerobic exercise, visual and vestibular retraining, and sport-specific functional drills will be discussed to help clinicians guide patients through safe return-to-activity protocols.

Learning Objectives:

1. Explain key principles of concussion management, including cognitive and physical rest and symptom monitoring.

2. Apply impairment-based rehabilitation strategies targeting vestibular, oculomotor, and physiological dysfunction.

3. Integrate functional and sport-specific activities into rehabilitation to support safe return to learn and return to play

Effective tongue tie (ankyloglossia) management requires a coordinated, multidisciplinary approach to support optimal function and development. This presentation emphasizes the importance of collaboration among multiple disciplines and specialties involved in care, highlighting how each contributes to comprehensive assessment and treatment. Attendees will learn to identify key members of the care team and understand their roles in supporting feeding, speech, oral function, and overall developmental outcomes.

The session will also explore why tongue tie should not be managed as a stand-alone condition, illustrating how isolated treatment can limit progress and lead to ongoing challenges. Participants will gain practical strategies for recognizing clinical indicators that warrant referral and develop confidence in guiding patients to appropriate providers, ensuring coordinated and effective care. Real-world case examples will be used to demonstrate the impact of collaborative management and reinforce the value of an integrated approach.

Learning Objectives:

1. Identify potential members of the team and their role in treatment.

2. Understand why tongue tie treatment should not be approached as a stand-alone procedure.

3. Recognize when and how to refer to appropriate providers for evaluation and treatment.

As states like Nevada expand access to care through the integration of Speech-Language Pathology Assistants (SLPAs), therapy teams are experiencing a critical shift in workforce structure. While the number of support personnel is growing, many organizations are not equally prepared to support effective supervision, leading to gaps in workflow, communication, and service delivery.

This session explores the disconnect between workforce development and supervision readiness, highlighting common challenges faced by supervisors and therapy teams across settings. Attendees will gain a clearer understanding of how to strengthen supervision practices, support assistant development, and build more sustainable, collaborative care models. This presentation is designed for interdisciplinary teams seeking practical strategies to navigate workforce expansion while maintaining quality and compliance.

Learning Objectives:

1. Identify key challenges associated with supervising support personnel in an expanding therapy workforce

2. Describe the relationship between workforce development and supervision effectiveness across interdisciplinary teams

3. Apply practical strategies to improve supervision practices and support assistant integration in clinical and educational settings

Rehabilitative therapy is uniquely high-touch and long-term. Unlike a brief primary care visit, we spend 30–60 minutes per session, often for months, carrying the physical and emotional weight of a patient’s progress. Today, over 35–40% of rehab professionals report significant burnout. This “quiet crisis” leads to high turnover, directly impacting the quality of care and patient outcomes.

Learning Objectives:

1. Define burnout and identify symptoms

2. Assess impact of burnout on healthcare providers personally and professionally

3. Evaluate interventions and resources

As clinicians increasingly step into leadership, advocacy, and administrative roles, understanding payer contracting is no longer optional, it is essential to protecting patient access, practice sustainability, and the future of the profession.

Many clinicians enter leadership roles with strong clinical skills but limited exposure to contracting concepts. This creates a knowledge gap that can negatively impact access to care, reimbursement stability, and professional advocacy efforts. State chapters and APTA sections are uniquely positioned to close this gap.

This guide is intentionally designed as a “Contracting 101” resource, approachable, practical, and grounded in real-world outpatient physical therapy experience, empowering emerging leaders to confidently engage in conversations around contracting, networks, and healthcare economics without needing to be experts.

Learning Objectives:

1. Understand the basic structure and purpose of payer contracts in outpatient PT.

2. Recognize how contracting decisions influence patient access, workload, and care delivery.

3. Prepare for payer conversations using simple, high-impact data points.

4. Identify when to escalate issues to organizational or association leadership.

5. Participate meaningfully in advocacy, payment, and legislative discussions related to reimbursement.

his educational session outlines a collaborative, interdisciplinary approach to supporting Augmentative and Alternative Communication (AAC) across occupational therapy, physical therapy, speech therapy, and even applied behavior analysis (ABA). Our team goal is to ensure that communication is recognized as a fundamental human right and is meaningfully integrated into every aspect of a child’s care.

We emphasize that all children deserve access to effective communication systems. By adopting a total communication approach, we support the use of multiple modalities, including speech, gestures, sign language, AAC devices, and visual supports. This ensures each child can express needs, preferences, and ideas in ways that are most accessible to them.

Our team works collaboratively to embed AAC strategies across disciplines, leading to improved outcomes and greater quality of life. Speech language pathologists lead AAC assessment and system customization, while occupational therapists address access methods, fine motor skills, and positioning. Physical therapists support optimal physical access and mobility for communication, and ABA providers incorporate AAC into behavior plans, reinforcing functional communication in natural environments.

Consistency across providers is critical. We will discuss the importance of shared goals, regular collaboration, and caregiver training to ensure AAC use is generalized across settings.

By prioritizing AAC and total communication, we empower children to engage fully with the world around them. This integrated model not only enhances communication outcomes but also promotes independence, social connection, and overall quality of life for every child we serve.

Learning Objectives:

1. Define Augmentative and Alternative Communication (AAC) and describe at least three components of a total communication approach, recognizing the importance of multimodal communication for all children.

2. Explain how Occupational Therapy (OT), Physical Therapy (PT), Speech Therapy, and Applied Behavior Analysis (ABA) each contribute to AAC implementation, including at least one discipline-specific strategy to support communication access.

3. Identify and plan at least two strategies for embedding AAC and total communication supports into daily routines across environments (e.g., therapy sessions, home, school) to promote consistency and generalization.

Pain related to the lumbar and cervical spine are the most common referral sources to physical therapy. With 21.2% (lumbar) and 11.1% (cervical) of referrals for physical therapy.

As clinicians, we are often so focused on treatment our patients that we tend to neglect our own postures and positional awareness resulting in development of neck and back pain ourselves. It is estimated that 54.8% of healthcare providers will develop low back pain at some point throughout the duration of their careers. In this presentation the speakers will utilize best evidence and clinical experience in treating PT, OT, and SLP with acute and chronic cervical and lumbar spine pain. Presentation to include practical application including patient positioning, ergonomics for charting, and practical tips to prevent and alleviate pain.

Learning Objectives:

1. Educate on Prevalence and contributing factors to developing neck and back pain in healthcare providers.

2. Identify positional and postural contributions to development of neck and back pain in PT, OT, and SLP clinicians.

3. Provide participants with practical application to prevent and alleviate pain.

Pain related to the lumbar and cervical spine are the most common referral sources to physical therapy. With 21.2% (lumbar) and 11.1% (cervical) of referrals for physical therapy.

As clinicians, we are often so focused on treatment our patients that we tend to neglect our own postures and positional awareness resulting in development of neck and back pain ourselves. It is estimated that 54.8% of healthcare providers will develop low back pain at some point throughout the duration of their careers. In this presentation the speakers will utilize best evidence and clinical experience in treating PT, OT, and SLP with acute and chronic cervical and lumbar spine pain. Presentation to include practical application including patient positioning, ergonomics for charting, and practical tips to prevent and alleviate pain.

Learning Objectives:

1. Understand Core Personal Finance Principles.

2. Develop a Strategic Plan to Manage income, savings, and Debt.

3. Apply Financial Decision-Making Skills to Career Planning.

A key component of neurorehabilitative care is aiding individuals in returning to the life they had prior to injury. This is a core aspect of care that is intended to ensure functional independence and well-being. One of the most commonly treated neurological-related injuries are concussions with between 1.5 to 3.8 million individuals estimated to sustain a sports-related concussion each year (Langlois et al., 2006). Concussions are a mild traumatic brain injury characterized by an abrupt alteration in cognitive functioning due to head trauma (Mullallay, 2017; Shaw, 2002). Most individuals with a concussion will have significantly reduced symptoms within 7-10 days, but approximately 15% to 25% will have post-concussive symptoms that persist a year following the initial injury (Eliyahu et al., 2016). Returning to work too soon or engaging in tasks that result in mental overexertion can exacerbate symptoms and hinder recovery (Brown et al., 2014; Silverberg et al., 2016). Clinicians have a number of tools that can aid individuals as they move towards resuming their normal routines. One notable intervention is metacognitive strategy training, which targets examination of self-thought. It can be a valuable aspect of many distinct treatment plans.

The proposed talk will address return to work/school with an emphasis on the use of metacognitive strategy training.

Learning Objectives:

1. Identify techniques to support individuals recovering from concussion

2. Discuss how metacognition and self-care contribute to well-being and cognitive function

3. Examine ways to personalize care to aid return to school and/or to work