Speech-Language Pathologists/Audiologists (SLPs/AuDs), Students, Speech-Language Pathologist Assistants (SLPAs), Associate Members, Speech-Language Pathologist Clinical Fellows (SLPCFs), Life Members, Occupational Therapists (OTs), Physical Therapists (PTs), Mental Health Professionals, and Applied Behavioral Analysis Professionals:
Please join us for this informative and useful hybrid presentation.
Location(s): There are three viewing options for this course:
Live and in-person
Live virtual via Zoom platform
Viewing a recording available for two weeks after the event date (as soon as the recording is available on Saturday, October 11th, 2025, through Saturday, October 25th, 2025).
CEUs and OSPI Clock Hours are available for attending or watching the entire event.
1. Live and In-Person Locations
Live and in-person location: Eagleson Hall, Room 211
University of Washington
1417 NE 42nd St
Seattle, WA 98105
Parking information for in-person event: University of Washington Visitor Parking Information https://transportation.uw.edu/park/visitor
2. Live Virtual Link via Zoom Platform will be sent to registrants on Friday, October 10th, 2025 via email from the WSLHA Office.
3. Recorded Virtual Link via Zoom Platform will be sent to all registrants on Saturday, October 11th, 2025 after the live event and when the recording is available.
Registration, Welcome and Four presentations Interspersed with Three Break Periods
Pricing:
Early Bird Rate (Register before October 1st, 2025) | WSLHA Member $125, Non-Member $200
Regular Rate (Register October 1st, 2025 and later) | WSLHA Member $150, Non-Member $200
Student Rate: $50
Student Volunteer Rate: FREE
Refunds: Cancellations made at least three days before the event will receive a full refund, minus a $3 processing fee. No refunds will be issued for cancellations made after this deadline.
Satisfactory Completion: In order to be reported for ASHA CEUs, OSPI Clock Hours, and receive a WSLHA course Certificate of Attendance, each registrant MUST register, attend or attest to viewing the entire course session, and complete the learner outcome assessment and course evaluation within two weeks of the course.
Note for Registrants: Please indicate any special needs during registration for which you would like accommodation related to sensory (hearing, vision, or tactile support, etc.), physical limitations (mobility issues, chronic pain, etc.), learning disabilities, cognitive impairments, communication difficulties (speech impediments, language barriers, etc.), mental health concerns (anxiety, depression, etc.), neurodiversity (autism spectrum disorders, etc.), closed captioning, dietary or facility access needs, etc.).
Agenda:
8:00AM - 8:30AM: Registration
8:30AM - 8:45AM: Welcome from WSLHA
10:15AM - 10:30AM: Break
10:30AM - 12:00PM: The Neurodiversity-Affirming SLP’s Guide to Interprofessional Collaboration presented by Sarah McKim Thomas, MA, CCC-SLP
12:00PM - 1:30PM : Lunch Break
1:30PM - 3:00PM: From Body Awareness to Boundaries: The Role of SLP and OT in Supporting Sexual Health Education presented by Kelleen Dunley, MS, CCC-SLP and Sarah Lemke, MOT, OTR/L, CSOT
3:00PM - 3:15PM: Break
3:15PM - 4:45PM: Supporting Growing Communicators: Expanding Augmentative and Alternative Communication (AAC) for Autistic and Neurodivergent Youth Entering Adolescence presented by Kelleen Dunley, MS, CCC-SLP and Sarah Lemke, MOT, OTR/L, CSOT
Autism: The Basics (Intermediate Course)
Meet Speaker Zack Siddeek, MSW
Zack Siddeek, MSW is an Autistic social worker and community organizer practicing in Seattle, Washington. He is passionate about increasing the representation of Disabled people in all matters and places that impact their lives. He works as the Disability Systems Navigation Coordinator at the Arc of King County, and is the Organizer of the Square Pegs, a series of social and support groups for Autistic people organized through Meetup.
Presenter Disclosures: Zack Siddeek, MSW identifies as autistic and is a board member of Washington Initiative for Supportive Employment. He receives a salary from Arc of King County and will receive a registration waiver from WSLHA to attend a future course for presenting this current workshop. He will be compensated for travel and presenting at this event by Arc of King County as part of his regular salary.
Abstract: Autism: The Basics: Are you an organization that has Autistic employees? Or a school looking to better support Autistic students? Or any organization interested in learning? If so, this presentation will help start the process of understanding what Autism is, how it can create different needs and how to better support Autistic people of any age. This training can be modified based on your organization's needs and was created by Autistic people.
Topics Include:
What is Autism?
How does someone get an Autism Diagnosis?
Respectful Language
Models of Disability
Intersectionality
Executive Functioning
Autistic Burnout and Trauma
Sensory Differences
Social Differences
Inclusive and Accommodating Practices
Learning Objectives: Participants will be able to:
List barriers that autistic individuals encounter in school or work settings.
Compare and contrast the social vs. medical models of disability.
Describe how masking and autistic burnout cause harm to autistic individuals.
Agenda:
8:45AM - 8:47AM: What is the Arc?
8:47AM - 8:52AM: Autism Description
8:52AM - 8:57AM: Diagnoses for Children
8:57AM - 9:01AM: Autism Diagnoses for Adults
9:01AM - 9:03AM: Self Diagnosis
9:03AM - 9:11AM: Autism & Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, Asexual and Ally (LGBTQIA) Intersections
9:11AM - 9:17AM: Autistic Women
9:17AM - 9:23PM: Black, Indigenous and People of Color (BIPoC) Intersection
9:23AM - 9:31AM: Masking
9:31AM - 9:39AM: Autistic Burnout
9:39AM - 9:47AM: Autistic Space
9:47AM - 9:53AM: Accommodations
9:53AM - 9:59AM: Sensory Differences
9:59AM - 10:05AM: Meltdown & Shutdown
10:05AM - 10:11AM: Social Differences
10:11AM - 10:15AM: Executive Functioning
The Neurodiversity-Affirming SLP’s Guide to Interprofessional Collaboration (Intermediate Course)
Meet Speaker Sarah McKim Thomas, MA, CCC-SLP
Sarah McKim Thomas, MA, CCC-SLP is a neurodivergent SLP currently working in private practice in Redmond, Washington. Before becoming an SLP, she studied Linguistic Anthropology as an undergraduate, learning to appreciate cultural and linguistic diversity and recognize the importance of lived experience in learning about communities different from her own. These values continue to impact her work as an SLP. She has worked in both the school setting as well as private practice, and she currently owns a small clinic that specializes in providing AAC services, primarily for neurodivergent clients. She especially loves working with teenagers and young adults. Sarah continues to pursue opportunities to learn from the autistic community and improve her ability to provide neurodiversity-affirming services. In her spare time, she enjoys computer and tabletop gaming with family and friends as well as spending time with her cat and horse.
Presenter Disclosures: Sarah McKim Thomas, MA, CCC-SLP identifies as neurodivergent. She receives compensation as an SLP, owner, and clinical supervisor at Conduit Advocacy & Therapy. She will receive a registration voucher for a future WSLHA course for this presentation.
Abstract: Interprofessional collaboration is a vital part of supporting most neurodivergent clients, but not all professionals are on the same page about being neurodiversity-affirming. This presentation will discuss various ways that SLPs can discover and define their own ethical values, priorities, and boundaries regarding the neurodiversity paradigm. Further discussion will include different models of collaboration amongst professionals, common types of professional disagreements regarding neurodiversity, and methods for navigating professional disagreements. Attendees will learn how to determine for themselves how they wish to proceed when working with professionals whose perspectives do not match their own.
Course Content Disclosures: This presentation will focus on perspectives that are supportive of the neurodiversity (ND) paradigm and therefore may conflict with a strictly deficit-based medical model of disability and related services.
Learning Objectives: Participants will be able to:
Compare and contrast both the benefits and risks of "zero tolerance" vs. "harm reduction" approaches to interprofessional disagreements.
Define at least one of their professional boundaries regarding neurodiversity-affirming speech-language pathology practices.
Explain at least two different ways to address a hypothetical interprofessional conflict regarding neurodiversity-affirming practices.
Agenda:
10:30AM - 10:40AM: Introduction & Overview
10:40AM - 10:50AM: What Are ND-Affirming Practices for SLPs?
10:50AM - 11:05AM: Defining Your Own Professional Values and Boundaries
11:05AM - 11:15AM: Approaches to Conflict: Zero Tolerance vs. Harm Reduction
11:15AM - 11:20AM: Questions
11:20AM - 11:35AM: Professional Disagreements: What To Do
11:35AM - 11:45AM: Hypothetical Scenarios
11:45AM - 12:00PM: Questions/Discussion
From Body Awareness to Boundaries: The Role of SLP and OT in Supporting Sexual Health Education (Intermediate Course)
Meet Speakers Kelleen Dunley, MS, CCC-SLP and Sarah Lemke, MOT, OTR/L, CSOT
Kelleen Dunley, MS, CCC-SLP, is the Lead Speech-Language Pathologist at the University of Washington (UW) Autism Center with over 10 years of experience supporting autistic and neurodivergent individuals across the lifespan. Her work centers on neurodiversity-affirming, identity-affirming approaches to communication, AAC, and self-advocacy. Kelleen leads specialty clinics at the UW Autism Center focused on AAC and puberty education, and she collaborates closely with individuals, families, and interdisciplinary teams to support meaningful, functional communication. She is also an experienced clinical supervisor and mentor for graduate students and clinical fellows, fostering affirming, client-centered practices in future clinicians.
Presenter Disclosures: Kelleen Dunley, MS, CCC-SLP, is employed and received a salary from the University of Washington.
Sarah Lemke, MOT, OTR/L, CSOT is a pediatric occupational therapist at the University of Washington (UW) Autism Center, where she developed and leads a neurodiversity-affirming OT program supporting autistic children and their families. Her work integrates OT with diagnostic and behavioral care, and she was honored with the UW Medicine Cares Award for compassionate, innovative service.
Sarah specializes in interdisciplinary OT/SLP care for AAC users, as well as sexual health and puberty education for autistic teens and adults. She is a Certified Sexuality OT (CSOT) with advanced training in pelvic health, pediatric feeding, and interoception-based supports. She also mentors emerging clinicians and is committed to building inclusive, relationship-centered therapy spaces.
Presenter Disclosures: Sarah Lemke, MOT, OTR/L, CSOT is employed by the University of Washington Autism Center.
Abstract: This collaborative presentation by a speech-language pathologist (SLP) and occupational therapist (OT) explores the critical role of communication and self-advocacy skills in puberty and sexual health education for individuals with Autistic individuals and individuals with intellectual and developmental disabilities (IDD). Attendees will learn how SLPs and OTs can support clients in understanding body changes, boundaries, consent, and safety using neurodiversity-affirming, developmentally appropriate, and functional approaches. Practical strategies, interdisciplinary collaboration models, and case examples will be shared.
Course Benefits: Participants will gain tools to support communication and self-advocacy in puberty and sexual health education, promoting autonomy, dignity, and safety for autistic and neurodivergent individuals. The course emphasizes neurodiversity-affirming, developmentally appropriate approaches and includes case examples and interdisciplinary collaboration models. Attendees will be better prepared to address topics such as body changes, boundaries, and consent within therapeutic frameworks.
Course Risks or Limitations: The presentation includes discussion of sensitive subjects such as puberty, body changes, and sexual health, which may be triggering or uncomfortable for some participants. The course offers general strategies and is not a substitute for specialized sexual health training or individualized client planning. Cultural and institutional variations in policies regarding sexual health education may affect implementation of some strategies.
1:30PM - 1:35PM: Introduction
1:35PM - 2:40PM: Lecture with Integrated Case Studies and Multimedia
2:40PM - 3:00PM: Questions & Answers
Learning Objectives: Participants will be able to:
Describe the roles of speech-language pathologists and occupational therapists in supporting communication and self-advocacy related to puberty and sexual health for individuals with ASD and IDD.
Identify neurodiversity-affirming and developmentally appropriate strategies for addressing topics such as body changes, boundaries, consent, and personal safety.
Explain how to integrate communication supports into sexual health education to promote autonomy, dignity, and self-determination.
Apply interdisciplinary collaboration models and functional approaches to address puberty and sexual health education in therapeutic settings.
Summarize case examples that illustrate effective, affirming practices for supporting neurodivergent individuals through puberty-related transitions.
Supporting Growing Communicators: Expanding AAC for Autistic and Neurodivergent Youth Entering Adolescence (Intermediate Course)
Abstract: As autistic and neurodivergent youth enter the teen years, their communication needs, self-identity, and daily experiences continue to grow and change. This neurodiversity-affirming presentation by a speech-language pathologist (SLP) and occupational therapist (OT) explores how Augmentative and Alternative (AAC) systems can evolve to support authentic self-expression, emotional communication, social connection, and increased autonomy. Attendees will gain practical, strengths-based strategies for expanding AAC across real-life contexts—at home, in school, and in the community—while honoring each individual's voice, agency, and developmental path.
Course Benefits: Participants will learn practical, neurodiversity-affirming strategies to expand AAC use beyond requesting, with a focus on supporting autonomy, emotional expression, and participation in everyday routines. The course provides developmentally respectful guidance on adapting AAC systems for preteens and teens, grounded in strengths-based, identity-affirming practices. Interdisciplinary perspectives from SLP and OT professionals offer a holistic view of communication support across home, school, and community contexts.
Course Risks or Limitations: The course may challenge traditional, compliance-based approaches to AAC intervention, which could conflict with certain school or clinical models. While the course presents general strategies, it does not substitute for individualized assessment or clinical decision-making. Discussions may include sensitive topics related to identity, autonomy, and emotional regulation during adolescence.
3:15PM - 3:20PM: Introduction
3:20PM - 4:25PM: Lecture with Integrated Case Studies and Multimedia
4:25PM - 4:45PM: Questions & Answers
Learning Objectives: Participants will be able to:
Describe typical developmental changes in communication needs and contexts for autistic and neurodivergent individuals entering adolescence.
Identify evidence-based and neurodiversity-affirming strategies to expand AAC use for self-expression, emotional regulation, social interaction, and independence.
Explain how to modify and adapt AAC systems across home, school, and community settings to reflect the evolving needs and preferences of adolescent users.
Apply interdisciplinary approaches (e.g., SLP and OT collaboration) to support functional AAC integration in daily living activities.
Summarize the importance of honoring autonomy, identity, and communication preferences in adolescent AAC users, avoiding compliance-based or deficit-focused interventions.
WSLHA will send a link to the recording, which will be available for 14 days after the workshop to all registrants (as soon as the recording of the live event is ready).
Intermediate Level – 0.6 ASHA CEUs
ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.
There will be several breaks during the multi-course event (e.g. 15 minute WSLHA Welcome, 15 minute break, 90 minute lunch break, 15 minute break) included for a total of 135 minutes of break time included in this event. Attendees cannot earn CEUs for these break durations.
WSLHA charges a processing fee of $10.00 for ASHA CEUs ($15.00 for non-members).
OSPI Clock Hours – 6.0 hours. OSPI clock hours available through ESD 113 by registering at www.pdenroller.org prior to the event from ESD113. Fees may apply.
ASHA CEUs must be purchased separately and in addition to the course registration fee prior to the event. OSPI clock hours must be purchased separately prior to the event from the ESD 113. You still must register and pay for the course through WSLHA.
Resolution of Complaints: WSLHA is committed to providing high-quality Continuing Education (CE) programs and encourages participants to submit written complaints within three days of program completion to office@wslha.org. Complaints will be reviewed promptly and a response outlining any resolutions or corrective actions will be provided within five business days.
