I just got back from ASHA 2025, and whew… what a whirlwind (the good kind). I had the huge honor of presenting two sessions this year- one solo and on invited panel. Very cool. Very surreal. Very proud.
I also got to sit in on some incredible presentations and wanted to pass along a few highlights that really stuck with me. These aren’t full recaps, just the overarching takeaways. If anything jumps out at you, I’ve included the full session titles and presenter names so you can look them up later.
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“Rock the /ɹ/ With Confidence: Practical, Evidence-Based Elicitation Strategies for Real Clinical Success”
-Lindsey Hockel
- R is a spectrum — focus on layering cues to shape improving approximations, not an all-or-nothing “right vs. wrong” mindset
- Don’t drill inaccurate approximations — elicitation is about experimenting, adjusting, and giving lots of feedback (not high-trial practice)
- Use biofeedback tools — ultrasound and the free, evidence-based staRt app are powerful supports for accurate /ɹ/ elicitation
“Better Together: Elevating /ɹ/ Treatment through Research-Clinical Partnerships”
-Kori Clements, Lindsey Hockel, Megan Leece, Tara McAllister
- We grow faster together — when researchers and clinicians collaborate and stay open to learning, evidence reaches kids more quickly
- Share knowledge simply — when researchers break information into clear, bite-sized pieces (especially on social media) more SLPs use it
- Use access tools to find the “extras” — videos, infographics, and supplementary materials are often included in articles; tools like Unpaywall help you access full research legally
“R Without the Rage: Make it Click, Make it Stick, Make it FUN”
–Shelby Ford
- R = the final boss (fun gaming analogy to use with students)
- Try TR/DR blends to help build lateral bracing
- Set a phone alarm to boost consistent home practice
“The Complexity of Carryover: Navigating Generalization and Discharge Criteria for Children with RSSD”
-Amy Rosen, Roberta Lazarus, Elaine Hitchock
- Accuracy doesn’t need to be perfect — 60% can still support progress; 80% isn’t a magic number
- Accuracy must be natural — if a child starts distorted then “fixes it,” or says the word slowly/unnaturally, it’s not truly accurate
- We need clearer benchmarks for dismissal and for moving up the hierarchy
“Children’s experience and understanding of intensive speech intervention: ‘…made my tongue dry up’ ”
-Sharon McLeod, Anna Cronin, Jane McCormack, Marie Ireland, Cen Wang, Caroline Tiong
- Connection and fun matter most — kids valued play, games, stickers, and staying connected to their SLP (and disliked when parents were separated)
- Kids need to understand the “why” — therapy works better when children know what they’re doing and why they’re practicing
- Use tools to check in on feelings — like SPAA-C, a free tool for understanding how kids feel about therapy
“The Impact of Digital Speech Homework to Improve SSDs in School Settings: A Feasibility Study”
-Ryan Sainsbury, Sandra Gillam, Sadie Hathaway, Meg Singletary, Cheyenne Bolan, Alexis Klein, Emma Walker
- School SLPs believe homework matters, but few actually assign it
- Even a quick email to parents can boost outcomes by reminding them to practice
- Parents are more likely to follow through when they feel confident they know how to practice correctly
“Artificial Intelligence and the Assessment and Treatment of Speech Sound Disorders”
-Nina Benway, Marisha Speights, Jonathan Preston
- Most AI speech apps aren’t evidence-based, so use caution — very few have real therapeutic potential; always look for clinical validation, evidence, and consideration of articulatory complexity and dialect/cultural differences
- AI can’t replace clinical judgment — without a consistent model of how SLPs make decisions, AI simply can’t do what we do
- Where AI may help — increasing practice between sessions and reducing paperwork burden for SLPs
“Using Ultrasound for Speech Therapy in Schools: An Implementation Study”
-Sarah Dugan, Kori Clements, Ashley Criswell
- SLPs made ultrasound work in real school constraints by adjusting schedules, groups, and routines
- Students responded really well, and clinicians saw clearer, faster changes in placement
- Training + coaching made implementation easier, pointing to a strong future for broader school adoption
“Funding Your Future: Self-Advocacy Strategies for School-Based SLPs and Audiologist”
-Kori Clements, Jan Alejado, Allison Vogelbach, Kresta Atkin, Bill Knudsen, Lisa Rai Mabry-Price, Louis Malerba
- Understanding school finance empowers advocacy—budget cycles and funding streams shape what’s possible
- Use data + good timing when requesting pay, staffing, or program resources
- SLPs can advocate effectively while still keeping positive relationships with administrators
“Virtual Reality in Communication Sciences and Disorders: Past, Present, and Future”
-Shelley Brundage, Anne-Lise Leclercq
- VR is emerging across CSD, supporting both assessment and treatment in multiple disorder areas
- Research is strongest for stuttering, with promising but early work in autism, MSDs, aphasia, and hearing
- We need more evidence, but VR has clear potential as technology improves
“The Balancing Act: Making the Impossible Possible with Evidence-Based Strategies and Advocacy in Schools”
-Amanda Schaumburg, Karen Evans, Molly Schenker
- SLPs face real systemic barriers, and naming them openly was validating for the audience
- Flexible models + personal non-negotiables help manage workload without losing quality
- Case studies showed it’s possible to shift systems, improve schedules, and boost job satisfaction
“Putting the Principles of Motor Learning into Practice with Biofeedback”
-Tara McAllister, Jonathan Preston, Nina Benway, Megan Leece, Elaine Hitchcock
- Biofeedback works best early and supports the principles of motor learning for /ɹ/ remediation
- Dosage + challenge-point adjustments matter—they keep kids improving without overwhelm
- Tools like staRt + the Challenge Point Program make evidence-based PML practical for daily therapy
“Holistic Assessment of Children with Speech Sound Disorders”
-Alexis Moser, Brenda Louw, Kelly Farquharson
- SSD assessment must go beyond accuracy, capturing participation, attitudes, and real-life impact
- The ICF framework + holistic tools make goal writing more meaningful and functional
- Children’s drawings highlighted emotional impact, underscoring the importance of evaluating more than errors
Phew! That was a lot—but so good, right? If anything here made you pause or nod along, I hope you feel inspired to try it out or dig deeper.
Thanks for being here. You’re doing great work, and I’m cheering you on every step of the way.
-Lindsey
