POSTER PRESENTATIONS

Poster Sessions – Thursday - 11:30 – 1:30

Anatomy Students' Perceptions of Cadaver Lab Versus Computer Illustrations, Elizabeth Dudascik B.S , Misericordia University; McKinley Manasco, Ph.D,. CCC-SLP, Misericordia University

In 1831 the Massachusetts Anatomy Act was passed which legalized the dissection of human cadavers for educational purposes. Since that time the dissection of cadavers has been a traditional part of medical education. Most medical educators consider the use of cadavers in teaching anatomy to be indispensible. However, with recent advances in technology some schools have begun to increase their reliance on computer modeling in anatomy classes and have decreased or discontinued their use of cadaver dissection altogether. This survey study will report which teaching strategy modern tech-savvy anatomy students find most useful: cadaver dissection and examination or computer modeling of anatomy. Students in Anatomy and Physiology of Speech, Language, and Hearing spent four class periods in the Misericordia University Anatomy Laboratory examining relevant anatomical structures and performing limited laryngeal dissection on two cadavers. Also, computer modeling of relevant structures was presented during classroom lectures using the 3D Voice software. The benefits of this research will be to increase speech pathology and audiology educators’ knowledge of how students respond to the use of more conventional anatomy lessons using cadavers versus more modern computer based illustrations and how the students believe each strategy contributed to their overall learning experience.

Learner Outcomes

Learn how today's students perceive various teaching strategies.Learn the importance of a strong education in anatomy. Gain a historical perspective of the importance of the use of cadavers in anatomy education

Are School Speech-Language Pathologists Comfortable With Assessing and Treating Stuttering?, Kaitlyn Frey B.S., Misericordia University; Molly Correll, B.S., Misericordia University; Glen Tellis, Ph.D., Misericordia University; Alicia Drumheller, B.S., Misericordia University

A majority of school speech-language pathologists (SLPs) have limited training in fluency disorders. A 49-question survey about stuttering was completed by over 350 school SLPs from Pennsylvania, New York, New Jersey, Connecticut, Virginia, California, Michigan, and Texas. Results indicate that the SLPs were unaware of how to contact a Fluency Specialist, how to use attitude scales to assess stuttering, intervention techniques to address bullying, the incidence of stuttering, whether stuttering treatment is covered by insurance, how to teach most stuttering modification techniques, genetic research about stuttering, how to contact support groups, and long-term effects of assistive devices. Suggestions for improving training in assessment and treatment of stuttering are provided.

Learner Outcomes

Identify areas that training is required in assessment and treatment of stuttering. Obtain information about contacting a Fluency Specialist. Identify areas that training is required in basic information about stuttering.

State-of-the-Art Technology to Assess Stuttering and Monitor Treatment, Jaime Thomas, M.S., Misericordia University; Glen Tellis, Ph.D., Misericordia University; Denis Anson, M.S., Misericordia University

When evaluating a person who stutters, speech-language pathologists must calculate the number of disfluencies and accompanying secondary behaviors. This process can be extremely time consuming. The purpose of this research, therefore, was to determine if a novel technology, the Landro Play Analyzer (LPA), was more efficient than regular Video Cassette Recordings (VCR) in identifying stuttering. Results indicate that the LPA technology was more accurate than the VCR recordings in identifying secondary behaviors and some disfluencies.

Learner Outcomes

Understand how video-capture technology can enhance identification of stuttering disfluencies. Learn about how computerized recordings provide a more powerful method of analyzing moments of disfluencies and secondary behaviors than videotape only recordings. Learn about a new technology to assess stuttering and plan for treatment.

Phonological Factors in Language Emergence and Specific Language Impairment, Carol Miller, Ph.D., The Pennsylvania State University; Gerard Poll, M.S., CCC-SLP, The Pennsylvania State University

Children with specific language impairment (SLI) are widely assumed to have a history of late language emergence (LLE). This study, based on longitudinal data, found that 29-42% of children with specific language impairment (SLI) in grade school experienced LLE at age two; the balance experienced typical language emergence (TLE). The SLI/LLE group performed more poorly on a phonological processing measure in grade school than the SLI/TLE group. These results suggest that the language deficits of children with SLI and LLE may have a different basis than children with SLI and TLE. This and other recent research indicate that early measures of phonological ability may be predictive of persistent language difficulties for children with LLE.

Learner Outcomes

Identify common definitions for late and typical language. Discuss the role of phonological processing in developmental language impairment. Assess evidence regarding the dynamic nature of language ability as it interacts with language demands across development.

Validity in Assessments and Clinical Implications for SLP, Ruixia Yan, Ph.D., Misericordia University

Validity is a practical need for all kinds of assessments. This study argues that validity is the same construct as ordinary truth. Validity and ordinary truth are essentially one and the same attribute. Their differences are superficial. All the key traits, i.e., validity, reliability, authenticity, impact and practicality are grounded in validity of judgments made in any assessment whether quantitative or qualitative in nature. Clinical implications

Learner Outcomes

Have deeper and better understanding of the issue of validity in assessments. Understand the relationship between validity, reliability, and authenticity. Apply in SLP to improve validity in assessments.

Children Who Stutter Can Deal With Bullies: Tips and Strategies, Molly Correll, B.S., Misericordia University; Alicia Drumheller, B.S., Misericordia University; Glen Tellis, Ph.D., Misericordia University; Abigail Bomboy, B.S., Misericordia University

Middle school and high-school students’ perceptions about bullying and stuttering will be discussed. A scale that assesses the perceptions middle and high school children have toward bullying and stuttering will be outlined. The 29-item questionnaire about bullying and stuttering identified factors that related to indirect and direct types of bullying. Results indicated that the students distinguished between direct and indirect forms of bullying as it relates to stuttering. Strategies that children who stutter could use to reduce bullying will be discussed.

Learner Outcomes

Learn about strategies that children who stutter can use to reduce bullying. Develop bullying intervention programs for children who stutter. Learn about an assessment scale to assess bullying and stuttering.

Coma Stimulation: Beliefs About Education and Efficacy, Hunter Manasco, Ph.D., Misericordia University; Lisa Holdsworth, Misericordia University; Hunter Manasco, Ph.D., Misericordia University

Coma stimulation is a process by which individuals give therapy to patients in comas and/or vegetative states. There has not been a substantial amount of research or evidence on the efficacy of coma stimulation. The purpose of this study is to fill the gap in the literature. Survey formats will be used to ask individuals in different settings if they know exactly what coma stimulation is, where they received their information, and personal beliefs on the subject. Once the survey is sent out, employees of all ages, gender, and ethnicity in these establishments will be asked to rate their knowledge and opinions on a survey about coma stimulation. The primary researcher will describe the survey to the participants as voluntary and anonymous. The participants will be told that the survey will remain anonymous and any information stated will not be held against them, the establishment he or she is employed, and/or the college or university attended. They will be told not to put their names on the survey and that data collected from this survey may be published and presented at scientific and teaching conferences. Once the surveys have been distributed, individuals will receive the address for the speech department and will be instructed to return the surveys to the specified address. The secretary in the office will then be instructed to place the unopened letters in the primary researcher’s mailbox. The survey will contain fifteen statements on which participants will be asked to rate their level of agreement from one to five with one being the highest level of agreement and five being the lowest level of agreement. There will also be six open ended questions where participants will be asked to describe their general opinions on the efficacy of coma stimulation, their personal beliefs/if people share the same beliefs, and if more research should be conducted on the subject. The benefits of this research will be to increase the knowledge of how employees in different settings feel about the coma stimulation process and where he or she is learning their information.

Learner Outcomes

Have a better understanding of what coma stimulation is. Have knowledge of the personal beliefs of professionals using coma stimulation. Have knowledge of the education that is being presented on coma stimulation.

Pediatric Caregivers' Perception of the Effectiveness of Neuromuscular Electrical Stimulation, Jessica Sofranko, B.S., CCC-SLP, The Pennsylvania State University; Kaitlyn Frey, Misericordia University; Cari Tellis Ph.D. CCC-SLP, Misericordia University

Swallowing disorders (i.e., dysphagia) currently affect approximately 15 million adults living in the United States (Shaw, Sechten, Searl, Keller, Rawi, & Dowdy, 2006). Twenty-five to fifty percent of people who have experienced a cerebral vascular accident and greater than fifty percent of patients living with head and neck cancer present with dysphagia (Bentzen, 2001; Logemann, 1997; Mann, 2000; Stenson, 2000). Swallowing disorders do not only affect the adult population. It is estimated that between 5% and 10% of children seeing a pediatrician present with a feeding or swallowing disorder (Reau, Senturia, Lebailly, & Christoffel, 1996). Treatment techniques used to manage dysphagia have previously focused primarily on utilizing compensatory strategies to prevent penetration and aspiration. Some of these strategies include: the Mendelsohn Maneuver, Shaker exercises, supraglottic swallow, diet consistency changes, chin tuck, and head turn/tilt (Kiger, Brown, & Watkins, 2006). Within the past 8 years, different treatment options have been explored to better address the underlying source of the swallowing problem rather than just providing compensatory techniques to help the client live with the problem. Neuromuscular electrical stimulation (e.g., VitalStim) was approved by the Food and Drug Administration in 2001 as an innovative treatment to strengthen and improve the muscle groups involved in the swallowing mechanism. Surface electrodes are placed on the anterior neck and electrical impulses are sent through the skin to muscles groups chosen by the therapist’s specific to each client’s difficulty. Once a beneficial intensity has been reached, the therapist begins traditional swallow techniques in conjunction with electrical impulses. Neuromuscular electrical stimulation has been found to be most effective when used in conjunction with traditional swallowing treatment techniques (Shaw, et al., 2006). According to a website on neuromuscular electrical stimulation, most sessions are 60 minutes in duration with a goal to improve muscle strength, reestablish cortical organization, and increase the effectiveness of traditional swallowing methods. As of 2007, over 5000 clinicians have become certified in neuromuscular electrical stimulation therapy. (Crary, Carnaby-Mann, & Faunce, 2007). CIAO Seminars has been the main provider for neuromuscular electrical stimulation certification for speech-language pathologists’ use of neuromuscular electrical stimulation in the adult population. Recently, CIAO Seminars has started to provide courses that specialize in neuromuscular electrical stimulation therapy specific to pediatrics. Although research is being conducted on the use of neuromuscular electrical stimulation in pediatrics, currently there is limited to no published research about neuromuscular electrical stimulation therapy involving this population. Most published studies have focused on the effectiveness of neuromuscular electrical stimulation for improving the swallowing function in adults; however, no research has been conducted on how individuals with dysphagia, adult or child, perceive the effectiveness of neuromuscular electrical stimulation therapy. The present study will contribute to the establishment of research in the pediatric population. The purpose of this study is to evaluate whether caregivers of children with swallowing disorders perceive neuromuscular electrical stimulation to be an effective form of treatment. A 17 question survey was given to caregivers whose child has completed a course of neuromuscular electrical stimulation therapy to treat his/her swallowing disorder. Survey questions evaluated the caregiver’s perception of the effectiveness of the neuromuscular electrical stimulation therapy. Preliminary results indicate that caregivers perceive neuromuscular electrical stimulation to be an effective form of treatment. Data collection is ongoing. Although this study focuses on the effectiveness of neuromuscular electrical stimulation in relation to the pediatric population, minors will not be solicited for any information. Their adult caregiver will be completing this survey.

Learner Outcomes

Identify the types of swallowing disorders that exist in the pediatric population. Identify different treatment for pediatrics with swallowing problems. Describe the caregivers' perceptions of neuromuscular electrical stimulation.

Anchoring as a Strategy to Increase Vocal Intensity, Cari Tellis, Ph.D., CCC-SLP, Misericordia University; Kaitlyn Frey, Misericordia University; Alicia Drumheller, B.S., Misericordia University

Voice disorders are a common occurrence in the general population with as many as 3-9% of people experiencing some type of voice dysfunction in their lifetime (Verdolini & Ramig, 2001). People who participate in professions that rely on extensive voice use (e.g., teachers, actors, singers) experience voice disorders more often than the general population and report symptoms such as vocal fatigue and muscle tension (Koufman & Isaacson, 1991; Smith, Kirchner, Taylor, Hoffman, Lemke, 1998), as well as decreased vocal power and intensity. Excessive muscle tension also has been shown to cause significant phonotrauma (Hsiao, Liu, Hsu, Lee, & Lin, 2001). Anchoring of the head/neck muscles (sternocleidomastoid, levator veli palatini) and the torso muscles (latissimus dorsi and pectoralis major) have been shown to increase vocal intensity (loudness) and pitch range while reducing laryngeal tension and fatigue in singers (Yanagisawa, Estill, Kmucha, & Leder, 1989). Although there is clinical evidence that untrained speakers who want to increase the intensity of their voices without increasing laryngeal muscle tension and fatigue get louder when anchoring, there is no empirical evidence of this phenomenon. The purpose of this study, therefore, was to assess the relatioship between acoustic output, closed phase of vocal fold vibration, subglottal pressure, and airflow (i.e., acoustic and aerodynamic properties that change with increased vocal intensity) with anchoring of the head/neck and torso in untrained speakers. This study was a pretest/posttest group design with 5 conditions and 5 groups. Fifty untrained speakers (25 males and 25 females) ages 18 and above were recruited from the Wilkes-Barre/Scranton area. Five males and 5 females were separated into 5 groups, 10 total participants in each group. No ethnicity was singled out for the study and no particular age groups were targeted. The independent variable was head/neck and/or torso anchoring. Dependent variables were acoustic output, closed phase of vocal fold vibration, subglottal pressure, and glottal airflow. Each participant was required to participate in a two-day process: the first day included screening and baseline voice testing. The second day included training and testing. Participants were sorted randomly into one of 5 groups for day 2 (no training, head and neck anchor only, torso anchor only, head and neck with torso anchor, and torso with head and neck anchor). Preliminary results indicate that anchoring results in an increase in intensity of the voice (decibel level), decrease in noise-to-harmonic level, increase in closed phase of vocal fold vibration, increase in subglottal pressure, and decrease in airflow. Acoustic and aerodynamic parameters of the voice were not significantly different between head/neck and torso anchor in isolation or in combination, but there was a significant difference between anchors in isolation and in combination.

Learner Outcomes

Identify different types of anchoring. Identify what anchoring does in nontrained speakers. Describe if there is a difference between the different types of anchoring.

Chinese People's Awareness of Communication Disorders, Rebecca Welde, B.A., Misericordia University; Ruixia Yan, Ph.D., Misericordia University

According to the Encyclopedia of Deaf and Hearing Impairment (2004), communication disorders affect approximately 62 million individuals in China. The prevalence of communication disorders in China is expected to grow in the coming years. However, there were no speech language pathologists before 1980s in China. Currently, speech-language pathology is just emerging as a profession in China. To promote professional growth and public awareness in the field of communication disorders in China, this study explores Chinese people’s awareness of communication disorders. A survey will be used for this research purpose.

Learner Outcomes

Know Chinese people's awareness of communication disorders. Know the current condition of speech-language pathology in China. Understand the urgent need to increase public awareness of communication disorders in China.

Language Uses and Language Preferences of a Bilingual Client With Alzheimer's Disease -- A Case Study, Ruixia Yan, Ph.D., Misericordia University; Rebecca Welde, B.A.; Misericordia University

This study examines language uses and language preferences of a bilingual client with Alzheimer’s disease. The researcher visited the client weekly for 10 months, and investigated patterns of language uses and language preferences of this bilingual client. Implications for better communicative assessment, treatment, and services delivered to bilingual clients will also be discussed.

Learner Outcomes

Know language uses and language preferences of the bilingual client. Understand how to implement better communicative assessment, treatment, and services for bilingual clients. Understand how to improve communicative quality of life of the bilingual client.

Comparison of Communication in Triplets With Autism, Stuttering, No Diagnosis, Nicholas Barone, Misericordia University; Kathleen Scaler Scott, Ph.D., Misericordia University; Tara Helwig, Misericordia University; Kelly Guido, B.S., Misericordia University

The purpose of this study was to compare the fluency, speech, language, and temperament patterns in a set of 3-year-old triplets. Data was collected via standardized receptive/expressive language measures, spontaneous language samples, and caregiver interviews. Language samples were analyzed via SALT analysis, and interview data were analyzed via qualitative analysis. The data obtained from this survey indicate quantitative and qualitative differences in all aspects of communication within and between participants. As multiple birth children may represent a case different than non-multiples in terms of language development (McMahon, Stassi, & Dodd, 1998), studying triplets who represent the diagnostic categories of autism, stuttering, and no diagnosis allows an environment rich for comparison of the impact of developmental differences and language differences upon development of fluent speech. Findings will help add to the database of information regarding prognostic indicators for language and fluency development among those of multiple births.

Learner Outcomes

State receptive/expressive language differences between each participant. State differences between participants regarding fluency of speech. State differences between participants regarding temperament, and its potential relationship to communication.

Qualitative Analysis of Cluttering Symptoms From the Client's Perspective, Caitlin Cox, Misericordia University; Nicholas Barone, Misericordia University; Ashley Cory, Misericordia University; Kathleen Scaler Scott, Ph.D., Misericordia University

The purpose of this study was to identify symptoms of those diagnosed with the communication disorder cluttering via the perspective of the client. Data was collected via ethnographic interviews with two adults with a confirmed diagnosis of cluttering. Interviews were culled for themes following qualitative methodology. The data obtained from this survey indicate similarities of overt and differences of covert symptoms between participants. Findings will help add to the limited database of information regarding symptoms of cluttering.

Learner Outcomes

State overt symptoms of cluttering from the client’s perspective. State covert symptoms of cluttering from the client’s perspective. Compare participants regarding covert and overt symptoms of cluttering.

The Influence of Musical Training on the Phonological Loop, Jillian Gradzki, Marywood University; Colleen Meighan, Marywood University; Vijayac Angalli Ramachandra, Ph.D., CCC-SLP, Marywood University

Several research studies indicate that musical training leads to cortical reorganization, which may extend to areas, not directly concerned with music-related functions. More recently, Franklin et al. (2008) showed a positive effect of musical training on both long-term verbal memory and verbal working memory. The current study compared the effects of musical training on the phonological loop and the central executive components of Baddeley’s working memory model (Baddeley & Hitch, 1974). Thirty-nine healthy undergraduate students (19 musicians and 20 non-musicians) between the ages of 18 and 25 years participated in this study. All participants were administered tasks of phonological memory (nonword repetition and digit span), and central executive (the reading span test and backward digit span). A one-way ANOVA revealed that musicians performed better than non-musicians on both phonological memory and central executive tasks (p< 0.05). The findings here indicate that musical training can have positive effects on not just domain-specific phonological memory tasks but also on more domain general cognitive tasks such as reading span and backward digit span, which require simultaneous storage and processing of information. This could suggest cortical reorganization of a more distributed neural network among musicians.

Learner Outcomes

Understand the different aspects of Baddeley's working memory model. Understand the effects of musical training on the brain. Understand the influence of musical training on the verbal working memory.

Poster Sessions - Friday - 11:30 - 1:30

Acoustic Voice Measures in Patients With Thyroid Disease, Jill Schager, B.S., Indiana University of Pennsylvania; Bosco Noronha, M.D., University of Pittsburgh Medical Center; Seana Hollingsworth, B.S., Indiana University of Pennsylvania; Lori Lombard, Ph.D., CCC-SLP, Indiana University of Pennsylvania

The production of a normal voice requires a healthy laryngeal anatomical structure with healthy laryngeal nerve function. The laryngeal structure lies posterior to the thyroid gland. Anatomical changes of the thyroid gland, such as a thyroid tumor, may hinder laryngeal function by restricting movement and/or compressing the laryngeal nerve (Galofre, Lomvardias, & Davies, 2008). Damage to the laryngeal nerve may and can result in a voice disorder. Presently, there is a scarce amount of research available on patients with thyroid tumors exhibiting voice symptoms. If voice symptoms caused by thyroid tumors are identified, this would assist medical professionals in diagnosing patients with these symptoms. The larynx, which produces the voice, is innervated by the recurrent laryngeal nerve (RLN) branch of the vagus nerve (CNX) and the external branch of the superior laryngeal nerve (SLN) (Kruse, Olthoff, & Scheil, 2006). The right branch of the RLN is located posterior to the right portion of the thyroid gland, and the left branch of the RLN is located posterior to the left portion of the thyroid gland. The external branch of the SLN is found superior to the thyroid gland. The RLN and the SLN provide the larynx with motor coordination and strength to produce a normal voice. The development of thyroid gland nodules or tumors may increase the weight and/or size of the thyroid gland which can damage the nerve branches (Galofre, Lomvardias, & Davies, 2008). A few studies on thyroid tumors and the affect on voice have been performed. DePedro, et al. (2006) evaluated the voice pre and post-operative on 100 subjects. Each subject underwent a videolaryngoscopic examination and completed a questionnaire, Voice Handicap Index, before and after surgery. The results indicated that 29% 0f the subjects who did not present vocal fold immobility experienced subjective voice changes. Acoustic measures resulted in an increase of turbulence in the voice signal. However, this study did not provide objective data. Another similar study was performed on the perceived voice quality after thyroid surgery in 395 patients by Page, Zaatar, Biet, & Strunksi (2007). The results indicated that perceptual voice quality worsened 1 month post-operative in comparison to pre-operative conditions in 21% of the patients. However, this study did not provide any objective voice measures. Stojadinovic, et al. (2008) implemented a study on the comparisons of perceptual voice qualities before and after thyroidectomy with 50 patients. The results indicated that the patient perception and clinician perception of voice quality decreased post-operatively. Consequently, this study also did not utilize objective measures of voice to support the results of perceptual measures. To support the perceptual measures of voice quality, objective measures can be used to measure the affect of thyroid tumors on voice. Objectives measures to assess laryngeal anatomy and physiological changes can be done through measuring fundamental frequency of the voice and the noise-to-harmonic ration (NRH).                Currently, little research has been performed on thyroid tumors and the possible affects on voice production pre-operatively. The studies that are available lack objective measures. In addition, the studies do not compare objective voice measures of patients with thyroid disease to normal objective voice measures. This study was designed to answer the following questions: (1) Is there a difference between objective measures of voice in patients with thyroid disease vs. persons without thyroid disease? (2) Do the symptoms of voice in patients with

Learner Outcomes

To determine a difference between acoustic measures of voice in patients with thyroid disease vs. persons without thyroid disease.

Common and Distinctive Semantic Feature Knowledge in Persons With Aphasia, Mary Beth Mason-Baughman Ph.D., Clarion University of PA; Vanessa Wheatley, B.S., Clarion University of PA

This study investigated the nature of semantic feature knowledge in persons with aphasia. Results showed that participants with aphasia who had difficulty choosing among semantically related foils were significantly more impaired with identification of low importance distinctive features than participants with aphasia who did not have difficulty choosing among related foils. Identification of low importance distinctive features was also significantly correlated with naming and comprehension skills. How semantic representations are stored and processed is an area of interest in aphasiology. Deficits in semantic knowledge are often a symptom of aphasia. Thus, the present study investigated the nature of semantic feature knowledge in persons with aphasia. The relationship between feature knowledge and the ability to choose among semantically related foils was also examined. In addition, the relationship between semantic feature knowledge and comprehension ability was investigated. Ten participants with aphasia completed tasks for choosing among unrelated and related foils and a sorting task involving common and distinctive features controlled for high and low importance. Participants also completed subtests from the Boston Diagnostic Aphasia Examination and the shortened version of the Boston Naming Test to determine comprehension and naming abilities. Ability to choose among semantically related foils was used to divide the participants into groups. Five participants were grouped as having the ability to choose among related foils and five participants were grouped as having difficulty choosing among related foils. The primary hypothesis was that participants who have difficulty choosing among semantically related foils would have significantly more difficulty with identification of distinctive features than common features than the participants who are able to choose among semantically related foils. The findings support the primary hypothesis in that those participants who had difficulty choosing among semantically related foils were significantly more impaired with identification of low importance distinctive features than the group who were able to choose among semantically related foils. The group who had difficulty choosing among related foils were significantly more impaired in the identification of low importance distinctive features than high importance common and distinctive features and low importance common features. In addition, the group who were able to choose among semantically related foils did not have a significant difference in identification of high and low importance distinctive versus high and low importance common features. Comprehension and naming scores were also significantly correlated with low importance distinctive feature identification.

Learner Outcomes

Explain the relationship between semantic feature knowledge and ability to choose among related foils. Explain the relationship between semantic feature knowledge and ability to choose among unrelated foils. Explain the relationship between semantic feature knowledge and comprehension abilities found in the study.

Perceived Voice and Swallowing Symptoms in Patients With Thyroid Disease, Bosco Noronha, M.D., Co-investigator; Lori Lombard, Ph.D., Professor/mentor; Seana Hollingsworth, B.S., Jill Schager, B.S., peer and co-investigator

Normal swallowing and voice production relies on healthy laryngeal and laryngeal nerve function. The thyroid gland is located just anterior to the larynx. Thyroid tumors may impact laryngeal function by compression or fixation of the larynx or laryngeal nerve (Galofre, Lomvardias, & Davies, 2008). Laryngeal function also changes with the normal aging process (Maloney & Jackson, 1966).  It has not been determined how the impact of thyroid disease on voice and swallowing symptoms differs from perceived voice and swallowing symptoms related to normal aging. Identification of voice and swallowing symptoms in patients with thyroid tumors may facilitate differential diagnosis of the disease. To date, there is a paucity of information on the voice and swallowing symptoms of patients with thyroid disease. A few studies on thyroid disease and surgical outcomes from thyroid surgery report voice and swallowing symptoms both pre-operatively and post-operatively. DePedro, et al. (2006) studied perceptual and acoustic measures of vocal function in 100 subjects who underwent thyroid surgery. Results indicated that 29% of patients had increased perceived vocal handicap after surgery. Stojadinovic, et al. (2008) did a prospective study of vocal changes before and after thyroidectomy using perceptual rating scales. Results indicated that the patient perception and clinician perception of voice decreased significantly post-operatively. The perception of swallowing function was found to improve in patients with thyroid disease from pre-operative to one-year post-operative (Greenblatt, et al., 2009). Patient scores on the SWAL-QOL scale (McHorney, et al., 2002) decreased during that recovery period. None of the studies addressed both perceived voice and swallowing symptoms in the same patients. These studies do provide valuable pre- and post-operative comparisons. However, they do not indicate how pre-operative, perceived voice and swallowing symptoms differ from age-matched normal control group. This information would facilitate the identification of voice and swallowing symptoms that were representative of patients with thyroid disease rather than normal aging. Therefore, the following research question was proposed: * Is there a difference between perceptual measures of voice and swallowing function in patients with thyroid disease vs persons without thyroid disease? The subject population was adult only, with ages ranging from 18-99 years and no restriction to gender. Forty subjects, twenty with thyroid disease and twenty without, were interviewed. Criteria for inclusion for the thyroid cohort included: diagnosis of thyroid disease by a physician, normal speech, language, and hearing as judged by a Speech-Language Pathologist, no history of voice or swallowing disorders, and no history of previous thyroid or laryngeal surgery. The control cohort was held to all of the above criteria except for diagnosis of thyroid disease. This study was a between subjects design that compared perceptual measures of voice and swallowing function in patients with thyroid disease as compared to age and gender matched subjects who reported no evidence of thyroid disease. Subjects were provided paper copies of the following questionnaires: SWAL-QOL (McHorney, et al, 2002) and the Voice Handicap Index (VHI) (Jacobson, et al, 1997). Data will be analyzed for significant differences between the groups on either of the questionnaires and by their

Learner Outcomes

Describe the potential pre-surgical affects of thyroid disease on voice function. Describe the potential pre-operative affects of thyroid disease on swallowing function. Recognize a need for further pre-operative research of these symptoms in this population.

Foreign Word Learning: Effect of Training in Clear and Conversational Speaking Styles, Kuruvilla Mathew, Dr. M.V.Shetty College of Speech & Hearing; Ajith Kumar, Ph.D., Department of Audiology and Speech Language Pathology; Swathy Ann Alexander, Dr.M.V.Shetty College of Speech & Hearing

Present study aimed at measuring the benefit of clear speech in a foreign language learning paradigm. Results of the present study revealed that subjects learnt foreign words better and faster when trained in clear speaking style. Training children/individuals with communication disorders using clear speech in quiet condition may facilitate the learning. Background: The speaking style adopted by speakers in difficult communication situations are referred as “clear speech”. This speaking style differs from ordinary speaking style -referred as “conversational speech” - on both perceptual and acoustical dimensions (Ferguson, 2004). It has been reported that clear speech was more intelligible than conversational speech in adverse listening conditions such as noise and reverberation for listeners with sensori-neural hearing impairment. Other researchers have shown benefit of clear speech in different population for variety of speech stimuli. Present study aimed at measuring the benefit of clear speech in a foreign language learning paradigm. Methods: A total of 40 native Malayalam speakers participated in the study. Stimuli consisted of 15 Foreign (Sinhala) words. Four sentences were created for each word. Thus there were a total of 60 sentences which were divided in to four lists. These sentences were recorded in clear and conversational speaking styles. 40 subjects were randomly divided in to four groups. All the subjects underwent a training program for a period of 12 days. Subjects in group I underwent training using clear speech in quiet condition, group II underwent training using conversation speaking style in quiet, group III underwent training using clear speech in presence of multi-talker babble at 0 dB SNR and group IV underwent training using conversation speaking style in presence of multi-talker babble at 0 dB SNR. Subjects ability to recognize the foreign words were measure daily. Results: Figure 1 shows the mean recognition scores in different conditions across the training period. As can be seen from the Figure 1 subjects learnt the foreign words faster and better when trained in clear speaking style compared to conversational speaking style in both quiet and noisy conditions. Learning was faster and better in quiet condition compared to noisy condition for both the speaking styles. Conclusions: Results of the present study revealed that subjects learnt foreign words better and faster when trained in clear speaking style. Training children/individuals with communication disorders using clear speech in quiet condition may facilitate the learning.

Learner Outcomes

Understand that subjects learnt foreign words better and faster when trained in clear speaking style. Understand the benefit of clear speech in a foreign language learning paradigm. Training children/individuals with communication disorders using clear speech in quiet condition may facilitate the learning.

The Perception of Instructor Accent by Speech-Language Pathology Students, Luke Martin, B.S., Clarion University of Pennsylvania; Kenneth Staub, M.S., CCC-SLP, Clarion University of Pennsylvania

Among factors which might influence the quality of the collegiate learning experience is student perception of instructor accent. Few studies have, however, considered this as a function of major or year in school. This study looked at perception of instructor accent by communication science and disorders (CSD) students, describing their views as both a disciplinary cohort and a product of academic maturity within the major. Because CSD students were presupposed to have varying degrees of overt experience with speech differences, their perceptions were compared to those of more naïve students in other majors and at differing levels of academic progress so as to explore cross-disciplinary similarities and differences.

Learner Outcomes

Examine, describe and discuss CSD students’ perceptions (e.g., attitudes, opinions) regarding the accented English of university-level instructors. Examine, describe and discuss CSD students’ perceptions regarding the quality of the learning opportunity when university instruction is provided by a speaker of accented English. Compare and contrast the perceptions of CSD students to those of students in other majors toward university-level instruction as provided by a speaker of accented English.

Coping With Bullying in Adolescents Who Stutter, Michael Boyle, M.S., Penn State University; Ingrid Blood, Ph.D., Penn State University; Gordon Blood, Ph.D., Penn State University; Laura Robins, B.S., Penn State University

This poster presents the coping strategies used by adolescents who stutter (AWS) when evaluating bullying behavior. Both the type (avoidance vs. approach) and strategy (cognitive vs. behavioral) used to cope with bullying were assessed with the Coping Responses Inventory. Participants were first asked to describe bullying experiences and then separated into groups. AWS differed in their strategies for dealing with bullying when compared with adolescents who do not stutter depending on their reported experiences. Both groups reported using primarily approach strategies - 71% for AWS and 82% for adolescents who do not stutter. Discussion focuses on the roles of SLPs in dealing with this concomitant problem for students who stutter on caseloads.

Learner Outcomes

Identify at least three bullying behaviors. Provide examples of when SLPs should intervene. List eight coping strategies from the Coping Responses Inventory.

Play and the Development of Children who Require Augmentative and Alternative Communication (AAC), Adam Bowker, M.S., Pennsylvania State University; Janice Light, Ph.D., Pennsylvania State University; John Dattilo, Ph.D., Pennsylvania State University

Play is a critically important feature of child development which has an impact on motor, cognitive, social-pragmatic, emotional, and language development. However, children who require augmentative and alternative communication (AAC) often are excluded from play opportunities as play becomes increasingly dependent on communication as children develop. This lack of play opportunities may have a lasting impact on all areas of development. This poster will outline the research on pretend play development of typically-developing children and those with disabilities. The author will propose a framework by which AAC may be incorporated into play.

Learner Outcomes

Describe the characteristics of play typically exhibited by children at specific points in language development. Describe three barriers to inclusion in social play faced by children who require AAC. Describe five taxonomic/semantic categories used by children in sociodramatic play that may be used in an AAC system to organize language. Categorize play behaviors by degree of symbolic representation.

SLPs’ Perceptions of Vulnerability to Bullying: Autism, SLI and APD, Amy Coniglio, B.S., Penn State University; Gordon Blood, Ph.D., Penn State University; Sarah Dorward, B.S., Penn State University; Ingrid Blood, Ph.D., Penn State University

This poster reports on the susceptibility to problems with bullying of three hypothetical 14-year-old students: one with a history of autism, one a history of specific language impairment, and one with a history of auditory processing problems, and three hypothetical seven-year-old students: one with a history of autism, one a history of specific language impairment, and one with a history of auditory processing problems. Results revealed that SLPs rated students with autism as most likely to be bullied. SLPs also rated students with persistent communication problems as most likely to be bullied. Respondents were likely to intervene for students reporting physical, verbal bullying, and cyberbullying, and less likely for relational bullying.

Learner Outcomes

Compare the differences among ratings of SLPs’ perceptions of vulnerability to bullying in children with a history of autism, SLI and APD. Provide three reasons why SLPs are likely to intervene with specific students on their caseloads. Identify five strategies likely to assist younger and older students with communication disabilities who are reporting bullying.

Relationship-Based Intervention: Using Affective Interventions in Speech Language Therapy, Rachel Dolan, B.S., Edinboro University of Pennsylvania; Patricia Leigh, Ph.D., CCC-SLP, Edinboro University of Pennsylvania

The purpose of this presentation is to have clinicians gain an understanding of the importance of the affect, emotion, and relationships within the therapeutic process for the growth of a client’s communication skills and how to incorporate these ideas into their everyday therapy. Relationships are at the core of the structure that we as speech-language pathologists (SLPs) attempt to build throughout the course of our intervention programs. Healthy clinician relationships with clients and their families have been shown to play a vital role in the successful provision of therapy and have an impact on the overall success of treatment. This study identified relationship-based principles as an important factor to practicing SLPs. Relationship-based therapy is multi-faceted and contains three main relationships that need to be assessed and then strengthened for successful intervention. First, the relationship between the client and his or her family, educators, and peers need to be considered. Finding loving, trusting relationships for the client to carry-over and generalize the skills that we teach and practice during the therapy session is an important factor in the overall success of therapy. Secondly, as clinicians we need to develop a strong relationship with the client’s family and teachers so that we are able to help encourage participation of others in the therapy program. Lastly, and most importantly, creating a strong relationship between client and clinician can have constructive effects on the outcome of therapy. Whether or not a client enjoys being with their therapist, trusts the therapist and feels comfortable enough to engage in practice of skills with the therapist can make or break a therapy session and progress toward the client’s goals. The current study involved a research survey that was completed by over 90 practicing SLPs. On the survey, participants identified relationship-based principles as important to their practice. However, many participants felt that support from their institution in providing relationship-based therapy was lacking. Lack of resources such as time and energy was identified as a major stumbling block to the provision of sensitive relationship-based therapy. This presentation will highlight the dissonance from the surveys acquired from clinicians and will

Learner Outcomes

Demonstrate an understanding of the importance of the affect, emotion, and relationships within the therapeutic process for the growth of a client’s communication skills. Identify therapeutic implementations of relationship-based principles. Develop one activity to implement in their everyday therapy that incorporates relationship-based therapy.

Effects of Maternal Sensitivity on Expressive Language, Patricia Leigh, Ph.D., CCC-SLP, Edinboro University of Pennsylvania; Cayla Zukowski, B.A., Edinboro University of Pennsylvania

Maternal sensitivity is defined as the way a mother reacts to her child. This study investigated the role that maternal sensitivity has on expressive language in young children. The findings depict that maternal sensitivity does indeed have an impact on expressive language. When the children in the study were six months of age, a researcher visited the child’s home to observe the mother’s sensitivity. Subsequently, the mothers’ sensitivity was classified into one of three levels: high, moderate, or low. When the children were fifteen months, twenty four months, and thirty-six months old, levels of expressive language were obtained. The study found that maternal sensitivity impacted concurrent language skills at 15, 24, and 36 months. The impact of sensitivity on child language increased between the ages of 15 and 24 months and was sustained through thirty-six months. These findings may indicate that a child’s expressive language is not impacted as strongly by maternal sensitivity at first. However, the impact seems to intensify during the child’s second and third year of life. These outcomes may indicate that as the child advances in development the child and mother interactions improve and scaffold of language occurs by mothers. Another integral finding was that language skills differed depending on the sensitivity of the mother. Children who scored higher in expressive language had mothers who were highly sensitive, whereas children with low scores on expressive language had mothers who were on the lower spectrum of sensitivity. Therefore, higher levels of sensitivity provide greater gains in language. The interesting factor of this study is that it is not until thirty-six months that a significant expressive language difference exists between moderate and low levels of sensitivity. Since a significant difference does not exist between all levels of sensitivity until thirty-six months, it can be theorized that mothers and children need time to perfect their interactions. It may be necessary for new mothers to take time before becoming accustomed to responding sensitively to their children. In turn, children may need time and practice in order to be able to foresee their mothers’ behavior so that effects become evident in the child’s language later on. This ‘dance’ is consistent with the Transactional Model of Development in that maturation and practice influence the child’s communication style which helps the mother be more sensitive as the child ages. Mothers were fairly consistent in sensitivity throughout the study. Expressive language ability is consistent with expressive language skills at fifteen months which was then associated with ability at twenty-four months, which was then moderately correlated to vocabulary at thirty-six months. These results may be evidence for the importance early intervention. Even though significant differences in expressive language among all sensitivity levels do not show until thirty-six months, it is evident that levels of sensitivity impact later developmental skills. Furthermore, receiving high levels of sensitivity earlier in time, positively impacts expressive language skills as the child matures developmentally. Clinicians can teach mothers ways in which they can be more sensitive to their children. The presentation will focus on methods that increase maternal sensitivity.  

Learner Outcomes

Identify the impact of maternal sensitivity on early language skills in children. Demonstrate ways a mother can be more sensitive towards her child. Identify the time lag in the difference of expressive language ability in moderate and low maternal sensitivity.

The Measurement of Auditory Processing: Does Presentation Level Affect Performance?, Andrea Rath, Elmira College; Ted Johnson, Au.D., CCC-AUD, Elmira College; Samantha Marino, Elmira College; Eileen Krom, Elmira College; Benjamin Lovett, Ph.D., Elmira College

Screening for the presence of an auditory processing disorder (APD) often involves behavioral tests of auditory processing (Bellis, 2003). The SCAN-A (Keith, 1994) is one behavioral measure frequently used to screen for APD, and it includes a variety of auditory processing tasks, including the interpretation of low-pass filtered words, words presented against a background of noise, and words and sentences presented dichotically. The ease of use and quick scoring procedures have often led to a diagnosis of APD based solely on the results of the SCAN without further APD diagnostic testing. Although the SCAN-A norms were developed by adjusting the presentation level to each individual participant’s most comfortable level (Keith, 1995), this is an impractical procedure in many settings where screening is performed by a variety of professionals other than audiologists (speech-language pathologists, school psychologists, etc.), and with various types of equipment. Therefore, the SCAN-A is not administered consistently at the same presentation level. It is unclear, however, whether this variability in presentation level contributes to clients’ performance on the SCAN-A, since louder stimuli might be easier to interpret. In the present research project, participants were administered the SCAN-A at one of three presentation levels (50, 55, or 60 dB HL) via a calibrated clinical audiometer. The participants were undergraduate students at a small private college in the Northeastern United States, and the SCAN-A was administered in a sound-treated booth to control for ambient noise. Each of the four subtests of the SCAN-A was a separate dependent variable in this study, since the subtests do not always correlate with each other (Keith, 1994) and presentation level may have more of an effect on some tasks than others. This study examines variability in presentation levels for the SCAN-A in a controlled acoustic setting. Findings are presented based on administration of the SCAN-A to a group of college-age subjects.

Learner Outcomes

Identify variability issues associated with presenting the SCAN-A in a range of physical settings. Identify the issues surrounding controversy in APD screening. Evaluate the advantages and disadvantages of behavioral measures associated with APD testing.

Bullying in Students Who Stutter: SLPs’ Perceptions and Intervention Strategies, Michael Boyle, M.S., Penn State University; Ingrid Blood, Ph.D., Penn State University; Gordon Blood, Ph.D., Penn State University; Kathryn Fleming, B.S., Penn State University

School personnel’s knowledge, attitudes and beliefs about bullying impact the success of bullying prevention initiatives and programs. We report on the results of a nationwide survey of 475 SLPs about their perceptions and interventions strategies for children who stutter on their caseloads.  SLPs rated physical bullying as most serious and in need of intervention, followed by verbal bullying; relational bullying was rated as not serious or in need of intervention. SLPs also indicated the likelihood of using 9 intervention strategies. The seriousness of physical and verbal bullying, likelihood of intervention, and the lack of knowledge and uncertainty about relational bullying is discussed for children who stutter on SLPs caseloads.

Learner Outcomes

Identify at the differences among physical, verbal, and relational bullying and their long-term impact on students. List at least five strategies for dealing with reported bullying for children who stutter on their caseloads. Understand some three reasons SLPs may decide to intervene or not intervene in reported bullying by students on their caseloads who stutter.

Convergence and Divergence Trends of the Western PA Dialect, Shari Robertson, Ph.D., Indiana University of PA; Brianna Robertson, B.S., Indiana University of PA

This study investigated the phonological characteristics of adult speakers of the Western Pennsylvania dialect. Participants were evaluated regarding their use of seven specific vowel patterns that have been previously identified as typical of the Western Pennsylvanian dialect. Results will be discussed in relation to the influences of age, gender, and education on the use of the selected dialectical markers. Dialect convergence and divergence trends based on this data will also be discussed.

Learner Outcomes

List the phonological characteristics of the Western PA Dialect. Discuss the factors that contribute to convergence and divergence of the dialect. Identify the speakers characteristics that correlate with the use of Western PA dialect.

Feel the Burn: GERD Symptoms in College Population, Michelle Griffin, Bloomsburg University; Kathleen Fogle, Bloomsburg University; Pamela Smith, Ph.D., Bloomsburg University; Rachel Egbert, Bloomsburg University; Katlin Fleischut, Bloomsburg University; Krista Buchanan, Bloomsburg University; Carolyn Novaleski, Bloomsburg University; Marian Shovlin, Bloomsburg University

Studies have indicated that chronic gastroesophageal reflux disease (GERD) may contribute to the development of voice disorders and problems with voice quality. Because there is a lack of education about GERD symptoms and foods that tend to trigger these symptoms, many people are unaware that their vocal health may be compromised by recurrent episodes of reflux. The purpose of this study was to investigate if there is a relationship between the reported symptoms of GERD and the reported foods consumed among Bloomsburg University students. Eating practices among college students that may suggest a likelihood of having future reflux will be discussed. The need to educate young people about GERD to prevent the risk of developing voice disorders will be discussed.

Learner Outcomes

Identify whether or not there is a relationship between reported symptoms of GERD and reported foods consumed by Bloomsburg University students. State if symptoms of GERD are prevalent among Bloomsburg University students. State if Bloomsburg University students are at risk for developing GERD based on reported eating behaviors. Describe the importance of assessing eating habits among young adults as a preventative measure against GERD and its potential contribution to voice disorders.

iJam, iListen, iHear: iPods and Hearing among College Students, Leeanna Erway, Bloomsburg University; John Benedict, Bloomsburg University; Cortney Fenton, Bloomsburg University; Rebecca Gates, Bloomsburg University; Kristin Horan, Bloomsburg University; Meryl Jacobs, Bloomsburg University; Sarah Kitko, Bloomsburg University; Leann Koch, Bloomsburg University; Lyndsey Letnaunchyn, Bloomsburg University; Erin Lolley, Bloomsburg University; Janelle Strickler, Bloomsburg University; Jowaliveline Petit-Frere, Bloomsburg University; Pamela Smith, Ph.D., Bloomsburg University; Carolyn Novaleski, Bloomsburg University

The growing trend of listening to iPods has raised concerns about safe listening practices and the potential risk of developing hearing loss among users. Although little research has focused on iPod trends specifically among college students, a recent study by Danhauer, Johnson, Byrd, DeGood, Meuel, Pecile, and Koch (2009), Survey of College Students on iPod Use and Hearing Health investigated iPod listening practices among college students from Division I schools. The purpose of this study was to examine behaviors, knowledge, and opinions on iPod use among Bloomsburg University students. Comparisons between the responses of Bloomsburg University students and Division I students from the Danhauer et al. (2009) study will be discussed. The prevalence of reported symptoms associated with hearing loss will be discussed.

Learner Outcomes

Compare and contrast the behaviors, knowledge, and opinions on iPod use between Bloomsburg University students and Division I students. Relate the frequency of iPod use among Bloomsburg University students with the general college population. Identify whether or not there is a correlation between iPod listening behaviors and reported symptoms of hearing loss among Bloomsburg University students.

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