Megan McCool, BA; Kathleen Youse, PhD, CCC-SLP; Lauren Liria, MS, CCC-SLP; Marisa Russo, BS; Kayla Hoelzel, BS; Katherine Heilman, BA; Marie Sweeney, BS; Emily Mickle, BS; Elizabeth Turner, BS; Erika Leinhauser, BA, from Widener University
Abstract
The Chester Community Clinic at Widener University is a student-run interprofessional collaboration of educational programs in Physical Therapy, Occupational Therapy, Clinical Psychology, Social Work, and, as of 2021, Speech-Language Pathology. The Clinic was created to serve the needs of uninsured and underinsured members of Chester, PA community and surrounding areas. While clinical sessions are supervised by licensed and certified clinicians, the clinic is led by a Student Leadership Board representing students from across the programs. This poster will describe the model of student leadership in Widener University’s Chester Community Clinic. It will also describe the experiences, successes and challenges of student leaders in speech-language pathology as they facilitated the expansion of the Clinic and Leadership Board over two academic years, including establishment of interprofessional policies and procedures, definition of leadership roles and responsibilities and goals for future growth.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Elizabeth Grillo PhD, CCC-SLP; Megan Gallagher, BA, from West Chester University
This poster explores the development of a transgender support group that will serve clients and families in the West Chester University (WCU) Speech and Hearing Clinic. Various strategies were implemented to create a framework for the support group. The first strategy was to gather peer-reviewed literature sources focusing on the needs and benefits of support groups for transgender individuals. After gaining additional knowledge about support groups through the literature, the second strategy involved conducting internet searches and reviews of transgender support groups in the greater Philadelphia area. Locally, The Gender and Sexuality Development Clinic (GSD) at The Children’s Hospital of Philadelphia offers support groups for gender diverse children, adolescents, and their families. The third strategy was to conduct a phone interview with care providers at GSD to obtain information about the content, organization, and structure of their support groups. The fourth strategy was to partner with the Doctor of Psychology department at WCU creating an interprofessional education and practice opportunity between clinical psychology and speech-language pathology. The interprofessional support group focuses on the needs of the participants through counseling, mental health, and gender affirming voice care. The support group is facilitated by students and faculty in clinical psychology and speech-language pathology. This poster will discuss the strategies used to develop the support group, the curriculum, organization, and structure of the support group, and lessons learned from the interprofessional experience.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Melissa Brydon, PhD, CCC-SLP; Sheri Lake, EdD, CCC-SLP; Mikayla Cummings, BS; Rebecca Brown, BS, from Penn West Clarion
African-American English (AAE) is a rule-governed dialect of Standard American English (SAE) that is prevalent in schools throughout the US. Therefore, it is crucial for speech-language pathologists (SLPs) to become proficient in the characteristics of the dialect to effectively distinguish language differences from language disorders. The purpose of this session is to present salient features of AAE as well as culturally responsive language assessment procedures. Various assessment options will be discussed including norm-referenced and dynamic assessment and language sample analysis. Methods for adapting the administration and scoring of norm-referenced assessments will be presented. References and resources related to AAE, and graphic references of contrastive and non-contrastive features of AAE and SAE and language assessment tools will be provided.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Intermediate
Alyson Scroeder; Brianna Miluk, MS, CCC-SLP, CLC; Aly Yasenka, BS, from Pennsylvania Western University at Clarion
Abstract
Diagnosis of autism in children has been on the rise for years, with the disorder being recognized in 1 in 150 children in 1992 compared to 1 in 44 children in 2018 (CDC, 2022). Autism is usually diagnosed in early childhood, but it can be difficult to receive a diagnosis as an adult given that the manifestation of the disorder’s symptoms overlaps with other mental health disorders like attention-deficit/hyperactivity disorder (NIMH, 2022). Speech-language pathologists working with the geriatric population must be prepared to provide evidence-based care for autistic individuals as they age (Smith, 2012, p. 69).There is not an abundance of research on the elderly with autism. Highlighted in this project is the need for research, as well as the need for more trained professionals in skilled nursing facilities to help care for the aging elderly population. What is known is that this population has higher rates of depression and anxiety, reduced fluency, deficits in visual memory and working memory, difficulty with activities of daily living and mobility and chronic pain and discomfort (Smith, 2018, p. 7). Currently, the autistic geriatric population can be supported through psychotherapy, doctors trained in working with autistic individuals and online support groups. However, more specialized training among medical professionals, including SLPs, needs to be implemented. The next step forward is for SLPs to generate their own case studies to grow the small pool of research, so that we can figure out how to best help this population with their unique, individual needs.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Maggie Collins, BA; Reed Senter, PhD, CCC-SLP; from DeSales University
Abstract
The fields of speech-language pathology and behavioral analysis often intersect. Given that both disciplines borrow strategies and concepts from the other, not to mention the overlapping population of clients shared by both fields, it is easy to presume that interprofessional collaboration has become standard practice. However, clinicians in both fields hold various (and sometimes conflicting) beliefs about scopes of practice, goal-setting, intervention techniques and the nature of collaborative practice, meaning that “standard practice” is far from standard. In order to better understand the relationship between these two professions, we conducted a systematic literature review of six online databases in order to identify and synthesize the scholarly literature addressing the intersection of SLP and behavior analysis. This poster will share the details of our search methodology, preliminary findings and practical recommendations and resources for clinicians and researchers alike, based on the best available evidence included within our review.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Intermediate
Faith Foster, BS; Brooke Penrod; Megan Fenstermaker; Samantha Delmar; Maria Monteleone; Glen Tellis, PhD, CCC-SLP, BCS-F, from Misericordia University; Kathleen Scaler Scott, PhD, CCC-SLP, BCS-F, Monmouth University
The purpose of this study was to conduct extensive research to create a synthesized source for student clinicians and speech-language pathologists to guide them in their assessment and treatment of stuttering and cluttering. The methods of stuttering and cluttering assessment and treatment have evolved over the last 25 years, so it is important that clinicians have the most up-to-date information to help their clients most effectively. This poster will outline the process of creating this new source, which includes a multitude of activities that clinicians can use with their clients. This research was conducted by reviewing the current literature on assessment and treatment of stuttering and cluttering. The American Speech-Language-Hearing Association (ASHA) practice portal on fluency disorders and other sources were used when compiling this source. Once all the pertinent information was collected, numerous resources were created. For example, for the assessment of fluency disorders, fillable PDF case history forms were developed for clinicians to use. For stuttering and cluttering treatment for preschool children through adults, resources created include materials such as homework sheets for techniques (e.g., fluency shaping and stuttering modification), teacher and parent handouts, example goals and therapy activities. The end goal of this project is to have all of these resources available together on a website to allow for easy access for clinicians to use when they assess and treat fluency clients. More specific examples of the information included and resources developed will be discussed at the Convention.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Intermediate
Brooke Penrod; Megan Fenstermaker; Samantha Delmar; Maria Monteleone; Glen Tellis, PhD, CCC-SLP, BCS-F, from Misericordia University
The purpose of this study was to demonstrate the effectiveness and benefits of virtual dissection as means of learning essential anatomical structures related to speech, language and hearing. With a greater understanding of anatomy and physiology, speech-language pathology students are more likely to have a higher success rate beyond the classroom. Virtual cadaveric dissection is a promising new learning tool that can assist in gaining knowledge of anatomy and physiology concepts. In contrast to traditional study methods utilizing textbooks and line drawings, using computer-based cadaveric dissection provides students with a hands-on learning experience. Although preserved cadaveric dissection has proven to be beneficial to learning, Saltarelli and colleagues (2014) noted that computer-based cadaveric dissection yields educational benefits for all users because of its ability to provide an individualized and systematic experience for students. The virtual cadaver includes realistic, 3-D imaging and various tools (i.e., coloring, labeling, pen, quiz, flashcards, prosection, high-resolution images, gross anatomy, clipping, dissection, explore, display, origin and insertion, histology and case studies). These features allow the user to explore and manipulate anatomical structures in a way that facilitates a deeper understanding of anatomy and physiology. Through the use of a virtual dissection table, users have the ability to expand on previous knowledge and reinforce classroom concepts. Therefore, this technology aids in the integration of both classroom and clinical concepts. Details of all features of this virtual dissection technology will be discussed at the Convention.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Isabella Fredo; Reethee Antony, PhD, CCC-SLP, from Misericordia University
Models of education have changed since the onset of COVID-19. Many studies conducted during the pandemic in academia focused on mental health status. Research lacked information on the impacts of student learning across universities and across disciplines. The purpose of this study was to investigate the impact COVID-19 had on the academic preparedness of undergraduate students, within speech-language pathology (SLP) and outside of SLP. The specific aim of this study was to compare the student learning strategies and perspectives of undergraduate SLP versus non-SLP students and to understand how COVID-19 impacted learning across disciplines. A survey design was used to assess the academic preparedness of undergraduate students. Sixteen SLP and 16 non-SLP undergraduate students participated. The survey included 16 closed-ended and 20 open-ended questions. The overarching topic of academic preparedness was defined by seven themes that aided in the creation of survey questions including motivation, strategies/assessments, academic integrity, participation, preparedness, outside factors and training. Quantitative analysis and thematic analysis were done. Statistical analysis included ANOVA (p < 0.01) to compare the responses within undergraduate SLP students and outside the discipline. Results from this study will be useful at many levels. Students can use this information to explore different learning styles and understand the wider scope of their peers’ challenges and how they navigate them. Professors can use this information to develop teaching strategies that could be implemented for online teaching. Administration can use the results to design education models and gain more insight into current education trends.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Isabella Fredo, Misericordia University; Kathleen Scaler Scott, PhD, CCC-SLP, BCS-F, Monmouth University; Ann Roman, MS, CCC-SLP; Glenn Tellis, PhD, CCC-SLP, BCS-F, from Misericordia University
Within current literature, there are limited sources on assessment and treatment of individuals with fluency disorders and concomitant diagnoses. Since the incidence of children in the United States with a fluency disorder is approximately two percent (Zablotsky et al., 2019), there is an already limited population. This proposed retrospective case study would begin to fill gaps in literature by addressing the tasks completed in this evaluation. This evaluation was conducted on a 15-year-old boy who presents with a fluency disorder characterized by rapid rate, excessive non-stuttering-like disfluencies, stuttering-like disfluencies, secondary behaviors and strong emotions related to his stuttering. This client has concomitant disorders of autism spectrum disorder, attention-deficit hyperactivity disorder and an intellectual disability. The critical component of this evaluation was to differentiate cluttering behaviors from secondary behaviors related to stuttering. Procedures were used to determine whether rate was rapid at times when the client was not exhibiting a stuttering block (cluttering) or whether rate was only rapid after release of a stuttering block (response to stuttering, not cluttering). The scope of the evaluation included formal and informal tasks related to stuttering and cluttering to address differential diagnosis. Preliminary data and results led to a diagnosis of a severe stuttering characterized by blocks, prolongations and part-word repetitions. The client presented with features of cluttering (i.e., rapid rate and excessive non-stuttering disfluencies); however, these were found to be avoidance behaviors for his stuttering rather than cluttering. The client was stimulable for catching disfluencies and using easy onsets.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Intermediate
Leah Konsel, BS; Halle Snyder, BS; Abigail Leposa, BS, from Pennsylvania Western University– Edinboro
During our externships, we noticed the research-practice gap and lack of evidence-based practice being used. This inspired us to create resources for students, professionals, and supervisors to help close the research-practice gap and to make utilization of evidence-based practice more achievable within our scope of practice.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Megan Fenstermaker; Brooke Penrod; Samantha Delmar; Maria Monteleone; Reethee Antony, PhD, CCC-SLP; Chitrali Mamlekar, PhD, CCC-SLP; Glen Tellis, PhD, CCC-SLP, BCS-F, from Misericordia University
As technology evolves, innovative study methods are in high demand. Computer-based cadaveric dissection is a novel educational approach, providing users with three-dimensional (3-D) imaging highlighting the intricacy of anatomical structures (Saltarelli et al., 2014). Narnaware and Neumeir (2021) revealed that nursing students who used a virtual dissection table in combination with classroom instruction had higher examination grades than those who received only classroom instruction. The purpose of this study was to evaluate the student learner outcomes of using a virtual cadaver to learn speech- and language-related anatomical structures (i.e., laryngeal anatomy) and to understand first-year speech-language pathology students’ personal experiences with this technology. A pre-test post-test design was used in this study, which included five, first-year speech-language pathology students with no prior anatomy and physiology experience. Results indicate that virtual dissection improved participants’ performance on the posttest relative to pretest scores. When asked to identify laryngeal structures from a textbook image during the pretest, participants correctly identified 28% of structures, which improved to 50% of structures in the posttest. When tested on laryngeal structures from the image generated using a virtual cadaver, participants correctly labeled 65% of structures in the pretest and 100% of structures in the posttest. Survey results indicated that 100% of participants agreed that virtual dissection significantly improved their knowledge of laryngeal anatomy, and 80% stated that they would prefer to study using computer-based cadaveric dissection rather than study images from a textbook, the internet or other sources. Additional results will be discussed at the Convention.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Christopher Martens, PhD; Faith Stagge, MA, CCC-SLP; Alyssa M. Lanzi, PhD, CCC-SLP; Curtis Johnson, PhD; Matthew L. Cohen, PhD, from University of Delaware
Abstract
The root cause of Alzheimer’s disease is not understood (Armstrong, 2013), yet the disease affects over six million Americans (Alzheimer’s Association, 2022). Although there is no cure, recent research suggests that up to 40% of cases of dementia may be delayed or prevented with appropriate intervention for modifiable risk factors (Livingston et al., 2020), including domains of health within the scope of practice of speech-language pathologists (SLPS). Preceding the stage of dementia is a prodromal stage called mild cognitive impairment (MCI) in which individuals with cognitive weaknesses still complete daily activities independently, but with increasing reliance on compensatory strategies (American Psychiatric Association, 2013). SLPs can provide lifestyle interventions that train older adults to effectively use compensatory strategies to delay the onset of dementia. However community-dwelling older adults need to be identified early in the continuum to benefit from these services. The newly established Delaware Center for Cognitive Aging Research (DECCAR) at the University of Delaware has a multidisciplinary and multi-pronged approach for providing brain wellness community education and promoting early identification of cognitive decline. The center infrastructure facilitated the creation of a mild cognitive impairment (MCI) research registry to help identify these individuals in the community and match them with available research studies. Currently, over 1000 contacts have been made with individuals in the community, 344 qualified for an initial screening evaluation, and 104 met full criteria for mild cognitive impairment. Efforts are ongoing to connect with SLPs and other individuals caring for these populations in the mid-Atlantic region.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Kirsten Servis; Ainsley Griffin; Alexander Conzaman; Sojung Kim, PhD, CCC-SLP, from West Chester University
Abstract
The purpose of this interview study is to identify the perspectives of parents of nonverbal adults (age 21 or order) with developmental disabilities (DD) regarding communication, literacy and socialization. Interviewing parents of nonverbal adults with DD is the important first step to design an intervention program because available intervention programs have been developed based on efficacy data from children and adolescents with DD. By interviewing 10 parents of nonverbal adults with DD, the researchers gathered in-dept information pertaining to the importance of continuous support to nonverbal adults with DD, and individualized needs in an intervention program for the target population. The study used a qualitative interview approach, and one semi-structured interview (lasting one hour) was conducted with each participating parent. Interviews were video- and audio-recorded and transcribed in their entirety by the first author. A process of inductive, thematic analysis was then used to arrive at themes and subthemes. Preliminary analyses of the collected interviews indicated that the parents’ adult children have received varying degrees of social (e.g., adapted physical education classes, cooking classes) and communication (e.g., private speech-language therapies) support since high school graduation. However, none of nonverbal adults with DD has received literacy support. Many parents reported that their adult children’s writing and reading skills have noticeably regressed after high school graduation. The findings allow the researchers to design an intervention program entitled Augmentative and Alternative Communication Social Club, which provides nonverbal adults with DD with individualized literacy support by speech-language pathology graduate students.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Margaret Merk, BS; Monica Kaniamattam PhD, CCC-SLP; Rebecca Lozowsky BS; Aria Pant, BA; Michele Lorraine, BS, from Moravian University
Abstract
Background and Clinical Scenario:Parental involvement is essential in childhood communication intervention. Parents’ experiences and expectations about their involvement in Early Intervention (EI), were examined in a critical appraisal topic (CAT) paper.Focused Clinical Question: What are the experiences and expectations of parents of children ages 0-5:11 regarding their involvement in EI? Summary of Search, “Best Evidence” Appraised and Key Findings: The literature was searched for qualitative studies that investigated parent’s experiences and the effect of parent coaching on improving intervention outcomes. The literature search returned 929 possible studies related to the clinical question. Following a full manuscript scan, four studies (three high-quality and one low-quality) that met the inclusion criteria and were included. The credibility transferability dependability and confirmability of the four papers was found to be adequate using CORE-Q checklist. Appraised articles provided useful insights into parental involvement in communication intervention, parental role limitations and the need for more parent coaching to establish family-centered care. Clinical Bottom Line: There is moderate evidence to support the provision of parent coaching in improving intervention outcomes. Strength of Recommendation: The findings were rated as Level 3 according to Daly et al. (2007) hierarchy of qualitative evidence. Conclusion: Several key recommendations for practice, policy and more research were derived from this CAT analysis. A critical need for more research on this subject was identified.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Elaine Shuey, PhD, CCC-SLP, retired faculty; Spring 2022 ESU Speech Science class, from East Stroudsburg University
A variety of apps are available for tablets and smart phones that measure several aspects of voice. Therapists are using these for diagnostics and therapy with voice and transgender clients. While handy to use both physically and financially, not all such apps have been evaluated for the validity and reliability of their measures. The Spring 2022 ESU Speech Science class evaluated the reliability of the popular app Voice Tools as a measure of vocal intensity in a sustained vowel. All students downloaded the app and participated in a training regarding IRB procedures and procedures to measure the voice samples. They took two samples within 48 hours, with at least 24 hours between the first and second samples. They served as their own subjects and also evaluated any willing adult volunteers in their environment. A total of 49 samples were obtained. Despite the fact that the mean of sample one was 63.04 dB and the mean of sample two was 64.96 dB, a paired t-test of the two resulted in a P of 0.0053, thus indicating that the app lacked reliability in the measurement of vocal intensity in a prolonged vowel.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Isabella Fredo; Stephanie Fazio; Meghan Dunne; Emma Schaedler; Erica Scheinberg; Isabel Falguera; Reethee Antony, PhD, CCC-SLP, from Misericordia University
There is a dearth of literature in the area of perceptual advantage in speech perception. This study is part of a bigger project by Antony and colleagues. In an initial study, they examined 10 sports players and 10 non-team sports players and observed that perceptual advantage was present in team sports players with higher percent correct scores relative to non-team sports players, specifically in noise. Research is required to understand if the perceptual advantage is present only for players in specific team sports, hence this study. The purpose of this study is to examine if perceptual advantage in speech perception is higher in soccer players or not. Thirty participants in the age range of 20-45 years participated. Ten of them were soccer players, 10 were team sports players engaged in other sports, (e.g., football), and 10 had no experience in team sports. Prior to testing, consent was obtained. The stimuli included /a/-/a/, /a/-/s/, /s/-/a/, /s/-/s/. The stimuli were presented in quiet and in the presence of background noise. The procedure included two speech tasks: speech discrimination and speech identification. AX paradigm was used for the discrimination task. Forced choice identification from a set of four options was presented for the identification task. Percent correct responses and reaction times were measured and analyzed using mixed model ANOVA. The key finding from the study will help towards expanding our knowledge about speech perception and further help us towards application of auditory training in the area of sports rehabilitation.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Intermediate
Isabella Fredo; Reethee Antony, PhD, CCC-SLP, from Misericordia University
With the sudden change to online learning, students and faculty at the collegiate level had to adapt to an everchanging educational landscape the past three years. Although the impact of COVID-19 was examined in academia, it was often limited to either students or faculty. Little research has been done to examine the impact of the pandemic across both stakeholders involved in education: Faculty and students. The purpose of this study was to examine the convergence versus divergence of challenges and approaches taken by both faculty and students in the field of Speech-Language Pathology (SLP) to address issues in academia during the pandemic. The specific aim of this study was to examine the perspectives of SLP students and faculty and the impacts of COVID-19 on their learning and teaching. The present study employed a survey design. Sixteen undergraduate SLP students and 16 SLP faculty who have taught undergraduate courses completed an online survey. Both faculty and students had similar questions based around seven themes that defined academic preparedness: motivation, strategies/assessments, academic integrity, participation, preparedness, outside factors and training. Students completed 16 closed ended and 20 open ended questions while faculty had 16 closed ended and 18 open ended questions. Descriptive and inferential statistics were used to analyze quantitative data and content analysis was used to analyze qualitative data. The results from this study will be useful to both stakeholders in the area of education including students and faculty. Results from the current study has both theoretical and pedagogical implications.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Beth Phifer, MA, from Pennsylvania Western University at Edinboro
Abstract
Early intervention services should be family-centered. The term family-centered refers to a set of beliefs, values, principles and practices that strengthen a family’s capacity to enhance their child’s development and learning. Family-centered practice is associated with better outcomes for caregivers and children (McCarthy & Guerin, 2021). However, research suggests that early intervention (EI) SLPs do not collaborate with families or provide as much caregiver instruction and coaching as FCP would recommend (Lee et al., 2022; Schertz et al., 2011; Tomeney et al., 2020). There is a need to improve SLP and caregiver collaboration and coaching to align with best practices. The purpose of the proposed project is to create a support group of new SLPs to facilitate discussion and build SLP capacity to incorporate family-centered practice in early intervention.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Grace Wright, BA; Mary Weidner, PhD, CCC-SLP; Kaylee Rea, BS, from Pennsylvania Western University at Edinboro
Abstract
Several studies found that teachers struggle with utilization of augmentative and alternative communication (AAC) devices in the classroom. Teachers struggle with access to AAC devices, caregiver support, interprofessional practice with the SLP time and training to plan sessions utilizing AAC. Students with disabilities that use AAC devices in school are at risk for social exclusion in classroom discussions and/or participate in group discussions with their peers. There is a correlation between teacher knowledge of AAC devices and utilization of the AAC device into their teaching. There is also a need for additional training and exposure of AAC devices for teachers to increase their classroom interactions among students with disabilities and their peers. A handout was created in assist an in-service training for teachers and SLPs targeting collaboration of professionals to support AAC usage in general education or special education classroom and provide valuable resources to classroom teachers in regards to AAC.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Isabella Fredo; Reethee Antony, PhD, CCC-SLP, from Misericordia University
Many studies during the pandemic have focused on teaching. However, previous literature did not explore possible interdisciplinary effects of COVID-19 on professors and how the impact may have differed between universities. It is unknown if the challenges and strategies used to navigate the previous two years of instruction are similar across disciplines or not. The purpose of this study was to examine the interdisciplinary effects of COVID-19 on professors. The specific aim of this study was to understand how teaching was impacted during COVID-19, both with the field of speech-language pathology (SLP) and outside the discipline. The study included a survey with 16 closed ended and 18 open ended questions; focusing on seven themes that define academic preparedness. The participants included 12 SLP faculty and 12 non-SLP faculty. Quantitative and qualitative analysis were used to analyze the results from the study. Statistical analysis included T-tests (p < 0.01) to compare the results from SLP faculty versus non-SLP faculty. Thematic analysis was done on the qualitative data.
The results from this study will be useful to professors within speech-language pathology from an interprofessional perspective. Within universities and across universities, collaboration is extremely encouraged. So, to hear the perspectives of other professors gives better insight to the successes and failures of multiple modality teaching. It is important share these strategies that could cater to diverse student populations and address the future trends in education.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Meah Watson, BS; Camree Nelson, BS; Lauren Hopkins, BS; Samantha Dalessio, PhD, CCC-SLP, from Carlow University
Daly et al. (1995) defined affirmations as “statements of truth written in positive language in the first person, present tense that are not true now, but rather something the person wishes to be true in the future” (p.166). Daly et al. (1995) found affirmations to be effective in helping adolescents who stutter achieve more fluent speech in response to direct speech therapy techniques used initially in treatment. However, minimal research has investigated the impact of positive affirmations on improving communication perceptions and attitudes. This research measures the impact of positive affirmation implementation as stuttering intervention on communication perceptions for adults who stutter (AWS) through single-subject AB design. The researchers seek to answer the following research question: For adults who stutter, do individualized positive affirmations decrease negative feelings about one’s stuttering compared to no affirmations at all? This study builds upon previous research into possible effects of affirmation training on people who stutter, emphasizing the importance of addressing both communication perceptions and compensatory strategies to target stuttering behaviors. This study quantifies the effects of implementing positive affirmation intervention on communication perceptions in adults who stutter. Statistical analysis determined no significant difference between affirmation training and traditional fluency therapy on communication perceptions. However, subjective interpretation of research findings are congruent with current fluency research that understanding a speaker’s experience may improve fluency therapy outcomes.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Anna Saylor MS, CCC-SLP; Alyssa Lanzi, PhD, CCC-SLP; Matthew Cohen, PhD, from University of Delaware
Abstract
Mild neurocognitive disorder, by definition, is characterized by cognitive decline with preserved independence; however, instrumental activities of daily living may require greater effort or compensation (American Psychological Association, 2013). Compensation is broadly categorized as internal (i.e., mental strategies) or external (i.e., tangible aids; Harris, 1980). Previous research has shown that older adults both prefer external aids (Garrett et al., 2010) and use them more frequently compared to internal strategies (Park et al., 1990). Additionally, compensatory cognitive rehabilitation that includes external aids is among the most commonly reported treatment delivered by speech-language pathologists working with adult cognitive-communication disorders (Lanzi, et al., 2022). However, there are limited assessment tools that measure compensation to support goal development and person-centered treatment planning in clinical settings. The Functional External Memory Aid Tool (FEMAT) is a validated performance-based measure of applied cognitive abilities and cognitive compensation for adults with mild cognitive impairment. The FEMAT is designed to quantify and describe how clients use (or do not use) external aids to support task completion, and complements performance-based and patient reported outcome measures to support goal development and treatment planning. The purpose of this tutorial is to provide an overview of the FEMAT theoretical rationale, educate clinicians about the FEMAT version 2.0 updates, and provide a walk-through of available educational resources to support administration. Additionally, a case example is used to guide clinicians through administration and interpretation of the FEMAT v2.0 to support person-centered treatment development.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Jordyn Zilian, BS; Amanda Truitt-Smith, EdD, CCC-SLP; Courtney Mitchell, BA; Sarah Collins, BA, from Carlow University
Abstract
School-based SLPs provide speech and language services to students with autism spectrum disorder (ASD) on their caseloads. When it comes to behavior management strategies, a lack of experience in evidence-based behavior principles and strategies in pre-certification programs, as well as foundational knowledge of ASD, can be problematic. Behavior therapies have been studied for nearly a century and continue to evolve. This study sought to understand the current knowledge practicing school-based SLPs had of behavior management strategies and ASD. This study utilized a mixed-methods research design to describe relationships that contribute to, or act as barriers, to the implementation and usage of evidence-based behavior principles with students with ASD. This research provides a platform where current school-based SLPs can identify where their knowledge of evidence-based behavior principles is lacking and how to better serve ASD students on their caseload. This study provided insight into understanding the factors that contribute to the lack of evidence-based behavior training and ASD in pre-certification training programs.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Intermediate
Erin Roberts, MS, CCC-SLP; Cecilia Heidelberger; Rebecca Rehrey; Kara Thourot; Michaela Raub, from Misericordia University
The predictive value of academic measures in the field of speech-language pathology (SLP) has been a topic of debate in recent years, particularly as it applies to graduate school admission. Perhaps more importantly, understanding the connection between students’ academic performance and clinical performance will help identify whether academic coursework is adequately preparing students for their future clinical practice in the field of speech-language pathology. Findings in this area have been varied (Halberstan & Redstone, 2005; Kjelgaard & Guarino, 2012; Richardson, Roberts, & Victor, 2020; Johnson et al., 2021), which only amplifies the need for further study of the connection between academic achievement and future professional success. This study seeks to evaluate the relationship between past graduate students’ academic performance (i.e., undergraduate GPA, graduate GPA and speech-language pathology academic course grades) and clinical performance (i.e., clinical course grades). Researchers utilized deidentified student data (i.e., student undergraduate and graduate GPA, speech-language pathology course grades) from the previous five graduating classes (i.e., graduating classes of 2017-2021) of the Misericordia University Speech-Language Pathology Program. Comparative and descriptive analyses were conducted to identify patterns and relationships between students’ academic and clinical performance. The trends identified in this study will help graduate programs better understand the relationship between academic and clinical success and further inform the design of academic and clinical coursework to maximize students’ potential as young clinicians.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Patricia Swasey Washington, PhD, CCC-SLP, West Chester University
Collaboration is an important component of the clinical work environment, yet students often balk at the idea of participating in group projects. Even before students begin to engage with professional colleagues in communication sciences and disorders or interprofessionally, they must learn to work together in class. Reticence towards group work occurs for various reasons, including fear of having uncooperative group partners, difficulty scheduling meeting times and lack of experience participating in academic or clinical group projects. It is therefore, important to facilitate student communication and interaction and promote the accountability of all students for group projects. This presentation will discuss the benefits of student collaboration, a brief group collaboration rubric and information about how I encouraged student accountability and communication in two communication sciences and disorders courses.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Kelly Senkow; Robert Serianni, MS, CCC-SLP; Luke Damiani; Ember DeBonaventura; Taylor Foley; Madison Gates, from Salus University
Abstract
Aphasia is an acquired neurogenic language disorder that may result from neurological disease and trauma which impact areas and pathways of the brain responsible for language function. A person with aphasia (PWA) typically seeks treatment which as historically been divided into two categories, traditional impairment-based approaches and social approaches. Specifically, these social approaches to aphasia treatment, caregiver education and training, as well as aphasia-friendly education for PWA, play an important role. This project broadly targeted defining and describing aphasia and discussed communication strategies to implement when communicating with a PWA, while educating caregivers/communication partners and PWA how to most effectively communicate with others. Favorable feedback was collected from a post-presentation survey which allowed the team to think creatively about next steps.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Isabel Fletcher, BS; Akila Rajappa, PhD, CCC-SLP, BCS-S
Abstract
Dysphagia (a.k.a. swallowing disorder) affects people of all ages, particularly those affected by stroke resulting in major health consequences such as malnutrition, dehydration, pneumonia and decreased quality of life. Early identification and intervention of this condition is important to prevent complications. However, identifying dysphagia early can be challenging in stroke population in medical settings. This poster provides a review of barriers that prevent early identification of dysphagia that is caused due to acute stroke in a hospital setting. Poster will identify and highlight specific barriers that are attributed to inter-professional practice (medical professionals and speech-language pathologists), hospital administration, patient-caregiver perceptions and community-related factors. Description of the barriers backed by evidence and literature support with suggestions to overcome these barriers to aid early dysphagia diagnosis in stroke will be discussed.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Intermediate
Carly Buchakjian; Paige deBlecourt; Emma Dierkes; Antonina Disco; Cara Figarotta; Robert Serianni, MS, CCC-SLP, from Salus University
Abstract
Speech-language pathology graduate students conducted a community service delivery project to collaborate with caregivers for individuals with dementia. The graduate students conducted a presentation that highlighted dementia as a diagnosis, examined the role of the speech-language pathologist, and those who care for individuals with dementia were presented with intervention strategies to use with their loved one to improve their quality of life. Caregivers were educated about different communication strategies to implement during conversations and daily tasks with loved ones. Feedback following the presentation supported the goals of the program, showing that participants felt they learned new information to assist in communicating with individuals with dementia.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Louise Keegan, PhD, CCC-SLP; Guanyu Wei, BA, from Moravian University
Abstract
This poster will discuss the importance of communication partners (CP) and the effectiveness of communication partner training (CPT) for people with communication difficulties after traumatic brain injury (TBI). The poster will summarize the available literature on CPT in the field of TBI and discuss potential areas for future research to enhance our understanding of CPT for people with TBI. CPT has been developed for familiar and unfamiliar CPs, including those who are not healthcare professionals, and the effectiveness of CPT has been established(Bryan et al., 1996; Burgio, 2001; Bourgeois et al., 2004; Bourgeois et al., 2005; Broughton, 2011; Eggenberger et al., 2013; Franzmann et al., 2016; Hui-Chen, C, 2016; Cameron et al., 2018; & Chu et al., 2018). Research has revealed a significant need for CPT, particularly for individuals with communication disorders after TBI (Cruice et al., 2018; Behn et al., 2021). CPT for TBI may contribute to supporting individuals in gaining confidence, increasing their knowledge of communication, and improving their executive functioning skills. Enhanced communication could enhance the social integration and quality of life of people with communication difficulties. This may facilitate allowing patients to return to productive activities, impacting the economy positively, and providing patients a chance to give back to the community (Togher et al., 2013; Behn et al., 2012; Goldblum & Alant, 2009; Arco et al., 2002; Hoepner et al., 2018).
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Intermediate
Ho Ming Chow, PhD; Evan Usler, PhD; Samuel Farrand, MS, CCC-SLP, from University of Delaware
Abstract
The objective of The Delaware Stuttering Project is to bring together an interdisciplinary team of biologists, neuroscientists, psychologists and speech-language pathologists to understand developmental stuttering at the cellular, neurobiological and behavioral levels. We used psychological approaches and innovative methodologies, including neuroimaging, multivariate analysis, animal models, genetic sequencing and brain stimulation.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Elizabeth Grillo, PhD, CCC-SLP; Timothy Huang, PhD, CCC-SLP; Sojung Kim, PhD, CCC-SLP; Mareile Koenig, PhD, CCC-SLP; Jennifer Means, SLPD, CCC-SLP; Patricia Swasey Washington, PhD, CCC-SLP; Reva Zimmerman, PhD, CCC-SLP, from West Chester University
In 2023, the West Chester University Department of Communication Science and Disorders will celebrate 100 years of educating future generations of speech-language pathologists and audiologists, conducting scholarship that informs pedagogical and clinical practice, and providing clinical services to individuals within the community. In 1923, Elizabeth Tyson, faculty member in the English Department, established one of the first speech clinics in the United States at West Chester Normal School. The Communication Sciences and Disorders (CSD) Department has evolved from one “speech correction” course to four unique programs offering a Bachelor of Arts (BA) degree, a non-degree certificate, a Master of Arts (MA) degree and an accelerated BA to MA degree. The West Chester University (WCU) Speech and Hearing Clinic has grown from a speech clinic linked to one course to a diverse clinical experience serving individuals with communication, cognitive, hearing and swallowing/feeding needs. Service delivery is provided fall, spring and summer four days a week either in-person or via telepractice. Through the years, the CSD Department has advanced its programs, pedagogy, scholarship and clinical services to improve the educational experiences of our students and the clinical service delivery for our clients and caregivers. This poster will present the history and significance of the CSD Department at WCU, as well as establish the vision for the department’s future. Specifically, we will describe the implementation of advanced technologies for didactic and clinical use, as well as innovative pedagogical strategies that address the demand for well-rounded and flexible clinicians of the 21st Century.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Melissa Buccellato, BS; Kierra Feeley, BA; Haley Kircher, BA; Tara McLaughlin, BA; Kendall Napuda, BA; Hannah Ozmon, BA; Ian Patterson, BA; Paige Wrigley, BA; Elizabeth Grillo, PhD, CCC-SLP, from West Chester University
Graduate student clinicians are involved in clinical voice research at West Chester University. In preparation for the research, the clinicians completed the graduate voice disorders course during spring 2022. The course included learner outcomes focused on demonstrating Estill Voice Training Figures and Qualities, discussing the voice training programs of Conversation Training Therapy (CTT) and the Global Voice Prevention and Therapy Model (GVPTM), and simulating voice training via Zoom synchronous telepractice sessions. In May and June of 2022, additional preparation activities included administering CTT, GVPTM and modified versions of each for a total of four voice training programs with normal voice users via Zoom. Following preparation, the clinicians facilitated all four voice training programs via Zoom with student teachers and professional teachers during fall 2022. At the end of the fall 2022 semester, the clinicians completed a Qualtrics survey to provide their perceptions on the preparation to conduct the clinical research and the facilitation of the four voice training programs with the teachers. This poster will present an overview of the preparation activities completed by the graduate student clinicians, description of the clinical research study conducted during fall 2022, and the results of the survey.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Emma Ball, BS; Dana Bitetti, PhD, CCC-SLP, from La Salle University
Abstract
Introduction Recently, the field has expanded the use of Speech-Language Pathologist Assistants. It is important to evaluate graduate program requirements regularly to ensure that students are prepared for all possible professional situations they may encounter. Research has shown that graduate students face high stress and anxiety levels related to time management (Beck et al, 2020). Similar research cites that CSD students often avoid seeking support (Plexico et al, 2017). Therefore, recruiting undergraduate CSD students to function as clinical assistants in the university clinic would provide graduate students with the experience of assigning responsibilities and may also reduce some of their daily stress. First an investigation is needed of graduate student’s perception of the benefit of having an undergraduate assistant and their comfort in delegating responsibilities.Methods Participants included 24 second year graduate students from La Salle University’s Communication Sciences and Disorders program. An 11-question survey was distributed. Results Spearman correlations were conducted and found that while many graduate students expressed they spent a lot of time researching or making therapy materials, many stated that they felt an undergraduate assistant would not be beneficial. Discussion The results of this study have informed practices within the Department of Communication Sciences and Disorders. While we predicted an overall more positive response to the suggestion of implementing undergrad assistants, this may imply that delegating responsibilities as a speech-language pathologist should become more standard in SLP graduate programs. Potential next steps are to investigate why graduate students do not feel ready to delegate responsibilities.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Magdelynn Wigoda, BS; Rebecca Kugle, BS; Julia DeMarco, BS; Susan Dillmuth-Miller, AuD, from East Strodusburg University
Abstract
Making the transition from high school to college can be challenging for the students with auditory deficits. Depending on the level of support they received in school, students with auditory challenges have varying levels of knowledge about their deficit and advocacy skills. Graduation rates are lower as compared to their typical hearing peers. Hear4You is East Stroudsburg University’s support group for students with auditory challenges. Student outcome data of Hear4You attendees will be shared as well as knowledge and advocacy building activities.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Elizabeth Grillo, PhD, CCC-SLP; Kaitlyn Marnien, BA; Juliana Foley; Caele Clark, from West Chester University
Bringing together individual interests of audiology, pediatrics, and geriatrics, the authors synthesized a collaborative project focused on hearing aids in pediatric and geriatric populations. Hearing aids amplify sounds to improve hearing and communication skills of people who have difficulty hearing. Styles of hearing aids include in-the-ear (ITE) and behind-the-ear (BTE). The purpose of the current project was to describe the advantages and disadvantages of ITE and BTE and to determine which hearing aid style is best suited for pediatric and geriatric populations. Based on the hearing aid’s function and size, the hypothesis was that ITE hearing aids would be better suited for children under 12 years of age, and BTE hearing aids would be better suited for adults over 65 years of age. ITE hearing aids are smaller and out of sight making it difficult for pediatric clients to remove them independently. BTE hearing aids are larger and easier to remove making them more accessible for low dexterity geriatric clients. Each style has advantages and disadvantages according to the client’s age. The American Speech-Language-Hearing Association, the National Library of Medicine, the Hearing Review, and other peer-reviewed sources provided information comparing ITE and BTE hearing aids through systematic reviews, group designs, and single-subject studies. Studies were found using keywords such as hearing aid style and age range. This poster will discuss the differences between ITE and BTE hearing aids, the advantages and disadvantages of ITE and BTE, and the hearing aid style that is best suited for pediatric and geriatric populations.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Jenna D’Entremont, BA; Rhiannon Elias, BA; Alexa Pollice, BA; Sophie Wollman, BA; Robert Serianni, MS, CCC-SLP, from Salus University
Abstract
Speech-language pathology graduate students recorded a video PowerPoint presentation highlighting various features of low-cost and high-cost augmentative and alternative communication (AAC) applications. The presentation was shared with speech-language pathologists (SLPs) who utilized AAC devices with their students at local Philadelphia area schools. The aim of the presentation was to provide SLPs with information about available AAC application options. A post-video survey accompanied the presentation. The purpose of this survey was to gain feedback from the SLPs about the featured applications. The goal of this project was to draw conclusions about the AAC applications that SLPs most frequently use or prefer to use, and to create a resource for SLPs to reference when selecting AAC programs and devices for their clients.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Kimberly Rodemaker, BS, Lebanon Valley College; Laura Richardson, PhD, CCC-SLP, Lebanon Valley College and Easterseals Eastern PA
Relational health is defined as the social-emotional well-being of caregiver- and toddler-dyads (PA-AIMH, n.d.) A major activity that bonds a caregiver to the infant is feeding. When infants have swallowing and feeding issues this can cause stress between the caregiver and the infant. ASHA defines feeding disorders as “problems with a range of eating actives that may or may not include problems with swallowing disorders” (ASHA, n.d.). A pediatric feeding disorder (PFD) can lead to the inability to consume enough food and liquids to meet nutritional and hydration needs (Goday et.al., 2019). When there is a PFD, alternative feeding methods may be necessary to meet these nutritional and hydration needs. Infants that are in the neonatal intensive care unit (NICU) often have PFD or other health issues or barriers that cause them to need alternative means of feeding. Further, Chourasia and colleagues (2013) found that “the inability to breast feed is associated with higher stress levels,” and mothers of infants in the NICU that were fed parenterally their mothers had high stress levels (Akkoyun & Tas Arslan, 2019). Given the influential relationship between feeding method and relational health, this study investigated the following research question: What are the relational health characteristics of parent-infant dyads who use a variety of feeding methods? Fifty-six parents of children aged birth to three who use a variety of feeding methods (bottle, breast, tube, etc.) responded to the mixed-method survey. Data is currently being analyzed and preliminary results suggest that there exists a complex relationship between expected and actual feeding method used and relational health.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Miguel Rosario; Jennifer Lopez, MS; Michelle Scesa, EdD, CCC-SLP, from Lebanon Valley College
This study aims to explore the knowledge of and experience with speech-language pathology services of Spanish-speaking families in Lebanon County and how this relates to accessibility to speech and language services. Our research question is, what is the knowledge that Spanish-speaking families have regarding speech services and what is the experience of Spanish-speaking families accessing speech and language services in Lebanon County? This research study aims at analyzing the social validity regarding the knowledge and experience concerning Spanish-speaking families’ goals, procedures and outcomes.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Kate Krival PhD, CCC-SLP; Chelsea Weimer, from PennWest University – Edinboro
Abstract
Teaching application of knowledge (i.e., skill training) is a recommended approach to strengthen undergraduate curricula in communication sciences and disorders (ASHA, 2015). Although skill development (e.g., language sampling) is embedded in many courses, finding opportunities to apply foundational anatomy and physiology knowledge can be challenging within the entry-level anatomy and physiology of speech course. Describing videostroboscopic images requires the integration of knowledge of laryngeal anatomy and physiology with a perceptual skill that requires training and practice. Poburka & Patel (2022) created a training module to teach SLPs to describe and rate steady-light images of the larynx and videostroboscopic images of phonation. The training, Endoscopic Assessment: Voice-Vibratory Assessment with Laryngeal Imaging – Revised (VALI-R) (Northern Speech Services, Inc.) is directed toward SLPs or graduate students. As an honors project associated with a course in anatomy and physiology of speech, the author, an undergraduate student, completed this training, followed by independent ratings of seven stroboscopic studies. The author successfully answered all practice ratings provided with the course, and most of her ratings were like her professor’s ratings, suggesting that the skill training and practice were effective. This was not a research project and the effect of the skill training on her knowledge of anatomy and physiology was not directly assessed; however, the author concluded that skill training in videostroboscopy may be a meaningful addition to undergraduate course work in anatomy and physiology.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Guanyu Wei, BA; Yvette McCoy, MS, CCC-SLP, BCS-S, from Moravian University
Abstract
Dysphagia is prevalent among the geriatric population and the people who survived stroke. McNeill Dysphagia therapy program (MDTP) is an exercise-based treatment approach to treat dysphagia. Different from the traditional device driven treatments, MDTP considers swallowing as a whole and aims to instruct swallowing as an exercise (Lan et al., 2017). It is a systematic, exercise-based program and there is a specific protocol to follow. The clinicians will incorporate specific food hierarchy bolus materials for therapy. The details regarding the specific technique of the MDTP are not available until one becomes an MDTP provider to protect the integrity of the program. MDTP and traditional device-driven treatments are commonly used programs when treating clients with dysphagia. Compared to the traditional device-driven program, MDTP is a newer approach (Carnaby et al., 2020). The author searched for peer-reviewed articles on treatment that addressed MDTP and its effectiveness. MDTP is a relatively new treatment approach, and research on MDTP is limited. In general, the articles contend that MDTP treatment has a positive impact on the rehabilitation of adults with dysphagia, with MDTP being more effective than conventional device-based treatments (Carnaby et al., 2020). It is noticeable that the research regarding the effectiveness of MDTP has primarily been investigated by the developers of the program – and this could potentially lead to biased results. Author will discuss other potential factors that affect the validity and reliability of the poster.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Lauren Tusar, MA, CCC-SLP, University of Pittsburgh Medical Center
There is little research available that assesses the preparedness of community-based language interpreters to work in a neurologic inpatient rehabilitation unit with patients of Limited English Proficiency (LEP). Rehabilitation therapists have, “described experiencing a lack of control of the interaction, especially if they lacked trust in the accuracy of the interpretation,” when working with interpreters in this setting (Jones and Taylor, 2014). The aim of this project was to provide education to interpreters about acquired brain injury while working on a neurologic inpatient rehabilitation unit with patients of LEP, and to prepare interpreters for interactions with patients who have cognitive linguistic impairments and behavioral issues. An educational module about acquired brain injury was created for interpreters to review. Pre- and post-education surveys were used to gauge interpreters’ comfort level and knowledge about TBI/stroke before and after reviewing the module. Pilot data was collected in a convenience sample of five language interpreters. One interpreter did not participate in a post-training survey or knowledge test, thus complete data was collected for four interpreters. In a sample of four interpreters, pre- to post-survey scores of interpreter confidence working with patients with acquired brain injuries improved for all study participants. In the same sample, pre- to post- knowledge test scores improved from an average score of 75% accuracy to an average score of 90% accuracy with a mean improvement of 15% percentage points. A small sample size was limiting, however results indicate benefits of increased knowledge for interpreters working in this setting.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Megan Stradtman, MS, CCC-SLP; Sophia Benson, BS; Ann Marie Kubat, MS, CCC-SLP; Nicole Etter, PhD, CCC-SLP, from The Pennsylvania State University
Abstract
Older adults have a high prevalence of voice disorders but face multiple barriers to participating in voice treatment. The purpose of this poster presentation is to describe a novel group approach to vocal health for older individuals developed through clinical-academic collaboration. Groups were offered in independent and assisted living communities for adults and included clinical learning opportunities for graduate students in communication sciences and disorders. The presentation will include a description of the approach to facilitate replication in other graduate programs and/or care communities. We will share reflections from student clinicians and participants and will include future research questions related to the approach.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Alec Aloia, BS; Louise Keegan, PhD, CCC-SLP; Colleen Simonson, BA; Lauren Kelly, BS; Jordan Marchetti, BS, from Moravian University
Abstract
After traumatic brain injury, individuals often experience feelings associated with social isolation, loss of friends post-injury and inadequate social communication within social networks (Struchen et al, 2009). Although there is limited evidence related to interventions for social communication skills in individuals with Traumatic Brain Injury (TBI), international recommendations (e.g., Togher et al., 2022) highlight how group and peer based interventions are likely an optimal approach. This work involved a literature search for randomized control trials that investigated group, partner, or peer based intervention strategies with individuals with TBI to improve social communication skills. This critically appraised topic paper presents the research summarizing the strong, high quality evidence to indicate that group, partner and peer-based intervention strategies are effective at improving social communication and interaction skills in adults with TBI.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Lauramarie Pope, MS, CCC-SLP; Emily Laubscher, PhD, CCC-SLP; Tara Zimmerman, PhD, CCC-SLP; Janice Light, PhD; Erik Jakobs, BA, BS; David McNaughton, PhD; Savanna Brittlebank-Douglas MS, CCC-SLP; Hailey Atiyeh, BS; Olivia Pfaff, MS; Grace Schweizer BS; Christine Holyfield PhD, CCC-SLP, from Penn State University
Abstract
Literacy skills are vital for meaningful participation in everyday life. These skills are especially important for individuals with complex communication needs (CCN) who require Augmentative and Alternative Communication (AAC). Adapted instruction is required to help individuals who use AAC learn to read successfully, however not many professionals are trained on how to adapt literacy instruction to meet the needs of this population. Recently, an AAC technology called Transition to Literacy (T2L) was developed to address this issue as well as to support literacy development in individuals as they are communicating on picture-based AAC systems. Initial evidence supporting the T2L feature focused on the T2L sight word app, which incorporated research on visual attention and adapted literacy instruction to support the sight word reading skills of individuals with CCN. While evidence supports the use of the sight word technology, the T2L sight word app was not built to support decoding skills, which are foundational to functional literacy. Thus, researchers developed a T2L decoding app to support decoding skills in this population. The aim of this case study is to evaluate the effect of this app on the decoding skills of a school-age child with cerebral palsy. The participant was exposed to models of decoding within the app and her accuracy decoding novel single words was measured throughout multiple probes. The results provide preliminary evidence that exposure to the decoding app can improve the reading and decoding skills of individuals with cerebral palsy.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Intermediate
Kasie Galley, MS, CCC-SLP; David McNaughton, PhD; Abigail Conner, BS; Emily Laubscher, PhD, CCC-SLP; Janice Light, PhD; Janice Light, PhD, from Penn State University
Culturally responsive services are essential for the successful adoption of augmentative and alternative communication (AAC) systems that support culturally and linguistically diverse (CLD) children with complex communication needs (CCN). This study examined the impact of an asynchronous online learning module to preservice educators in culturally responsive practice methods (BRIDGE [Build understanding of self, Reach out to the family and develop a communication plan, Identify family perspectives and priorities, Develop culturally responsive activities and materials, Generate positive interactions to build trust and Engage in collaborative decision making]) on the number of identified strategies and associated activities by participants. Analysis of participant responses to case studies, involving CLD school-aged children with CCN that use AAC, was completed using a rubric system. Results of this study provide evidence on the efficacy of an asynchronous online learning module for preparing future educators in culturally responsive AAC practice. Strengths and limitations of this study and future research directions are discussed, as well as implications for improving preservice training in culturally responsive AAC practice.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Intermediate
Jill Croft; Laura Richardson, PhD, CCC-SLP, from Lebanon Valley College
Many autistic children are unable to use natural speech to meet their daily needs. These children are candidates for augmentative and alternative communication (AAC). Further research is needed to investigate the potential benefits of combining art modalities with AAC for individuals with autism. Art can improve stress, frustration, pain, anxiety and mental function in a variety of populations (Tiret, 2017). Furthermore, art modalities have proven beneficial in some autistic populations to improve verbal and nonverbal communication (Alter-Muri, 2017; Martin, 2009). Given this compelling background on both AAC and art modalities, combining both modalities in the autistic population may potentially make a positive impact on social communication for autistic children. A foundational area of social communication for autistic children is the identification of emotions in the self and others. This study is investigating the effects of access to a robust AAC communication system during art activities on the identification of emotions in the self and others by autistic children? The independent variable is a package intervention including development and access to an individualized AAC system with appropriate treatment strategies as well as art modalities, and the dependent variables include: identification of emotions in others and identification of emotions in the self. Autistic children between the ages of four and 11 will participate in weekly individual and group therapy sessions using AAC and art modalities. Recruitment is currently underway with a plan to run a 12-week intervention program beginning in January 2023. This poster will report the preliminary results of this research.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Intermediate
Tara McLaughlin, BA; Elizabeth Grillo, PhD, CCC-SLP, from West Chester University
Simulation provides students the opportunity to practice clinical skills in a safe, risk-free environment. Well-designed simulations include clear learner objectives, prebriefing, simulation scenario and debriefing. Simulation facilitates reflective student learning, which increases student confidence in their ability to perform. Students enrolled in two sections of the medical speech-language pathology course at West Chester University experienced different simulations. Students in one section completed only computer-based simulations (e.g., SimuCase), while students in the second section participated in a variety of simulations (e.g., SimuCase, part-task trainers, standardized patient actors, telehealth, mid-fidelity manikins and interprofessional education). The current study compared the confidence levels of the two groups of students using The Clinical Decision Making Self-Confidence Scale (Hicks, 2006) adapted with permission. The confidence survey consisted of 15 Likert-scale questions with five response options: not at all confident; somewhat not confident; somewhat confident; moderately confident and very confident. The students who participated in a variety of simulations had significantly increased self-confidence ratings in 11 out of 15 questions ranging from somewhat confident (3) to moderately confident (4). The students who only completed SimuCase had significantly decreased self-confident ratings ranging from not at all confident (1) to moderately confident (3). This poster presentation will define simulation and the benefits of simulation, describe the simulations used in the two sections of the course and provide results including the self-confidence ratings between the two groups and student perspectives as to the reasons behind their ratings.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Jenna McCrea; Jessica Caron, PhD, CCC-SLP; Maegan Mapes, AuD, CCC-A; Rachel Santiago, MS, CCC-SLP; Julie Burns, from Pennsylvania State University
Abstract
The Joint Commission on the Accreditation of Healthcare Organizations (JCAHO) strongly emphasizes (Standard of Care RI.2.100) that “The patient has a right and need for effective communication.” Many patients may enter the hospital in a “communication vulnerable” state, or become so due to their condition or treatment. All patients need to be able to communicate fully with their health care providers. Patak and colleagues (2006), report that 62% of patients experienced high levels of frustration associated with their inability to communicate effectively during mechanical ventilation, and thus their needs not being met. Patients facing barriers to communication are three times more likely to experience a preventable adverse event (e.g., medication errors) than patients who face no communication barriers (Hurtig et. al., 2018). Studies examining patient-provider communication have continued to indicate the quality of the communication plays a role in medical outcomes and patient/caregiver satisfaction (Balandin et al., 2007; Altschuler et al., 2021). One way to improve patient-provider communication and health needs being met is to support communication with augmentative alternative communication (AAC). This poster displays three different perspectives on the access and use of AAC in a hospital – family, AAC user, and medical provider. These perspectives are shared to demonstrate the use of and access to AAC in hospital settings. All perspectives will share a vignette of a lived experience, challenges to use of AAC in the hospital settings, and potential solutions to increase access to AAC in the hospital.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Carly Zeltt; Robert Serianni, MS, CCC-SLP; Lindsay Edling; Alexandra Harrer; Alexandra Johnson; Brenna Phillips; Lindsay Rock, from Salus University
Abstract
Speech language pathologists (SLPs) are professionals who are certified to assess, diagnose, and manage voice disorders. Teachers are predisposed to voice disorders due to the vocal demands of their careers. The project aimed to provide teachers with various preventative strategies to reduce vocal fatigue and preclude voice disorders through the use of a recorded presentation. Twelve teachers made up the participants of the project. We measured the effectiveness of our presentation through a post-presentation survey. The results were positive and indicated that the participants found the information valuable.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
Patricia Swasey Washington, PhD, CCC-SLP; Jessica Sturm; Maria Smith, from West Chester University
In 2022, the West Chester University chapter of the National Student Speech-Language-Hearing Association (NSSLHA) achieved Gold Chapter Honors for the ninth consecutive year. A concerted effort among students, faculty and the NSSLHA advisor to improve various aspects of the organization, including effective preparation and support of executive board and general members, has made this possible. This poster will describe the steps we took to consistently promote the ideals of NSSLHA and commitment to the field of communication sciences and disorders, which resulted in the chapter receiving gold status. We will discuss aspects such as local and national NSSLHA involvement, community engagement (local, national and international), use of social media, participation in advocacy events and conducting fundraising activities. We will also share plans and projections for the future of the local organization.
Learner Outcomes: At the end of this presentation, participants will be able to:
Level of Instruction: Introductory
