Mara Goodman, MS, CCC-SLP, University of Pittsburgh; Candace van der Stelt, MS, CCC-SLP, University of Pittsburgh; Rob Cavanaugh, PhD, CCC-SLP, Northeastern University; Mohammad Hassany, , University of Pittsburgh; William Hula, PhD, CCC-SLP, VA Pittsburgh Healthcare System; Lauren Terhorst, PhD, University of Pittsburgh; Jeffrey Starns, PhD, University of Massachusetts Amherst; Peter Brusilovsky, PhD, University of Pittsburgh; Alyssa Kelly, MA, CCC-SLP, University of Pittsburgh; William Evans, PhD, CCC-SLP, University of Pittsburgh
As computer-based treatments for anomia are becoming more widely utilized, greater understanding of learning and memory decay principles in post-stroke aphasia are needed to advance modelling for effective implementation in the clinical setting. Aims of this randomized controlled trial (NCT05653466) are to analyze the potential beneficial effects of combining learning principles in anomia treatment to maintain desired difficulty levels shown to enhance retention and recall abilities. While massed practice promotes faster acquisition of information and distributed practice improves retention abilities in post-stroke aphasia, combining both principles in one treatment presents a novel method of optimizing language recovery. In this clinical trial, 32 participants with aphasia receive three noun naming treatments in a randomized order via an online computer-based telehealth format. Two static conditions including a high-item and low-item design based on typical practice methods are compared to an adaptive scheduling condition that incorporates massed and distributed practice principles by flexibly shifting between stimuli based on ongoing participant-specific performance accuracy. The primary outcome measures assess long-term retention of trained vs. untrained nouns between conditions in confrontation picture naming and context discourse probes. We hypothesize that adaptive scheduling will provide large, durable and generalizable treatment gains and allow for a higher number of treated words than is typically possible with current methods. Data from this study will contribute to the creation of more sophisticated computer-based aphasia rehabilitation. This abstract presents the study’s clinical trial protocol in order to enhance reproducibility, promote transparency and support communication of ongoing work within CSD.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Candace van der Stelt, MS, CCC-SLP, University of Pittsburgh; Mara Goodman, MS, CCC-SLP, University of Pittsburgh; Rob Cavanaugh, PhD, CCC-SLP, Northeastern University; Mohammed Hassany, MS, University of Pittsburgh; William Hula, PhD, CCC-SLP, Pittsburgh VA Medical Center; Lauren Terhort, PhD, University of Pittsburgh; Jeffrey Starns, PhD, University of Massachusetts Amherst; Peter Brusilovsky, PhD, University of Pittsburgh; Alyssa Kelly, MA, CCC-SLP; William Evans, PhD, CCC-SLP, University of Pittsburgh
Anomia is a primary symptom of aphasia that negatively impacts quality of life. Although current anomia treatments improve word retrieval, long-term retention and generalization are limited. This clinical trial protocol (NCT05653440) investigates a novel, adaptive anomia treatment that targets maintenance and generalization through “desirable difficulty”. Individualized speeded naming deadlines are implemented via a computer-based treatment. In this clinical trial, 30 participants complete three treatments: 1) an adaptive condition where response time is adjusted based on their prior session, 2) a static Errorless condition where words are presented auditorily and repeated, and 3) an Effort-Maximized condition where there is a fixed response time across sessions. In each condition, patients are treated on 40 unique words across 2 sessions/week for 4 weeks, totaling 24 treatment sessions. Before and after each condition, participants complete naming probes (i.e., 20 control words) and discourse probes (i.e., description of complex scenes with untrained exemplars of trained words). The primary outcomes for this study are long-term retention of treated words in lexical retrieval and stimulus generalization of treated words to connected speech. Outcomes from the adaptive treatment will be tested against the two static conditions. Active enrollment for this study will continue through October 2026. We predict that our novel adaptive treatment condition will produce more successful outcomes as compared to the non-adaptive treatment conditions. If hypothesized results are observed, the adaptive treatment will be a novel, empirically based intervention for long-term retention of anomia treatment gains which would be impactful to individuals living with aphasia.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Alison August; Madelyn Frank; Mary Zook; Melody Keegan, MS, CCC-SLP; Mindy Nguyen, MS, CCC-SLP; Cheryl Smith, MS, CCC-SLP; Laura Richardson, PhD, CCC-SLP, from Lebanon Valley College
Collaborating with community partners to develop research (Olswang & Goldstein, 2017), service learning (SL) and interprofessional education (IPE; Matthews et al., 2012) experiences provides rich practical experiences for students that allow them to take responsibility for their own learning and develop their professional identities (Keegan et al., 2017), increase reflective practice and critical thinking skills (Goldberg et al., 2006; Goldberg & Coufal, 2009), increased cultural competence (Goldberg & Coufal, 2009; Hamel, 2001; Nwokah et al., 2017) and decreased attitude barriers pertaining to specific populations or stereotypes (i.e., Kaf et al., 2011). Beyond increased competence of future service providers, benefits to the community include the possibility of no- or limited-cost services (Hamel, 2001), increased services to vulnerable or at-risk populations (Hamel, 2001; Matthews et al., 2012; Nwokah et al., 2017; Pace at al., 2019). Olswang and Goldstein (2017) described ways in which key stakeholders can be integrated at the beginning of the research process to improve the translation from research to practice, including guidelines for creating and sustaining effective collaborations and improving the social validity of research. They advocate for conducting research about questions that arise from the community to best identify areas of practice with important clinical questions. In light of this recommendation, and the benefits to: (a) the students, (b) individuals with medically-based, educational and early childhood communication disorders in the community, and (c) key stakeholders associated with individuals with medical, educational and early childhood communication needs, it is with an attitude of service that the researchers investigated the following research questions:
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Harnoor Sidhu, PennWest University; Shannon Campbell, BA; Brandon Torres Nieto, BS; Gagneet Grewal, BA; Mary Weidner, PhD, CCC-SLP, from PennWest University
Numerous studies in the United States have examined perceptions of various communication disorders across diverse cultural groups. However, there exists a notable gap in research regarding the perceptions of stuttering among Caucasian, Latinx and South Asian populations. This study aims to address this gap through a mixed-methods approach, combining qualitative and quantitative analyses to explore cultural perceptions of stuttering. Using convenience sampling, participants from each demographic completed a survey prior to and post listening to an audio sample of a person who stutters (PWS). Qualitative data was analyzed to identify common themes within each population, highlighting themes such as patience and active listening to support PWS as prevalent across all groups. Quantitative data was averaged to generate overall scores, indicating a neutral to positive perception of stuttering across all demographics. The Latinx group revealed the most positive perceptions, followed by the South Asian and Caucasian groups. These findings underscore the potential influence of culture on attitudes toward stuttering and highlight areas for targeted education and advocacy efforts within each population.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Brooke Penrod; Megan Fenstermaker; Megan Roman; Alyssa Robinson; Megan Aaron; Maria Monteleone; Samantha Delmar; Glen Tellis, PhD, CCC-SLP, BCS-F, from Misericordia University
Virtual cadaveric dissection is an innovative study method designed to enhance students’ knowledge of anatomy and physiology. This study explored the benefits of utilizing computer-based cadaveric dissection as an interactive tool to supplement classroom instruction. When studying anatomy and physiology, it is important that students understand the intricacies of the speech, language and hearing mechanism, rather than simply memorizing its individual parts. Utilizing virtual cadaveric dissection can help students gain hands-on experience to increase their overall knowledge for application in the classroom and clinical setting. Due to its unique nature, students gain ownership of their learning experiences by exploring and visualizing structures at their own pace. Virtual cadaveric dissection includes three-dimensional imaging that can be manipulated by the user for a customizable learning experience. Alterations to structures are achieved using the wide range of novel features the system has to offer. These features include flat color, labeling, clipping, dissection and transparency. Through utilizing these innovative tools, students can identify, isolate and explore structures in a way that is personalized to their learning needs. The computer-based cadaver also includes features designed to improve students’ memory and knowledge (i.e., quiz mode, flashcards and case studies). Overall, students can utilize a computer-based cadaver to reinforce complex concepts and enhance their learning experience. Additional details regarding virtual-cadaveric dissection will be discussed at the conference.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Shannon Maguire, BA, La Salle University; Kelly Grugan, BS, La Salle University; Donna Jenkinds-Fakolujo, MA, CCC-SLP, Pennsylvania School for the Deaf; Evelyn Klein, PhD, CCC-SLP, BRS-CL, La Salle University; Brynlee Redard, BA, La Salle University
As a group of three graduate students in speech-language pathology, we wanted to investigate the practices and thoughts of teens who are Deaf and Hard of Hearing (D/HH). We collaborated with a speech-language pathologist and teacher of the deaf at the Pennsylvania School for the Deaf to learn more about the teens’ preferences and decisions regarding use of their hearing devices. As graduate students and professionals in the field, we were Interested in the social and communicative choices the teens faced on a daily basis. We gathered information about participants’ use of their cochlear implants and hearing aids, hours wearing them, preferred methods of communication, hearing status of family members, friendships, thoughts about wearing a device, involvement in school activities and their perception of communication at home, school and in public settings. Although hearing devices were available to most of the teens, it was the ability to communicate with others who use sign language that was an important factor in giving the teens a sense of having friends and being supported. Participants shared their personal feelings about the use of their hearing devices and communication in general. We explore the implications of these findings.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Taylor Johnson, BS; Harnoor Sidhu, BS; Brandon Torres-Nieto, BS; Shannon Campbell, BS; Gagneet Grewal, BS; Mary Weidner, PhD, CCC-SLP, from PennWest University
Several studies have examined how the general population defines “stuttering” and “disability.” However, limited studies have compared how people from diverse cultures define these terms. This study addresses this gap through a mixed-methods approach, combining qualitative and quantitative analyses to explore cultural definitions of stuttering and disability. Using convenience sampling, participants from each demographic completed a survey prior to and post listening to an audio sample of a person who stutters (PWS). A total of 156 adult respondents who self-identified as Latinx, Caucasian, or South Asian defined “stuttering” and “disability.” Qualitative data was analyzed to identify common themes within the full group and by subgroup. Results generally suggested that definitions of stuttering are limited to the surface-level characteristics (e.g., repetitions). Respondents commonly defined disability as a cognitive or physical limitation which impede activities of daily living. There were more similarities than differences across cultural groups. Results contribute to our understanding of stuttering and disability perceptions through a cultural lens.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Katie Anne Dick, BS; Liv Charette, BS; Mary Jane Granito; Monica Kaniamattam, PhD, CCC-SLP, from Moravian University
Changing demographic profiles of the US necessitate that speech-language pathology (SLP) students be aware of global perspectives on disabilities, rehabilitation and communication intervention. Exposure to clinical research projects in countries outside of the United States provides SLP students a unique opportunity to gain exposure to global perspectives on communication disorders and understand the constraints of attitudinal, policy and resource barriers to timely rehabilitation provision. It also provides an excellent opportunity for SLP students to develop cultural sensitivity about the local culture and contributes to their journey of developing cultural humility. A collaborative autoethnography of their development of cross-cultural sensitivity while coding video-recorded early intervention sessions in India, was conducted by three SLP students, including a second-year undergraduate student, a first-year master’s student and a second-year master’s student. The student project aimed to better understand global perspectives and practices for involving families in early intervention. The students analyzed data from a video-reflexive ethnography of family-centered early intervention practices in India. The project aimed to examine Indian parents’ sociocultural understanding of their role in early intervention. It also aimed to investigate how participation in a family-centered early communication intervention with parent coaching affects the quality and quantity of parent-child interactions. Analysis and coding of students’ independent reflections and group discussions reveal that immersing themselves in the intervention data, including SLP and parent interviews, was an excellent learning opportunity. The results also highlight that exposure, observation and critical reflection are essential to one’s journey toward cultural competence and cultural humility.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Caitlin Murphy Grace, MA; Alexa Raspanti, BA; Dr. Jennifer Bergstrom, EdD, CCC-SLP, from Salus University
ASHA has expressed their commitment to increasing diversity, equity and inclusion within the speech and hearing sciences (SPHS) discipline (ASHA, n.d.). However, the field has been slow to recognize disability as a form of diversity, leading to decreased recruitment and representation of the largest minority group in the U.S. (Donaldson, 2021). Preliminary phenomenological research suggests that disabled speech-language pathology (SLP) graduate students experience significant barriers to inclusion in their graduate programs (Grubler, 2022; Evenich, 2023). Donaldson (2021) emphasizes that inclusion of disabled professionals enhances the SPHS profession by representing the disability community that it primarily serves. In this way, disability can be viewed as an asset rather than a hindrance. While preliminary phenomenological studies have explored this topic with small student samples (Grubler, 2022; Evenich, 2023), there remains a significant gap in understanding the broader spectrum of disabled graduate students’ perspectives. The purpose of this study is to gain a better and more in-depth understanding about the experiences of disabled SLP graduate students by seeking to answer the following questions:
(1) What do current SLP graduate students who identify as disabled perceive as barriers to access in institutes of higher education?
(2) Which accommodations have been provided to these students to meet their essential functions, and do students perceive these accommodations as sufficient?
(3) How do these students perceive the university climate toward disability and what are their suggestions for improvement?
We aim to contribute to a more informed, inclusive approach to supporting disabled SLP graduate students in the academic landscape.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Margaret Merk, MS, CCC-SLP; Yvette McCoy, MS, CCC-SLP, BCS-S, from Moravian University
Dysphagia is a common complication after anterior cervical discectomy and fusion (ACDF), yet research is lacking to show clear, evidence-based support to guide treatment. For SLPs, varied and debated incidence and prevalence of dysphagia within this population can seem contradictory, generating further uncertainty towards treatment goals and outcomes. In this case study, we examine EBPs that guided clinical decision-making for a patient who experienced severe pharyngeal dysphagia after ACDF. Through examination of current EB recommendations, we examine incidence and prevalence rates, most communal and successful treatments, the rehabilitative continuum and effect of multidisciplinary care to improve patient outcomes. The EBPs in conjunction with clinical expertise also allow examination of the SLP role as part of a collaborative acute care team for management and advocacy of severe dysphagia after ACDF. Although there is no specific, systematic treatment that has been established for dysphagia care post-ACDF, we found that treatment is multifaceted, including swallowing exercises, modified diet, teamwork across disciplines and medication management. Through a review and mirroring our case study, we determined the most common course of treatment is multifaceted, comprised of the Frazier Free Water Protocol (Kokush, et al., 2024), thorough oral care and hygiene (Remijn, et al., 2022) and diet modification (Oh, et al., 2020) and the effortful swallow exercise (Bahia & Lowell, 2020). Our hope is that this case study and literature review can guide further treatment and advocacy of dysphagia after ACDF and highlight the significance of ongoing monitoring, multidisciplinary care and continued research.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Paige Dailey; Kenneth Staub, MS, CCC-SLP, from PennWest University Clarion
The effects of prescription medications are a crucial area of consideration for all clinical stakeholders. Particularly relevant for SLPs is the impact such medications potentially exert on voice production. This study sought to examine the effect(s) some of the most common brand name and generic prescription medications might have on the vocal folds and phonatory function. Attention is focused on side effects which explicitly impact the vocal folds and voice, as well as those whose impact is more of a secondary consideration.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Alyssa Robinson; Megan Roman; Megan Fenstermaker; Brooke Penrod; Megan Aaron; Samantha Delmar; Maria Monteleone; Glen Tellis, PhD, CCC-SLP, BCS-F, from Misericordia University
With the rapid evolution of technology in academic spaces, students and educators alike are in demand of innovative and effective study methods. Virtual cadaveric dissection is a novel and more hands on method of learning anatomy and physiology, which optimizes learning. Saltarelli and colleagues (2010) found that virtual dissection has the educational benefits of cadaveric dissection while also allowing students to learn the structures at their own pace, giving them ownership of what they are learning. Rather than using a human cadaver, virtual dissection uses three-dimensional imaging. The interactive nature of the three-dimensional software has the potential to increased retention of knowledge. The purpose of this study was to investigate the feasibility of using a virtual human cadaver (i.e., Anatomage Table) in teaching anatomy to first-year Health Sciences students and to gain insight of their perspective towards this method of learning. This study analyzed the experiences of first year Health Sciences students majoring in various health fields (e.g., SLP, OT, PT, etc.) in using virtual dissection to study human anatomy and physiology related to the thoracic cavity. Preliminary results indicate that after completing the study, the participants agreed that virtual dissection improved their knowledge of anatomy of the thoracic cavity. Participants also indicated that they preferred to use the Anatomage Table instead of regular textbook images.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Isabelle Snyder; Michaela Armanini, from PennWest Clarion University; Lauren Vaughan, MS, CCC-SLP, University of Kansas
Undergraduate senior CSD students Isabelle Snyder and Michaela Armanini went to Bulgaria with the organization Therapy Abroad in the summer of 2023 to observe SLPs work with clients ranging from childhood, middle adulthood and late adulthood at pediatric and geriatric facilities. At the Pediatric center, Isabelle and Michaela observed a daycare center for kids and young adults with disabilities. The SLP, Isabelle and Michaela obtained a case history of a 23 year old male with cerebral palsy. Currently, he is not able to use verbal communication and communicates via head nods and gestures. To improve his current communication method, the SLP, Isabelle and Michaela created a low-tech AAC device for him that included a clipboard with a picture and label of the image in both Bulgarian and English. The initial pictures presented included “water” and “juice” as drink options. An on-site translator asked the patient which image he would prefer to drink. The patient used his pointer finger to choose, and Isabelle and the SLP provided him with his choice. Next, the AAC board included choices of “want” and “don’t want” with the image of “water” to make the sentence more complex. The translator pointed at the image while asking the patient if he chose “want water” or “don’t want water.” The patient pointed to “want water.” This same process was implemented next for “juice.” The SLP and Isabelle showed the director of the facility the success of using AAC with this patient so the communication method could be continued.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Andrea Rubin, MA, CCC-SLP, The Watson Institute
Often times students with high need Autism hit a significant plateau when it comes to their expressive language. We often find that progress stops or is significantly limited after becoming proficient in asking for preferred items or activities. This poster will discuss ways to move your student beyond simple requesting and help engage in higher level language with these students. This would include things like asking and answering questions, describing and expressing emotion. Encouraging language beyond requesting opens a whole new world of language for students with Autism and their families.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Brooke Baumann, MS, CCC-SLP; Heather Rusiewicz, PhD, CCC-SLP; Caterina Staltari, MA, CCC-SLP; Panayiota Senekkis-Florent, PhD, CCC-SLP; Jaimee Conmy, from Duquesne University
This session will discuss the current challenge of graduate programs to meet the demand of preparing increasing numbers of speech-language pathology students while providing supervised clinical experiences across a diverse scope of practice. Well before the pandemic, clinical education requirements have evolved and expanded from the traditional face-to-face clinical interactions with clients to include telepractice, simulated experiences and standardized patients, while emphasizing the role of didactic and collaborative instruction by clinical and academic instructors (i.e., comprehensive-contemporary-clinical education (CCCE). This investigation sought to answer the following research questions: “What are the perceptions of SLP graduate students regarding CCCE and its individual components (e.g., didactic instruction, face-to-face clinical interactions, teletherapy, simulated experiences, standardized patients, etc.)?”, “What are the reported experiences of SLP graduate students with CCCE and its individual components?” and “What are the perceived advantages and disadvantages of traditional components of CCCE (e.g., didactic instruction paired with face-to-face clinical interactions) and contemporary additions to CCCE (e.g., teletherapy, simulated experiences, standardized patients)?” Data derived via a mixed quantitative survey and phenomenological design at four time points during graduate level clinical education will be presented. The study will add to our understanding of these emerging facets of clinical education, as well as the collective value of these teaching and learning practices in CCCE. Additionally, this study will provide specific information in this unique time of flux due to the COVID 19 pandemic and the shifting delivery models of clinical education in SLP for the foreseeable future.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Maria Monteleone; Samantha Delmar; Megan Roman; Alyssa Robinson; Megan Aaron, from Misericordia University; Sergio Novi, PhD, University of Western Ontario; Rickson Mesquita, PhD, University of Birmingham, England; Glen Tellis, PhD, CCC-SLP, BCS-F, Misericordia University
The purpose of this study was to identify changes in hemoglobin concentration via functional near-infrared spectroscopy (fNIRS) and the autonomic nervous system (ANS). Additionally, survey responses were collected from typically fluent speakers (TFS) who viewed the stimulus videos of persons who stutter (PWS) disclosing that they stutter versus when they did not self-disclose. fNIRS technology uses a combination of light sources and detectors to detect cortical changes in hemoglobin concentration in TFS. MindWare Technologies software and hardware is used to obtain participants’ heart rate variability (HRV), skin conductance levels (SCL) and respiration rate (RR) to measure changes in the ANS. Prior to the study, the Brief Mood Introspection Scale (BMIS) and the Edinburgh Handedness Inventory were administered to the participants. They then watched eight stimulus videos consisting of: four males with moderate stuttering while self-disclosing at the beginning of the conversation that they stutter and four males with moderate stuttering not self-disclosing at the beginning of the conversation that they stutter. Preliminary findings indicate that regions of the brain associated with language and emotion experienced increased oxygenated hemoglobin concentrations in response to stimuli. Participants who knew someone who stuttered displayed overall comfort with stimuli. Participants who did not know a person who stutters had a higher mean heart rate during video stimuli than those who knew a person who stutters. Female participants displayed higher ANS responses than male participants during video stimuli. Overall, participants experienced higher levels of discomfort when the speaker did not utilize self-disclosure. These results suggest speech-language pathologists should consider encouraging their clients to self-disclose (at the beginning of conversations) that they stutter.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Kathleen Scaler Scott, PhD, CCC-SLP, BCS-F, Misericordia University; Teresa Talbott, JD, MS, CCC-SLP, ANOVA Schools
There are several proposed theories as to what might underlie “other” fluency (i.e., cluttering, atypical disfluency and/or excessive non-stuttered disfluency) disorders. These theories include cognitive and/or linguistic difficulties (see Scaler Scott, 2015, for review). Looking at disfluencies that fall outside the category of stuttering, studies (Scaler Scott et al., 2018; Veneziale et al., 2017) suggest that there may be differences in the syntactic skills in at least some people with cluttering and/or atypical disfluencies. The purpose of this poster is to create a dialogue with attendees regarding using syntax to treat “other” fluency disorders. This poster will discuss an innovative use of a treatment technique addressing syntax to increase communication efficiency. The treatment technique, known as “Putting it All Together” (PiAT) is a sentence formulation task that is based on the normal development of high-level syntax, including phrase types (prepositional and infinitive), clauses (independent, subordinate, relative), direct and indirect objects, active vs. passive forms and question forms. The approach introduces grammatical concepts (e.g., nouns, verbs, adjectives, adverbs, etc.) in a sequential order and applies learning within the context of a story and sentence puzzles. Extension activities for applying learned concepts to writing and oral discourse are also part of this approach. The PiAT is based upon a sentence puzzle task which resulted in increased communication efficiency in a small sample of students with autism and other fluency disorders (Scaler Scott et al., 2022).
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Kelsey Hollenbach, BS; Liv Charette, BS; Claire Nielsen, BA; Vanessa Shoukrun, BS; Monica Kaniamattam, PhD, CCC-SLP, from Moravian University
Background: Limited research exists on the effectiveness of parent-mediated communication for children under the age of five, particularly for families from low-resource contexts. Therefore, this critical appraisal topic (CAT) paper explores the effectiveness of parent-implemented intervention programs in improving social communication skills among toddlers with ASD. Focused Clinical Question: What are the social communication benefits of parent-implemented intervention programs for children under the age of five with communication deficits due to ASD? Summary of Search and Key Findings: The literature was searched for studies that investigated the effectiveness of parent-mediated interventions on social communication, providing 16 possible studies related to the clinical question. Following a full manuscript scan, four studies that met the inclusion criteria were included in the current analysis. Among the chosen studies, three were randomized controlled trials and one was quasi-experimental. The Joanna Briggs Institute (JBI) critical appraisal tools were utilized to evaluate the articles. Appraised articles provided valuable insights into the effects of parent training on children’s social communication development and the need for more parent coaching. Clinical Bottom Line: There is moderate evidence to support that parent-implemented social communication intervention was effective in improving the social communication skills of toddlers with ASD. Strength of Recommendation: The CAT analysis indicated that parent-led interventions for communication can help improve the social communication skills of young children with ASD in low-resource contexts. This evidence was rated as Level 3C. This analysis also revealed several vital clinical practice, policy and future research recommendations.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Rachel Haas, Lebanon Valley College
In the United States, 34 percent of preschoolers entering kindergarten are unequipped with the literacy skills necessary for academic success (Reading is Fundamental/Literacy Network, n.d.). Additionally, eight to nine percent are diagnosed with speech sound disorders (SSD), mainly articulation or phonological disorders (International Dyslexia Association, 2020; National Institute on Deafness and Other Communication Disorders, 2016). While preschoolers with SSD struggle with speech production, studies have shown they also have difficulty with phonological awareness skills, such as rhyming, alliteration, blending and segmenting syllables and phonemes. (Preston et al., 2013; Nathan et al., 2004). In the Reading Rope graphic, Scarborough (2001) explains that adequate phonological and phonemic awareness skills are integral to reading, and a lack of either of these skills can negatively impact a child’s ability to read and decode words. Furthermore, Paulson (2004) analyzed percentages of proficiency in phonological awareness skill tasks based on age. Preston et al. (2013) found that preschoolers with SSD are at a higher risk for phonological awareness difficulties and may struggle more with phonological skills. Paulson (2004) identifies these phonological awareness skills as developing at ages four and five. By targeting phonological awareness skills at an early age through direct and explicit instruction, parents and clinicians can enhance their preschooler’s reading abilities and prepare them for a future of academic success. Our single-subject study investigated if speech production and phonological awareness competence increased when a four-year-old with a SSD was provided direct and explicit instruction of phonological awareness skills.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Kathleen Scaler Scott, PhD, CCC-SLP, BCS-F; Melissa Alunni, MS, CCC-SLP; Emma Schaedler; Erica Scheinberg; Sarah Hardy; Lori Cimino, MS, CCC-SLP; Adina Rosenthal, MS, CCC-SLP; Pamela Rogers, BA; Mia Mercatili; Jamie Neidlein, from Misericordia University
This poster extends previous work on caregiver training in dementia. In a study accepted for presentation at the ASHA 2023 convention, Alunni and Scaler Scott (2023) will detail the results of training graduate student clinicians in speech-language pathology (SLP) in conversation building strategies. Results of thematic analysis of questionnaires following student training indicated that students were able to determine concrete ways that they could teach caregivers about communicating with their loved ones with dementia. This inductive learning exercise helped them identify what they would teach families of their future patients. To extend student training, the authors utilized a parallel training in the area of shared reading. Like the prior training, students watched a video regarding a clinician’s use of shared reading with a 93-year-old patient with dementia, and anonymously answered open-ended questions regarding ways in which they felt the shared reading activity was the same as and differed from shared reading between caregivers and young children; how engaged they felt the person with dementia was; how they might use what they learned from the video for caregiver training. After training, five volunteers were paired up with residents in a nursing home to apply shared reading and conversation strategies to visits with residents. Clinical implications for SLP student training will be discussed.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Isabella Manzanares, Duquesne University
Background: In order to better understand the unmet needs and patterns of reported symptoms of Parkinson’s Disease (PD), we analyzed the characteristics of SLP related symptoms from patients’ and caregivers’ perspectives and explored the availability of resources provided within multiple PD social media platforms. Methods: We used a Social Listening technique to analyze PD symptoms shared in dialogues available from two social media platforms from 2/2023 until 4/2023. We used a share of voice (SOV) of symptoms as a proportion of total dialogues to reflect on the characteristics of symptoms reported on social media. Symptoms were identified using the Unified Parkinson’s Disease Rating Scale (MDS-UPDRS); and symptoms related to communication and/or swallowing were tracked and classified into themes. The reliability of selected themes was judged by two licensed SLPs. Additionally, the number of opportunities SLP resources were shared were monitored. Results: We found the SOV for SLP related symptoms associated with PD was 11/23 (47 percent). Resources were provided for those clients and caregivers seeking SLP symptom management in 4/11 (36 percent) of total SLP shared dialogues. There were 6 themes and 7 subthemes that were analyzed through the two social media platforms. The two reliability judges had the highest agreement on 3 primary themes and 4 subthemes. Conclusions: The number of SLP related symptoms shared within the PD community is alarming. This suggests there is limited education and shared resources available for communication and swallowing. This data may also reflect on preferences to share specific symptoms within a public domain.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Heidi Haas, MS, CCC-SLP, Capital Area Intermediate Unit
Getting ready to read is an important aspect of preschool. Emergent literacy skills, such as phonological awareness and letter/print knowledge are the best predictors of later achievement in reading. Yet children with speech sound disorders, including articulation delay, phonological pattern disorder and childhood apraxia of speech, are at an increased risk for delays in reading and spelling as they enter kindergarten. Direct instruction in phonological awareness can occur in children with speech sound disorders as young as three years old. Furthermore, research shows a direct correlation between facilitating emergent literacy skills and an improvement in speech intelligibility. Pennsylvania has a state-wide initiative to provide early intervention services in community settings, using a coaching and collaboration model. Speech-language pathologists have an exciting opportunity to think of innovative solutions for service delivery which meet these criteria. During the 2022-2023 school year, a community-based speech therapy group was piloted. As a collaboration between CAIU and a local area library, Speech Links to Literacy was created to provide a literacy-rich, community-based model of service delivery for students with speech sound disorders, focusing on intelligibility in classroom activities, instruction in emergent literacy skills and caregiver coaching. Students and their caregivers were provided with weekly opportunities to participate in a group story time, co-taught by a speech-language pathologist and librarian. Activities addressed the student’s speech goals, using evidenced-based therapeutic approaches and direct instruction in emergent literacy skills. Community students were invited to attend, as well. Programmatic success was measured through pre-test/post-test data and caregiver satisfaction surveys.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Samantha Delmar; Alyssa Robinson; Megan Roman; Maria Monteleone; Megan Aaron, from Misericordia University; Sergio Novi, PhD, University of Western Ontario; Rickson Mesquita, PhD, University of Campinas; Glen Tellis, PhD, CCC-SLP, BCS-F, Misericordia University
The purpose of this study was to identify hemoglobin concentration changes via functional near-infrared spectroscopy (fNIRS), autonomic nervous system (ANS) changes and survey responses of typically fluent speakers (TFS) when participants viewed stimulus videos of a male who stutters and a male TFS maintaining or not maintaining eye contact when speaking. For fNIRS, probes called sources and detectors were placed on the participants’ head over different regions of the brain. Mindware Technologies was used to measure the ANS responses of the sympathetic and parasympathetic nervous systems through nine electrodes placed on the hands and torso. Before the study commenced, participants were given subsections of the Brief Mood Introspection Scale and the Edinburgh Handedness Inventory. Baseline measurements were taken for 60 seconds prior to the study. Participants then watched stimulus videos that were presented for 5 seconds with a 15 second rest between stimuli. The stimulus videos were randomized using E-Prime 3.0 Application Suite Presentation. A survey was administered, post data collection, to assess each participant’s opinions about the stimulus videos. Preliminary results indicate that participants that who knew a person who stutters prior to the study displayed overall comfort with the video stimuli. Participants who did not know a person who stutters had a higher mean heart rate during video stimuli than those who did know a person who stutters. Female participants displayed higher ANS responses than male participants during video stimuli. Participants preferred the samples of speech when the person stuttered and maintained eye contact. Participants found blocks to be the most uncomfortable of the dysfluencies and part-word repetitions to be the most comfortable. Regions of the brain associated with language and emotion experienced increased oxygenated hemoglobin concentration. This information can be implemented into therapy sessions to improve conversational exchanges between persons who stutter and TFS.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Cassie Anderson; Brett Wells, PhD, from University of Pittsburgh
This poster is based on a systematic review of currently existing literature centered on the potential for teaching French nasal vowels to L1 American English speakers, especially those at a beginner or intermediate level of learning. By using examples of both clinical and translational research and perspectives from educators and students alike, the review evaluates the process of nasal vowel acquisition in American English speakers. It analyzes the most effective methods of teaching based on quantitative experimental data and qualitative instructor evaluations. This review seeks to identify effective strategies for teaching French nasal vowels and address a discrepancy in phonetic instruction for beginner and intermediate-level French learners. It explores the potential influences of sensory input and feedback on speech production, the relationship between phonemic awareness and general language performance and the benefit of open-source technology and accessible tools to supplement classroom instruction and ensure an understanding of the nuances of French nasal vowels. Furthermore, the review delves into clinical techniques in speech-language pathology, assessing methods for measuring nasal emissions and motor control while identifying elements that can adapt to a classroom setting. These findings establish a comprehensive, evidence-based approach for teaching French nasal vowels to L1 English speakers, titled the “TEARS” criteria. Following these criteria, educators can design targeted interventions that enhance French nasal vowel pronunciation in L1 English speakers.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Katherine Davis, BA; Kim Arata, MA, CCC-SLP, from Geneva College
This research project investigated undergraduate-led speech sound disorder (SSD) intervention in a community based afterschool program. It explored the implementation of an efficient therapy model to support the child’s communication needs while allowing them to fully partake in all the afterschool activities. Moreover, the model presented the opportunity for college students to further invest in their local community. Four undergraduate communication disorder (CSD) students administered assessment measures to determine which children qualified for the intervention. Two elementary school children were identified. Two CSD students provided drill based articulation therapy three times a week for four weeks. Reassessment results indicated improvement in speech production skills. Overall, the therapy model proved to be effective and enjoyable, both for the children and CSD students.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Veronica Croesus, MS, CCC-SLP; Nicole Dischinat, MS, CCC-SLP, from Lehigh Valley Health Network
“I can see it. I just can’t get the word out.” Spoken by a patient who is deaf, primarily communicating in American Sign Language (ASL) now presenting with a left-sided stroke impacting his word finding abilities as well as his dominant signing hand. This case study walks through initial evaluation in acute care setting to re-evaluation/treatment at the inpatient rehabilitation level. Further considerations that should be emphasized include limitations of aphasia batteries that could not be translated in ASL structure, importance of in-person interpreters and gathering patient’s baseline signing ability/fluency and reading/writing skills as there is no written form of ASL.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Robert Serianni, MS, CCC-SLP; Jacqueline Albor, BA; Nichole Coyne, BA; Hannah Lovenwirth, BS; Erin O’Connell, BS; Michelle Roginsky, BS, from Salus University
Communication deficits are likely to arise following a traumatic event, such as a stroke. These deficits may negatively impact a person’s ability to produce language, comprehend language via written or spoken methods, maintain attention, recall information, or organize and process their thoughts. Any language or cognitive deficit can negatively affect one’s social interactions with others, especially caregivers. Relationships with family, friends and caregivers are altered, reducing their quality of life (Borthwick, 2012). Therefore, it is the role of the speech-language pathologist (SLP) to provide caregivers with effective communication strategies to improve overall communication, and improve quality of life. This project aimed to provide education to caregivers of those with communication disorders about strategies to utilize with their loved ones by targeting eight different techniques to promote positive communication interactions. The results concluded that caregivers found the information to be useful, as evidenced by the responses on the survey. Caregivers reported strategies such as multimodal communication and preserving dignity to be more useful compared to other strategies such as using specific names instead of pronouns. Results also showed that caregivers are motivated to learn more about effective communication strategies with their loved ones. The implications of this study provide future researchers with valuable information to further explore this topic. The project helped to support caregiver education about communication strategies that are crucial to improving overall quality of life.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Jessica Bren, Penn State Health
This poster presentation is designed for speech-language pathologists in the medical setting who complete videofluoroscopic swallow studies. ASHA describes the use of instrumental assessments as a means for speech-language pathologists to “assist in the determination of a differential medical diagnosis related to the presence of dysphagia [and/or] associated with a high risk of dysphagia” (ASHA Practice Portal, Adult Dysphagia). Recent advocacy for examination of the continuum of the swallowing mechanism argues for the use of esophageal sweeps on instrumental swallow studies to rule out esophageal-related implications causing dysphagia or feeding difficulties (Reedy, Herbert, Bonhila, 2021). A pediatric case study will be presented to discuss one patient’s history pre- and post-diagnosis and correction of a cardiac condition diagnosed using a swallow study. Dysphagia lusoria is a condition affecting less than one percent of the population, defined as posterior compression of the esophagus by a congenital cardiac anomaly of the aortic arch. After review of the study, the poster will review the current literature regarding dysphagia lusoria in pediatric populations, reported symptoms and visualized changes in anatomy on an instrumental swallow study. Observers will learn more about esophageal dysphagia and ways to advocate for esophageal sweeps in their radiological departments.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Avery Druckenmiller, BS, Moravian University
A critically appraised topic (CAT) is a brief review of the best available evidence for a clinically relevant topic. The purpose of this CAT was to examine the effectiveness of language intervention strategies for adolescents with language disorders. Some of the most common childhood developmental difficulties include speech and/or language disorders (Law et al., 2017). Research on pediatric language intervention is primarily conducted in a younger pediatric population. The available research on language interventions for adolescents with language disorders shows minimal results (Conti-Ramsden et al., 2013). Adolescent language intervention was considered through a review of four relevant recent studies. This session will discuss the importance of compiling the best available evidence regarding language intervention techniques and strategies for adolescents with language disorders. This session will also discuss the methodology and results of the CAT. Implications for current practice and areas of need for further research will be discussed.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Desi Smith, MA, CCC-SLP; Inga Siler, MS, CCC-SLP, from University of North Carolina Greensboro
The terminology used to describe childhood language disorder has been debated for decades in both research and clinical circles. In this presentation, two school-based SLPs guide participants through the literature to understand current terminology and recommendations for identifying and supporting students with Developmental Language Disorder (DLD) in the classroom. The presenters introduce CARE for DLD as a call to action for clinical speech-language pathologists seeing children and families directly. The CARE acronym stands for collaborate, advocate, reevaluate and educate. These actions will guide clinical SLPs to embrace best practices in their work with students with DLD. Collaboration between stakeholders is crucial when working with students with DLD. Children with DLD are at-risk for having reading disabilities and other academic concerns in content area subjects. Given the high prevalence of DLD, it is essential that SLPs advocate and raise awareness. Advocacy in the classrooms occurs when SLPs educate other educators, either formally through in-services or informally through modeling within the classroom. Assessing DLD requires a comprehensive, multi-faceted approach that goes beyond standardized testing. Supplemental information might include narrative language assessment, written language samples, coursework, observations and interviews or questionnaires to obtain more information. Treating DLD cannot occur in isolation. Utilizing classroom content, including written language and narrative language and pre-teaching vocabulary can ensure consistent reinforcement of language skills. As SLPs we can provide up to date and current resources to clients, educators and families. Educating others to promote ourselves as experts in language-based problems can lead to increased identification and understanding.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Michelle Catão; Abigail Delehanty, PhD, CCC-SLP, from Duquesne University
This observational, cross-sectional study investigates the social communication and language development of infants and toddlers during shared book reading. A package including up to six types of children’s books (i.e., vocabulary-building board books, rhyming books, lift-the-flap books, predictable books, texture books and picture books that included story lines) were sent out to 28 participants with children between six months to three years of age. Each family received an email request to record videos in which they read specified books to their child at three-month intervals from six months to 24 months, and then at six-month intervals for the subsequent year. Books and book types were counterbalanced among participants to minimize order effects, given the repeated measures design of the study. In each email, they were also asked to fill out questionnaires (e.g., MacArthur Bates Communication Development Inventories, Communication and Symbolic Behavior Scales Caregiver Questionnaire and a researcher-developed home literacy questionnaire) to monitor their child’s social communication and language development. Videos were coded using Noldus Observer XT, to measure the gestures (deictic and representational), vocalizations and communicative intentions of the children. The videos were divided into four age groups, which are in the process of being analyzed for the varying frequencies and modalities of communicative acts through early development. Descriptive statistics will be presented and patterns of social communication and language across 1) age groups and 2) book types, will be explored. Results will be presented in full at the 2024 PSHA Convention.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Karla Armendariz, MA, CCC-SLP; Dana Patenaude, Med; Dr. Lydia Ocasio- Stoutenburg, PhD, The Pennsylvania State University
Supporting students with disabilities, especially students who have comprehensive and complex needs for support, requires concerted effort and coordinated expertise across disciplines. While this can vary across the school and home learning contexts, several personnel can provide instructional, developmental, social and holistic support to meet the needs of the students, as mandated under the Individuals with Disabilities Education Act (IDEA, 2004). This may include speech-language pathologists, occupational therapists, applied behavioral analysts, assistive technology personnel and even nursing staff. However, families are often not perceived or included as key contributors in this process. In this presentation, we bring together cross-disciplinary perspectives on the importance of family collaborations that center families-as-knowers, especially when working to support the goals of students across the P-12 context. As practitioners, researchers and emerging scholars, we emphasize partnership and co-advocacy among personnel, students and their families.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Erin Roberts, MS, CCC-SLP; Michaela Raub; Kara Thourot; Mia Mercatili; Sara Lombardi; Emilia McGoldrick; Rebecca Rehrey, BS; Cecilia Heidelberger, BS, from Misericordia University
It is crucial for university speech-language pathology (SLP) graduate programs to understand the factors that influence clinical performance, as it allows programs to adapt their methodologies to improve the clinical abilities of students and foster more proficient and confident clinicians. However, current literature exhibits mixed findings as to which characteristics, environments and/or skills contribute to the success of SLP graduate students. Some studies argue that academic variables (e.g. grade point average, graduate record examination scores, etc) are the best predictors of clinical success, but others disagree, arguing that interview ratings and non-cognitive skills (e.g. grit, personality and emotional-social intelligence) are more accurate predictors (Balogun, 1988; Boles, 2018; Kirchner & Holm, 1997; Camp, Grawe, & Valley, 2018; Larin & Wessel, 2015; McKenna, Meredith, & Tan, 2004; Peck & Terry, 2020; Richardson, Roberts, & Victor, 2020). This study aims to identify factors that impact graduate students’ clinical performance, specifically from the perspective of graduate students, as they are stakeholders at the center of this complex system. An open-ended survey was designed and distributed to gather data from graduate students within the Misericordia University Speech-Language Pathology program. Responses for this survey are currently being qualitatively analyzed utilizing an emergent coding approach; analysis is ongoing. In preliminary results from this analysis, students identified undergraduate coursework, undergraduate clinical work and collaboration as factors that facilitated an easier transition to graduate clinical work. Students listed COVID-19, application of classes, stress and self-efficacy as barriers to their clinical success in graduate school.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Nicole Romano, MS, CCC-SLP; Jessica Caron, PhD, CCC-SLP; Salena Babb, PhD; Molly O’Brien; Margaret Lamb, MS, CCC-SLP, Pennsylvania State University
Structured literacy approaches have been found effective when teaching literacy skills (Spear-Swerling, 2008). This includes explicit and direct instruction, cumulative practice and review, and corrective feedback (Spear-Swerling, 2008). Rosenshine (2012) describes that “many of the skills taught in classrooms can be conveyed by providing prompts, modeling use of the prompt and then guiding students as they develop independence.” This pilot study examines the effectiveness of a series of video-based explicit literacy lessons on the acquisition of the spelling of 15 irregular words (sight words) at the word, phrase and sentence level by an individual with cerebral palsy who uses AAC. The study utilized a single-subject AB design, investigating the impact of video-based structured literacy lesson on the child’s progress and accuracy in the skills of spelling sight words, sentence dictation and generative sentence typing. Results indicated that the implementation of the pre-recorded video-based literacy lessons was effective in increasing the participant’s accuracy across all three tasks. For single-word spelling of the trained sight words, a gain score of +51% was calculated from baseline to intervention. For sentence dictation of the trained sight words, a gain score of +80% was calculated from baseline to intervention. In the generative sentence typing task, Jack went from getting 0 or 1 sentence “correct (i.e., no spelling errors) to 4/5 “correct” after the intervention. This pilot study highlights how adaptations to traditional literacy instruction can increase the academic success of individuals who use AAC.
Learning Outcomes: At the end of this poster presentation, attendes will be able to:
Level of Instruction: Introductory
Emily Beals; Sophia Bosacco; Ryan Husak, PhD, CCC-SLP, from La Salle University
Research indicates topic initiation (TI) can be problematic for persons with aphasia (PWAs). PWA experience difficulties with TI resulting in dependency on conversation partners (CP). Gesture production is one strategy PWA use to facilitate TIs in conversations. There is limited research on types of gestures PWA use when initiating conversation. The purpose of this study was to examine the frequency and type of gestures produced by a PWA and his spouse when initiating conversational topics. We examined five, 16-minute segments of video recorded conversations between a male with aphasia (Ed) and his wife. We identified and coded initiating moves produced by the speakers using procedures described by Eggins and Slade (2004). Next, we examined whether gestures were produced during TI. Gestures were categorized according to the CITY Gesture Checklist. Across five conversations, Ed and his spouse demonstrated an equal number of attempts to initiate a topic. Ed used four types of initiating moves while his wife used seven. While statements of facts were the most frequent type of initiating move produced by Ed and his spouse, Ed’s statements of facts appeared at a higher percentage (69%) than his spouse’s (35%). Moreover, Ed produced twice as many gestures as his wife during initiations. The most frequently utilized gesture-types by both partners based on the Checklist were “Pointing-Concrete” and “Emblems/Conversational Gestures.” Analyzing communication behaviors of PWA during TIs is a step toward increasing PWA participation in conversations. Knowledge about communication strategies used by PWA can help CPs support PWA agency in conversations.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Kaitlyn Young; Ryan Husak, PhD, CCC-SLP, from La Salle University
People with aphasia admitted to medical centers face challenges accessing healthcare information and participating in critical conversations about their care, discharge desires and other wants and needs. Several studies in the aphasia treatment literature have shown that when healthcare professionals receive training by speech-language pathologists, they are better able to understand and be understood by a person with aphasia and can potentially increase patient participation in healthcare conversations. Nurses are among the healthcare professionals who communicate most often with patients with aphasia. The purpose of this study is to assess entry-level nursing students’ knowledge and readiness of serving people with aphasia, and to identify areas where nursing students may benefit from more training. In this study, thirty-seven participants were recruited from an undergraduate senior-level nursing class to be assessed on their knowledge of aphasia and supportive communication strategies. A 17-item digital questionnaire featuring demographic items and the Aphasia Attitudes, Strategies, and Knowledge (AASK) survey was administered to assess participants’ readiness to serve people with aphasia. Results showed that participants had limited knowledge of aphasia and communication strategies and that they were uncomfortable serving people with communication disorders. The findings further indicated that the participants appeared to confuse aphasia with motor speech disorders, and, therefore, they may not understand the importance of altering their own communication behaviors when interacting with a person with aphasia. These findings support the need for more interdisciplinary collaboration in the classroom between speech-language pathology students and students in other allied healthcare professions, including nursing.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Tyler Lawson, MS, CCC-SLP
The purpose of this project is to assess the outcomes of pediatric group therapy in an outpatient pediatric hospital-based facility in conjunction with an episodic model of care. It is hypothesized that generalization of skills, access to services and patient outcomes will improve with the successful implementation of pediatric group therapy. Data analysis includes pre- and post- standardized assessments, informal patient outcomes, caregiver surveys, provider surveys and access to service metrics. As patients neared discharge from 1:1 outpatient speech therapy, they were transitioned to peer groups to target therapeutic skills in a naturalistic, functional environment. Colleague clinical behavioral patterns evolved through the development of standardized education. Research is currently ongoing. Data collection thus far indicated improvement in patient access to services as 80 percent of families reported an easier time scheduling and making appointments for outpatient pediatric rehabilitation appointments through group services. Caregiver surveys indicated that 40 percent of families strongly agree that they have noticed progress toward their child’s goals since implementing group therapy. Provider feedback and standardized post-assessment measures are upcoming upon patient discharge. Results will demonstrate the benefits and barriers to standardization of transitioning to group therapy prior to discharge in an outpatient pediatric rehabilitation setting. Successful implementation of pediatric group therapy in outpatient rehabilitation is projected to yield benefits for improving patient carryover of functional skills across environments and optimizing patient access to ongoing services.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Natalie Lenze; Brianna Miluk, MS, CCC-SLP, from PennWest University
Augmentative and alternative communication (AAC) devices plays a crucial role in the field of speech-language pathology, especially in a mealtime setting. Many AAC devices can meet the needs specifically to that child even if the device is considered low or high-tech. Not only does the speech therapist assist in this situation, but the child’s parents or caregiver does as well. Part of this study there is a lot of focus and research on how parents feel about incorporating a device at mealtimes. As well as, comparing the research between a child who utilizes a device at mealtime compared to a child who did not. Results gathered from these studies had shown an increase in language capabilities, presenting that AAC can be of benefit to clients and their families. By incorporating this device into mealtime, it will show an increase of interaction between the child and caregiver with the help of the device. Children can grow a foundation of communication early on which promotes independence in language exchange as they progress into adulthood. Although, there is a need for more research and training on the topic, it is observed that there has been an increase in the child’s expressive and receptive communication skills as well as other positive outcomes.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Caitlin Whiteford; Panayiota Senekkis-Florent, PhD, CCC-SLP, BCS-S, from Duquesne University
Simulation has been integral to clinical education and practice for decades in medical school and nursing programs, however, it is only in the past 10 years that the American Speech-Language-Hearing Association (ASHA) approved that 20 percent of the total required hours of clinical contact time, could be achieved via simulated experiences. Simulated experiences provide both didactic and collaborative instruction by clinical and academic instructors. Types of simulation include, though not limited to, the use of high and low fidelity mannequins; partial task simulators; interactive technology; and engaging with “standardized patients” whereby volunteers play the role of the patient, for assessment and/or treatment protocols. SLP graduate programs have, of late, begun to work collaboratively with existing university simulation labs to provide SLP students with realistic interactions as an integral part of the clinical education requirement. Though there are a growing number of SLP programs that are employing these simulated experiences as part of the clinical education, there is a paucity of research examining teaching and learning via simulated experiences, and particularly the use of low and high-fidelity mannequins. The purpose of this mixed methods investigation is to examine the perceptions, experiences and self-efficacy, related to clinical education via simulated experiences of recent alumni (i.e., over the last five years), of an SLP program, with an eye to guiding and enriching future clinical learning experiences.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Grace Hoelbinger; Susan Dillmuth-Miller, AuD, CCC-A, from East Stroudsburg University
Head trauma can have an effect on athletes’ cognitive functions including speech perception and auditory processing. Auditory Brainstem Response (ABR) tests have been used to study the effects of severe head trauma for about 30 years; however, evoked potentials using speech stimuli has been more recent. Auditory processing and speech-evoked Auditory Brainstem Response tests were performed using the speech syllable “ja”in quiet and in noise. Data was collected from ten East Stroudsburg University female NCAA athletes aged 18-25, five athletes from a contact sport, the women’s soccer team and five athletes from a non-contact sport, the women’s cross-country team. The two groups were compared to determine the auditory processing in athletes from a contact versus a non-contact sport. If differences are found, results could imply the presence of sub-clinical head trauma.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Alexa Van Doren; Rebecca Bawayan, PhD, CCC-A, Advisor; from Moravian University
The purpose of this study is to explore the knowledge of undergraduate and graduate speech language pathology students have on language sample analysis (LSA). Language sampling is an informal language measurement tool used by speech language pathologists (SLPs) to evaluate the language skills of children with suspected language impairments. Using the information gathered during a language sample helps SLPs to build an accurate profile of a child’s communicative strengths and weaknesses, determine eligibility for speech therapy, and develop functional therapeutic goals. In order to conduct a valid language sample, a speech-language pathologist needs to follow processes and procedures that are based on current evidence to make accurate clinical judgments using the information gathered. There is no current standard of teaching language sampling processes and procedures in the speech-language pathology curriculum. Currently, there is some literature on the knowledge and use of language sample analysis with current school-based SLPs (e.g., Bawayan & Brown, 2022; Pavelko et al., 2016); however, there is little information on the knowledge of current students. Through survey methodology, this study aims to explore the knowledge of current speech-language pathology undergraduate and graduate students to better understand how university programs are teaching the fundamentals of language sample analysis. The survey questions will be adapted from current measures used to explore the knowledge and use of language sample analysis for current school-based SLPs. Undergraduate and graduate students will be recruited from speech-language pathology, communication sciences and disorders and health science programs across the country.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Mikolaj Bandosz; Abigail Delehanty, PhD, CCC-SLP, from Duquesne University
This observational study examined and compared patterns of child communication and parent verbal responsiveness during play with traditional and electronic toys. The participants were recruited from the FIRST WORDS project, which seeks to identify early signs of autism and developmental delays in young children. Participants video recorded an hour-long home observation between the ages of 18-24 months. At age 3, they received a clinical best-estimate diagnosis of autism (n=40), developmental delay (n=40), or typical development (n=40). In this study, traditional toys were defined as toys that produced no battery-activated feedback (e.g., blocks, cars, puzzles, etc.). Electronic toys had battery-activated features and produced feedback including noises, movement or lights. Home observations were coded for the frequency of child communication (i.e., gestures, sounds and words) and types of parent verbal responses (e.g., expansions, recasts, directives) that occurred during play with both types of toys. This study is based on the transactional model of development, which suggests that language-rich environments promote improved developmental outcomes during parent-child interactions. This study aims to expand the research base in this area to children on the autism spectrum and those with developmental delays. Because these populations are at increased risk of language and communication delays, the language input they receive during caregiver interactions during play may be increasingly crucial for their development. Coding of videos is complete and data analysis is under way. The study will use a repeated measures design. Results will be presented in full at the PSHA Convention.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Isabella Fredo, BS; Cecilia Heidelberger, BS, from Misericordia University; Nancy Bartuska; Chitrali Mamlekar, PhD, CCC-SLP; Lori Cimino, MS, CCC-SLP, from Misericordia University
This poster session details the application of light-tech augmentative and alternative communication (AAC) strategies to enhance communication within a dyadic relationship between an 87-year-old woman with dementia (B.B) and her caregiver and daughter (N.B.). This case-based study employed a qualitative approach to uncover communication challenges and patterns in the dyad’s experiences. Data was collected through: semi-structured interviews prior to AAC implementation; video recordings of caregiver and client interactions at the clinic and at home; pre-implementation standardized assessments and post-implementation interviews. Following the analyses, five patterns emerged. Out of the five, three patterns were related to communication challenges experienced by the caregiver and the two patterns were related to the benefits of collaboration and shifts in the dyad’s communication and relationship. This poster will demonstrate that, with the current use of her light-tech AAC and caregiver support, B.B. is able to complete her daily activities and demonstrate an increase in comprehension of tasks at home. Additionally, as reported by the caregiver, there is an observed decrease in frustration and negative emotional experiences faced by both the person with dementia and their caregiver. This ongoing case study aimed to comprehensively understand the extent of AAC’s influence on supporting the communication between the person with dementia and their caregiver. Future studies are necessary to expand our understanding of how AAC functions in the later stages of dementia and how we can identify nuanced ways to optimize its benefits in this population.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Elise Heilman, BS; Faith Spangler, BS; Paul Evitts, PhD, CCC-SLP, from Penn State Harrisburg
Clinically, voices that exhibit a dysphonic or deviant voice quality are considered disordered. However, those same deviant voice qualities may also be considered more alluring and engaging to listeners thus creating a potential incongruity with traditional clinical norms. The purpose of this study was to acoustically analyze top-rated male and female audiobook narrators in an effort to determine if a specific acoustic profile of those top narrators exists. Our hypothesis is the voices of the top narrators will exhibit some element of dysphonia as determined by acoustic measures of perturbation (e.g., cepstral peak prominence, jitter, shimmer). The top five male and female voices from the Audible Narrator Hall of Fame were acoustically analyzed using Praat. Overall, objective results suggests that all of the speakers in the current study had acoustic measures, particularly CPP, that were indicative of a voice disorder (e.g., Murton et al., 2020). For example, Murton, Hillman and Mehta (2020) found that speakers with CPP values derived from Praat and using a connected speech sample less than 9.33 had a high probability of having a voice disorder. Considering that the speakers included in the study though were the top-rated male and female audio narrators from a hugely popular online audiobook service, it appears that listeners prefer an audio narrator with a dysphonic voice.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Nicole Krozser, BS, East Stroudsburg University
The geriatric population needs to be screened as hearing handicap is one of the most common conditions in the elderly population. This is important to screen, diagnose, then treat as hearing loss often leads to social isolation, depression and withdrawal from life activities (Gates et al., 2003), with the importance of screening being for follow-up audiologic evaluations. There are screening methods available, however, they are not done routinely in assisted living, nursing homes, or acute care and would require doctors’ offices. Knowing these facts, it is important we screen the elderly population with a low-cost, routine, efficient screener that can accurately predict potential hearing loss so that audiological intervention can be provided when necessary. The objective of this study is to compare data on a single question (SQ) and Hearing Handicap Index for the Elderly Screener (HHIE-S) to see if they are as effective as the pure tone screening (PTS) which will be performed at 70dB HL, and if passed, repeated at 45 dB HL and 25 dB HL at 1,000, 2,000 and 4,000Hz to correlate the SQs sensitivity with the degree of loss and can be done in a more efficient manner for screening geriatrics in assisted living. Using participants in a skilled nursing facility and a senior activity center will allow for a comparison between active and sedentary lifestyles as well as screening methods to determine screening efficacy. Perhaps if a non-audiometric method is found to be effective this will provide a more economic and universal screening option.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Arianne Martin, BS; Ryan Husak, PhD, CCC-SLP, from La Salle University
This literature review is a discussion of the possible role of the speech-language pathologist (SLP) in addressing intimacy and sexuality communication problems with individuals with acquired brain injury (ABI). In this poster, I will describe how ABIs can negatively impact communication surrounding sexuality and intimacy, describe how intimate relationships between spouses or couples change after ABI, describe the effectiveness of specific evidence-based interventions available for SLPs to use in clinical practice, and discuss the potential role of the SLP as a member on the multidisciplinary rehabilitation team. This review provides current and evidence-based information for SLPs about the importance of addressing intimacy and sexuality issues in clinical practice with their clients with ABIs. The review emphasizes that treatment outcomes are optimal when SLPs collaborate with other members on the multidisciplinary rehabilitation team in addressing intimacy and sexuality communication difficulties in individuals or couples affected by an ABI.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Intermediate
Grace Kovalcik; Heather Rusiewicz, PhD, CCC-SLP, from Duquesne University
In any kind of professional setting, communication between a client and professional is extremely important for making progress in clients’ goals, but is not always a perfectly smooth process. Hand gestures are one of many supplemental tools we can use to communicate and have the potential to be a tool for professionals trying to understand their patients more thoroughly and identify emotions present in therapy sessions. Frustration is an especially prominent feeling often present in medical, therapeutic and educational settings and can be a factor in an individual’s motivation and subsequent impact of therapy. This study presents research from an experimental investigation of the relationship between frustration and different sizes and types of hand gestures, specifically large and small gestures, and iconic and beat gestures. Participants participated in a single session in which they engaged in a subjective frustration-rating task by watching a series of short videos featuring a single spoken utterance and a controlled gesture. Participants were asked to rate each one based on the level of frustration they perceived. It is hypothesized that participants perceive greater frustration from smaller beat gestures, leading them to rate these videos higher than those featuring large iconic gestures. Exploring emotions as perceived by others has implications for the growing literature base on the importance of gestures. Likewise, having the ability to identify emotions, namely frustration, via gestures and other nonverbal cues has the potential to benefit professionals in many fields, including speech-language pathology, potentially leading to an enhanced effectiveness of sessions.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Patricia Swasey Washington, PhD, CCC-SLP; Maria Smith, BA; Jessica Sturm, from West Chester University
In 2023 the West Chester University chapter of the National Student Speech-Language-Hearing Association (NSSLHA) achieved Gold Chapter Honors for the 10th consecutive year. The success of the chapter is due to factors such as effective and consistent leadership, collaboration and dedication. This presentation will delineate the goals of WCU NSSLHA and describe our journey, including the highlights and challenges on the road to attaining gold status for the first time and thereafter. We will discuss aspects such as local and national NSSLHA involvement; community engagement at various levels; use of social media; participation in advocacy events; conducting fundraising activities; and diversity, equity and inclusion initiatives. We will also provide suggestions for preparing a local NSSLHA chapter to achieve and maintain success, as well as share plans for the future of WCU NSSLHA.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
Nicole Romano, MS, CCC-SLP; Jessica Caron, PhD, CCC-SLP; Salena Babb, PhD, Pennsylvania State University
Emergent literacy skills develop within typical developing children in the early stages of life (Koppenhaver et al., 1993). Individuals who use augmentative and alternative communication (AAC) typically engage in environments that do not effectively support literacy learning (Koppenhaver et al., 1993). However, for individuals who use AAC, literacy and writing skills have greater importance as a functional and critical skill to participate in the community that relies primarily on written language in all aspects of life (Light and McNaughton, 1993). Limited research has been done regarding teaching individuals who use AAC encoding and writing. A task analysis was completed to understand the steps required to type and/or write letters, CVC words and sentences using AAC. Through the task analysis it was revealed that to type one single letter (eg. /m/), it takes a minimum of seven steps by the individual. For the individual to write one CVC word, it takes a minimum of 19 steps and to type a simple three-word sentence it takes a minimum of 75 steps. These steps range from pulling the sound from long term memory, switching focus, visual scanning, using motor skills to select, checking for feedback and keeping other sounds or words in working memory when combining sounds or letters. Analyzing these skills, it is unsurprising why individuals who use AAC have a difficult time encoding or creating text using their AAC devices. To help ease the production of encoding and creating text, adaptations and practice is needed to increase automaticity skills when writing.
Learning Outcomes: At the end of this poster presentation, attendees will be able to:
Level of Instruction: Introductory
