Amanda McCormick; Dara Philippen; Aleia Atherton; Abigail Mosteller; Amanda Prinzi; Michaela Raub; Glen Tellis, PhD, CCC-SLP, BCS-F; Kearston Healey, MS, CCC-SLP; Lori Cimino, MS, CCC-SLP; Melissa Alunni, MS, CCC-SLP; Hiliana Rivera; Adina Rosenthal, MS, CCC-SLP; Chitrali Mamlekar, PhD, CCC-SLP, from Misericordia University
Traditional speech and language therapy materials require significant time and resources to create, adding to the workload of speech-language pathologists (SLPs), who often face heavy caseloads and time constraints. Recent advancements in artificial intelligence (AI) offer innovative solutions to address these challenges. AI Large Language Models (LLMs) can generate customized therapy materials, including word lists, conversation prompts, images and interactive games tailored to client needs. These AI-generated materials have the potential to enhance client engagement and comprehension, providing valuable support to SLPs and student clinicians in delivering effective therapy. This poster will present practical examples of how students have used AI tools to create personalized materials across various therapy areas. For instance, in fluency disorders, students have used AI tools to develop conversational prompts for clients with stuttering and cluttering, as well as generating visual aids to reinforce fluency techniques. Students have also utilized AI to design articulatory and speech-rate exercises for motor speech disorders and generated memory prompts for cognitive-linguistic interventions. Additionally, this session will present survey results detailing how students are currently using AI tools in their clinical work. Finally, this session focuses on using AI ethically and effectively, with supervisors overseeing the use of these tools to make sure they align with clinical policies and professional standards. By balancing new technology with professional judgment, student clinicians can improve therapy outcomes and make their work more efficient.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Sara Tuddenham, BS; Abigail Delehanty, PhD, CCC-SLP; Seth Tichenor, PhD, CCC-SLP; Susan Snyder, AuD, CCC-A; Lori Marra, MA, CCC-SLP, from Duquesne University
In d/Deaf and hard of hearing (DHH) students, minimal auditory input can affect successful acquisition of phonological awareness skills. To strive to provide DHH students with the foundation of phonological awareness skills for literacy development, teachers of the Deaf (TOD) and speech-language pathologists (SLPs) can assess and instruct DHH students on phonological awareness skills through methods adapted to their strengths and needs; however, empirical evidence for phonological awareness assessment and instruction methods in the DHH population is limited. This poster presentation explores the development and implementation of a linguistically and culturally inclusive set of phonological awareness tasks for DHH students at Western Pennsylvania School for the Deaf (WPSD). In collaboration with WPSD faculty as part of a community-driven research approach, ongoing feedback was integral to shaping the tasks, ensuring they were socially valid. The series of tasks examines phonological awareness in Spoken English (i.e., rhyming, sound matching, elision, sound blending, phoneme isolation) and American Sign Language (ASL) (i.e., ASL parameters). This poster investigates the feasibility of these tasks in evaluating phonological awareness skills. Findings support that tasks were primarily practical and effective to implement in a school setting, accessible and engaging for students and recommended for future assessment.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Pediatric SLP
Christopher Paulo, BS; Hannah Custer, BS; April Wright, MS, CCC-SLP, from PennWest University, California
Dysphagia, a condition marked by difficulty swallowing, is a significant clinical concern, particularly in the context of patient safety and recovery. Despite its importance, nurses typically receive minimal formal education on dysphagia during their academic training. Instead, much of their understanding is acquired through clinical experience. This study aimed to assess the current level of knowledge among nurses while also identifying any gaps in their knowledge. Given the critical role nurses play in the early recognition of dysphagia, their proficiency in this area is essential for ensuring optimal patient outcomes. The results demonstrated that many nurses are not sufficiently educated on the topic of dysphagia as demonstrated by many believing the chin tuck method to be a universal dysphagia treatment, incorrectly identifying the appropriate viscosity of the Frazier Water Protocol, and often choosing inappropriate reasons for an SLP consult.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Adult SLP
Brooke Lehrman; Laura Richardson, PhD, CCC-SLP, from Lebanon Valley College
Children learn language through contextually and culturally appropriate communication interactions with their caregivers that begin at birth. These communicative interactions occur with multiple modalities. For children born deaf or hard of hearing (DHH), an important communication modality may be American Sign Language (ASL). According to Humphries et al. (2016), DHH children are at risk of linguistic deprivation when they are not given access to a sign language early in development. 90% of DHH children have hearing parents, which makes it less likely that their parents are knowledgeable about a sign language or will choose sign language as the primary modality of communication with their child (Mitchell & Karchmer, 2004). Additionally, studies show that children who are DHH tend to have overall worse literacy rates and do not enjoy reading as much as their hearing peers (Hoffman & Wang, 2010). The current study investigates the effects of caregiver coaching sessions using books adapted with ASL symbols on the communication skills, literacy skills and overall engagement with books of young children (birth-6), as well as the competence and confidence of caregivers using ASL. This poster will present pilot study data for a toddler participant using an adapted board book with visual symbols including American Sign Language symbols to support outcomes related to language, literacy and joint engagement with the target book Brown Bear, Brown Bear, What Do You See? By Eric Carle. Demonstration and discussion of how adaptations were made and logistical considerations including symbol size and placement will occur.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Sarah Mento, BS; Victoria Paylo; Tara McCarty, PhD, CCC-SLP, Penn State University
An article by Wilkinson and colleagues (2023) provided a decision-making framework for determining augmentative and alternative communication (AAC) options for individuals with cortical visual impairment (CVI). The framework included three domains of consideration: individual skills, partner responsibilities and AAC system design presented in a narrative and table format. We created an updated figure highlighting the three domains to make the framework more user friendly for clinical practice, IEP meetings, trainings, etc. The three domains and various considerations are clearly organized on the updated figure. To show utility of the framework beyond the initial publication, a multiple case study approach is underway which highlights how discussion and data collection centered around the framework is leading to AAC system change for individuals with CVI over time. This poster will present a visual timeline which illustrates how one child’s AAC system became more personalized over time based on discussion around the framework. Changes such as key guards, the use of real-life images and device positions occurred to ensure the child could communicate the way they felt most comfortable.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Michelle Catao, BS; Abigail Delehanty, PhD, CCC-SLP; Brooke Baumann, MS, CCC-SLP; Panayiota Senekkis-Florent, PhD, CCC-SLP, BCS-S, from Duquesne University
Effective screening and assessment for dysphagia are essential for identifying the presence and underlying causes of swallowing difficulties. These processes provide critical insights necessary for preserving and enhancing the health of vulnerable populations, particularly regarding nutrition, hydration and social interaction. Previous research on dysphagia assessment has primarily focused on developing clinical protocols for evaluating the nonvolitional stages of swallowing, often neglecting the voluntary aspects of the swallow. This within-subjects study investigates the precision, accuracy and feasibility of a comprehensive assessment protocol of the oral preparatory phase of swallowing in a sample of 50 healthy participants with typical chewing/swallowing behaviors. The study focuses on characterizing masticatory performance across various bolus textures to better understand typical variations in mastication. Participants were asked to chew boluses of three distinct textures (i.e. carrot, shortbread cookie and chewy candy) as well as a color-changing chewing gum. Masticatory parameters, including the number of chews, bites, swallows and total ingestion time, were extracted from video recordings to assess how these metrics vary with texture. Additionally, the chewing gum’s color change, transitioning from yellow to red, was analyzed quantitatively using CIELAB color theory values to evaluate masticatory efficiency and mixing ability. By combining these values, the study aims to provide a deeper understanding of typical masticatory performance, characterizing variations across textures and exploring the relationship between various assessment modalities. These findings will contribute to the development of advanced assessment protocols for evaluating the oral preparatory stage of swallowing, enhancing both clinical sensitivity and specificity.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Adult SLP
Sophie Forrester; Laura Latchford; Julia Piatt; Amber Herber; Laura Richardson, PhD, CCC-SLP, from Lebanon Valley College
The focus of this research is caregiver and graduate student clinician confidence and competence in feeding infants and toddlers with cleft lip and/or palate. Cleft lip and palate are craniofacial conditions and congenital structural anomalies caused by atypical embryological development (ASHA, n.d.). Children with cleft lip and/or palate have difficulties gaining weight, may develop aversions to meals due to unsuccessful attempts at feeding and are more likely to receive special educational services in the future (Gosa et al., 2020) Our study addresses students and SLPs and graduate students reporting having little to no knowledge on feeding for individuals with cleft lip/palate (Kotlarek et al., 2024). Likewise, caregivers report a need for increased support earlier in the process of coping with pediatric feeding problems (Lamm et al., 2022). Given these factors, it is crucial that student clinicians and SLPs are informed on this area so that they can provide proper skills and knowledge to assist the parents/caregivers in feeding. We use the caregiver coaching model (Rush & Sheldon, 2020) with coaching plans focused on proper sanitation and holding babies (for graduate student clinicians) as well as positioning and feeding with adaptive equipment (for graduate student clinicians and parents/caregivers). We will present pre- and post-assessments of students’ knowledge from training modules (41 graduate student clinicians) as well as the data from a pilot of our caregiver intervention with a seven-month-old baby and their parent.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Pediatric SLP
Mia Mercatili, BS; Julia Burcin, BS; Maria Monteleone, BS; Kearston Healey, MS, CCC-SLP; Glen Tellis, PhD, CCC-SLP, BCS-F, from Misericordia University
Accurate identification of stuttering moments is widely recognized as a key element of successful fluency treatment. Research by Tellis and Scaler Scott (2024) emphasizes that once individuals who stutter can identify their disfluencies, they are better equipped to implement desensitization techniques and manage their stuttering. Self-monitoring methods, such as tallying stuttering events, are commonly used in therapy to enhance this awareness (Hegde, 2018). However, Breitenfeldt (1998) points out that traditional tallying methods, though effective in clinical settings, can be socially conspicuous in everyday environments, limiting their practicality for clients. To address these challenges, this research compared two tallying methods: A discreet digital method using a ring-like clicker device and the traditional pen-and-paper approach. The goal was to evaluate the effectiveness of digital versus traditional methods by gathering feedback from both clients and clinicians. Survey results revealed a strong preference for digital tallying. Both clients and clinicians found it more effective, discreet, and convenient for use in real-world environments. The digital method allowed clients to monitor stuttering events more accurately and comfortably in public, improving tracking consistency while reducing social discomfort associated with traditional methods.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Shaelie Davidson, BS; Julia Gamarnik, BS; Eliana George, BS; Lauren Rosztoczy, BS; Hailey Wreath, BS; Robert Serianni, MS, CCC-SLP, from Salus at Drexel University
Recent reports demonstrate that over 11 million U.S. adults provide unpaid care for someone with a form of dementia (Centers for Disease Control and Prevention, 2024). Research suggests that the number of people living with Alzheimer’s is projected to increase to approximately 13 million by 2050, which will require a vastly increased number of adults acting as caregivers (Alzheimer’s Association, 2024). Within this number exists the notable population of adult children caring for their aging parents, which is a community that may face significant challenges. A profession that plays a role in the care of dementia includes speech-language pathologists (SLP), who may have an influential role in training adults within the community to recognize what may be a concern compared to what may be typical aging, and in what to do next regarding further assessment of any concerns. Research shows that there is a desire from caregivers for training and education about dementia within the community, and that such programs can help caregivers with certain hardships of caregiving for an older adult with dementia. Additionally, studies show that continuing education about dementia provided to caregivers has improved caregiver physical and mental health, informal caregiver knowledge, and their overall dementia care (Scerbe et al., 2023). The impact of community-based caregiver education was explored with positive findings as well as limitations discussed.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Adult SLP
Olivia Olley; Alexandra Rogers; Kearston Healey, MS, CCC-SLP;
Chitrali Mamlekar, PhD, CCC-SLP, from Misericordia University
Effective communication strategies are crucial for supporting meaningful interactions with people who have aphasia. These strategies include providing extra time, using communication tools and speaking in simple sentences. Family members and caregivers play an integral role in rehabilitation (Howe et al., 2012), bridging the gap between clinical settings and real-life challenges (Wallace et al., 2017). Their unique perspectives offer valuable insights for developing individualized intervention plans, which are often overlooked (Le Dorze & Signori, 2010). Despite their acknowledged importance, there is a notable gap in understanding the experiences, challenges and communication strategies utilized by these essential communication partners. In this study, ten caregivers of people with aphasia were interviewed. We employed a qualitative research design guided by Interpretative Phenomenological Analysis (IPA) (Smith et al., 2009). Additional probing questions based on participant responses were introduced to clarify and elicit more detailed information as necessary (Minicheillo et al., 1995). Transcripts from the interviews were coded using IPA to reveal themes from caregiver’s perspectives about communication barriers, daily tasks and communication supports used with their loved ones. Preliminary analysis of the ten interviews produced 5 major themes: Life Changing Experience and Reversal of Role, Emotional Struggle Experienced by both PWA and their Caregiver, Augmentative and Alternative Communication Strategies, Social Isolation and Finding the Silver Lining. This student-led poster presentation will delve into these themes and provide a detailed exploration of caregivers’ lived experiences and the strategies they use to navigate communication challenges.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Veronica Croesus, MS, CCC-SLP; Patricia Schlegel, MS, CCC-SLP, from Lehigh Valley Health Network
The Modified Barium Swallow Impairment Profile (MBSImP) is a widely utilized, validated, and standardized tool for completion and interpretation of Video Fluoroscopic Swallow Studies (VFSS). Both lateral and anteroposterior (AP) views are included in this standardized assessment with an esophageal sweep in AP utilized to assess for bolus clearance. Unfortunately, not all radiologists/advanced practice clinicians (APCs) assisting with VFSS, complete a full esophageal sweep during the study. Not completing the AP view with esophageal sweep makes it difficult for treating SLPs to assess for clearance of the bolus and limits their ability to recommend appropriate referrals for additional assessments of the esophagus. The relationship between the SLP and radiologist is crucial for ensuring best practice is being followed and appropriate clinical decisions/additional referrals are being made when completing a VFSS. The goal of this study is to improve the overall quality of the patient’s VFSS results, to provide appropriate referrals for further assessment of the esophagus, and to comply with the MBSImP standardized protocol and will include surveying radiologists/APCs who complete outpatient VFSS within a regional health network. Patient referrals for additional esophageal imaging and/or referral for gastroenterology assessments will also be analyzed within the context of this study.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Adult SLP
Kearston Healey, MS, CCC-SLP; Mia Mercatili, BS; Melissa Giomboni; Olivia Kiwak, from Misericordia University
This literature review includes background and current practices of using tabletop roleplaying games (TTRPGs) for learning and their application to speech therapy. Role-playing games (RPGs), which consist of collaborative verbal discourse between participants, have been widely used in education. TTRPGs differ from RPGs because they use dice to create parameters for what participants can do or say in gameplay. TTRPGs have been an emerging trend in higher education as they have regained recent popularity with adventures such as Dungeons & Dragons. This verbal game style provides motivation, engagement, and a safe environment to participate in different learning scenarios. Transformative learning occurs with TTRPGs when players make sense of their experiences. Transformative TTRPGs (TF-TTRPGs) can link the authenticity of the play experience with the participants’ goals, especially with pragmatics. Pragmatics is using social language and social rules in social contexts. This includes verbal communication such as requesting, commenting, and discourse. Pragmatic language also includes non-verbal communication including body language, eye contact, and proximity. There are various training protocols for pragmatics including comic strip illustrations of perspectives; social stories for social transitions; and social scripts as interaction prompts. There is no current literature on the use of TF-TTRPGs to increase social skills in people diagnosed with social pragmatic communication disorder. Retrieval was from a corpus of 108 articles from academic databases and included 30 articles in this review. Extracted themes from the articles included the current skill development with TTRPGs, perceptions of TTRPGs for learning, and settings for TTRPG gameplay.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Grace Walsh; Brianna Miluk, MS, CCC-SLP, from PennWest University
Early intervention is a service that helps children ages birth to three or who have or are at risk for developmental delays or disabilities. In this presentation we look at the five main developmental areas. Cognitive development, communication development, physical development, social or emotional development and adaptive development. Parents play a big role with the intervention process, and play an important role in the child’s language development. In this presentation we look at different research and results of different types of intervention for children who have developmental delays and disabilities.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Pediatric SLP
Christine Del Guercio, BS; Kaitlyn Clarke, PhD, CCC-SLP, from Marywood University
Autism spectrum disorder is a neurodevelopmental disorder that affects communication, social interaction and behavior. Most research done in ASD is usually focused on children, which causes a gap in the research knowledge on the adolescent and young adult populations with ASD. Questions are often raised in research articles whether the semantic, syntactic and conversational skills in children are similar in adolescents and young adults or if there are varying deficits. This case study investigated the semantic and syntactic diversity (i.e., vocabulary and grammar), as well as pragmatic skills (i.e. use of paraverbals and adherence to conversational maxims), of a young adult female with ASD in varying environments across communication partners. While previous research has been conducted studying the syntactic and semantic language skills in ASD, most of the data is collected on young children. The limited data on young adult population leads to the uncertainty of the progression of language impairments as one ages. The use of SUGAR language sample analysis, as well as tracking adherence to pragmatic rules/maxims, for this population is also discussed and evaluated. There were notable differences in total number of words, mean length of utterance and words per sentence across the environments, indicating the effect that the environment and conversational partners had on the semantic and syntactic skills. The analysis on conversational maxims and conversational skills indicate that the combination of the environment and the conversational partners impact the percentage followed and the overall number of applicable contexts.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Michaela Raub, BS; Kara Thourot, BS; Sara Lombardi, BS; Victoria Slusark; Mia Mercatili, BS; Erin Roberts, MS, CCC-SLP, from Misericordia University
In recent years, the understanding of language development in autistic individuals has rapidly advanced. One such area of research is Gestalt Language Processing (GLP), a style of language acquisition that begins with larger chunks of language and is commonly seen in autistic individuals, though GLP is not exclusive to this population (Blanc, Blackwell, & Elias, 2023). GLP varies from the more common style of language acquisition that begins with single words, known as analytic language processing (ALP) (Blanc, Blackwell, & Elias, 2023). In recent years, the interest in GLP has expanded, but there is limited data regarding the level at which students and professionals understand the phenomenon (Blanc, 2012; Stiegler, 2015). This study aims to evaluate SLP graduate students’ knowledge of GLP through an anonymous survey sent to SLP graduate students across the United States. The survey contained open-ended questions and questions utilizing a Likert scale. Researchers asked students to define GLP, describe the difference between GLP and analytic language processing, discuss their confidence level and feelings of preparedness in treating GLP clients, and identify the origin of their knowledge regarding GLP. The results of this survey will be analyzed for trends and qualitatively coded to identify participants’ knowledge of GLP. The findings of this study will provide researchers, academic instructors, clinical supervisors, and SLPs in the field with insights into the proportion of emerging professionals familiar with GLP and perhaps identify areas of need for additional professional development.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Pediatric SLP
Brandon Garivaldo, MS, CCC-SLP; Leah Fabiano, PhD, CCC-SLP, from University of Pittsburgh
An estimated 28.5 percent of children enrolled in public schools are Latinx (NCES, 2023). Given that 10.3 percent of students were reported to be multilingual (NCES, 2023), a greater proportion of students are monolingual speakers of English; however, they may not speak “Standard” American English (SAE). Instead, these students may speak a cultural, community form of English known as Chicano English (Penfield & Ornstein-Galicia, 1985). Though it is assumed to be spoken by Spanish-English bilingual speakers, Chicano English, like all other varieties, is a form of communication that is acquired by children through caregivers and contains its own norms and ways of communication (Penfield & Ornstein-Galicia, 1985). Being that Latinx children speak a variety of English, that is not SAE, this begs the question: Should traditional, monolingual English, standardized articulation test be used with monolingual Chicano English speakers? To address this question, researchers used 22 children (with and without a speech impairment) from an NIH funded database who are from a predominantly Latinx school and 22 children whose data were published in Grigos, Moss and Lu (2015) to serve as a SAE comparison group. Standard Scores from the Goldman-Fristoe Test of Articulation (GFTA) and Percent Consonant Correct (PCC) were analyzed using Mann-Whitney U-tests to observe any statistical differences between the Latinx group and the SAE group. Additionally, a simple linear regression model was completed to compare correlation and predicted values between both groups. Results indicated potential for misdiagnosis of speech impairment in children who speak Chicano English.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Pediatric SLP
Jaimee Conmy, BS; Panayiota Senekkis-Florent, PhD, CCC-SLP, BCS-S; Heather Leavy Rusiewicz, PhD, CCC-SLP; Annette Baft-Neff, MS, CCC-SLP; Brooke Baumann, MS, CCC-SLP, from Duquesne University
Pediatric feeding and swallowing disorders, also referred to as pediatric dysphagia, are estimated to affect one in 37 children under the age of 5 (Kovacic et al., 2021). A common treatment strategy for pediatric dysphagia is the modification of liquid thickness. However, for infants and children, evidence regarding the effectiveness of thickened liquids—and their potential adverse effects on both the child and family—remains limited. Caregivers play a crucial role in managing their child’s health and treatment outcomes, yet there is a notable gap in the literature regarding their perspectives, experiences and sense of self-efficacy (confidence) in using thickened liquids as a therapeutic approach. This poster presentation will examine caregiver’s reports of self-efficacy as they relate to the education they were provided about thickened liquids. A mixed-methods survey research design, incorporating both quantitative and qualitative data, was employed using Qualtrics XM software. A total of 70 caregivers were recruited through professional networks and social media outreach, with 58 participants completing the survey in full. The findings from this study provide valuable insights into caregivers’ experiences with thickened liquids and highlight areas where further education from speech-language pathologists is needed to enhance caregiver support and improve outcomes for children with pediatric dysphagia.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Pediatric SLP
Kathleen Scaler Scott, PhD, CCC-SLP, BCS-F, Misericordia University; Elyse Lambeth, MS, CCC-SLP, Seattle Children’s Hospital; Emma Schaedler; Erica Scheinberg; Sarah Hardy; Margaret Koester; Brenna Field; Emma Maley; Kayla Montemarano; Katie Herring; Kateri Grice, from Misericordia University
This ethnographic study collected and analyzed interviews of 8 children with “other” fluency disorders: cluttering, atypical disfluency, excessive non-stuttering like disfluency. Each school-age child participated in a semi-structured interview focusing on grand and mini tour questions. The participants were asked to speak about their perspective and experience with communication in general. Preliminary results of this study revealed the following themes: friendships are hard; high-level communication is a goal; everyone doesn’t ‘get’ me when I talk. Clinical and research implications of findings will be discussed.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Pediatric SLP
Natalie Rees; Fiora Marchionda; Abigail Delehanty, PhD, CCC-SLP, from Duquesne University
Children on the autism spectrum have been observed to explore and play with objects differently than children with typical development. For example, they may focus intently on objects, gather them, or use objects in a repetitive manner by sorting or organizing them into lines. Children with autism are also less likely to show joint engagement with others during play, and they may show delays in symbolic and imaginary play. For these reasons, speech and language interventions for children on the autism spectrum often include the teaching of play. However, very little research has examined play development in very young autistic children. In this study, two trained student researchers coded actions with objects during toy play from naturalistic, video-recorded home observations in a sample of 50 autistic toddlers at a mean age of 20 months. Videos were coded using Noldus Pro Observer XT software for a variety of exploratory, functional, constructive, symbolic and imaginative play actions. Twenty percent of videos were double coded to ensure adequate inter-rater reliability. The aim of this research study was to identify and describe patterns of object exploration and use in this sample. Findings from this study will deepen understanding of the development of play in very young children on the autism spectrum. It is important to increase our understanding of early play skills in this population so that speech-language pathologists can build on children’s strengths, help them make meaningful connections with other people, and take a neurodiversity-affirming approach to teaching social interaction and play.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Emily Gierczynski; Heather Rusiewicz, PhD, CCC-SLP, from Duquesne University
In the field of speech-language-pathology, using valid, effective, evidence-based therapy methods to treat speech sound disorders is vital. Children with SSDs make up a significant percentage of students who receive speech-language services in diverse settings. However, there may be barriers for implementing therapy approaches and techniques leading to a potential disconnect between research to practice. Implementation science (IS) is a branch of science that investigates that gap, to ensure that evidence-based practices are executed with full fidelity and consistency, while acknowledging the inherent incongruencies of research and clinical environments. This presentation aims to provide an overview of the key aspects of IS and to explore frameworks of IS by focusing on the use of Dynamic Temporal Tactile Cueing, an intervention approach often advocated for the treatment of childhood apraxia of speech. This potential disconnect between the research and using this therapy in real-world settings will be presented with highlighted qualitative data from a study/interview of the experiences of highly trained speech-language pathologists using DTTC in research and non-research contexts. Future directions and implications of enhanced IS and an understanding of the benefits and challenges that come with it can help clinicians narrow the research to practice gap when using DTTC in clinical practice will be discussed.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Emily Tucker, BA, Moravian University; Mary Jane Granito, Moravian University; Sanika Desai, Manipal Academy of Higher Education, India; Monica Kaniamattam, PhD, CCC-SLP, Moravian University; Sunila John, PhD, Manipal Academy of Higher Education, India
International inter-university projects enable students from each country to serve as cultural informants, helping their counterparts gain insights into the socio-culturally informed perspectives on disability and rehabilitation prevalent in their local context. Such collaboration enhances understanding of how these perspectives influence family roles and expectations regarding rehabilitation services, including speech-language therapy. It also provides an excellent opportunity for Speech-Language Pathology (SLP) students to develop cultural sensitivity about the local culture and contributes to their journey of developing cross-cultural competence. The current project involves collaboration between students from an SLP program in Pennsylvania and India to produce an awareness video on rehabilitation access and support needs of Asian Indian immigrants. This project team included two third-year undergraduate SLP students—one from India and one from the U.S.—along with a first-year Master’s SLP student as the mentor. The team studied the experiences of Asian Indian immigrants with rehabilitation needs, shaped by cultural complexities and the challenges of adapting to new systems and interviewed various stakeholders from this community. The project team conducted a collaborative autoethnography focusing on developing cross-cultural sensitivity. Throughout the project, the students maintained detailed reflection notes. Their independent reflections, WhatsApp group chat messages and group discussions served as the primary data set for the collaborative autoethnography. Analysis of independent reflections and group discussions reveals that this inter-university project provided a valuable learning opportunity. The presentation will advocate for culturally sensitive rehabilitation service provision and the need for cultural competence and humility in rehabilitation professionals and students.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Nicole Fiore, BA; Anna Valle, BS; Kathryn Drager, PhD, CCC-SLP, from The Pennsylvania State University; Nimisha Muttiah, PhD, CCC-SLP, SUNY, Cortland and University of Kelaniya (Sri Lanka)
This poster will focus on the needs of educators and parents when introduced to augmentative and alternative communication (AAC), specifically in low- and middle-income countries. Individuals who are unable to use speech as their main mode of communication use AAC to support their communication, which includes both aided light-tech (e.g. picture boards, communication books) and high-tech (e.g., speech-generating devices) systems. An estimated 85 percent of children with disabilities live in low- and middle-income countries (Helander, 1993). AAC offers children in these countries meaningful participation in educational and social settings. However, the challenge of providing services in these countries is compounded by the lack of trained clinicians. The purpose of this research explores the support requested by educators and caregivers of children with disabilities in Sri Lanka for the implementation of AAC. There is an urgent need to explore the perspectives of educators and parents regarding their experiences with AAC services to support them in learning how to use AAC effectively with their students and children. A nominal group technique was used, a structured brainstorming method, to explore the perspectives of educators and parents in Sri Lanka. This is a structured, multistep, facilitated, qualitative group interview technique, which provides keen understanding of uninvestigated topics (Dezin & Lincoln, 2011). Preliminary results suggest that both educators and parents highlight the lack of awareness about AAC and limited trained communication partners as difficulties. Both groups expressed the desire to improve their own knowledge of AAC. Final results will be discussed in the full poster.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Madison Yurich, BS, Thiel College; Mary Beth Mason, PhD, CCC-SLP, South College
Although more than 70 million people worldwide use sign language, there is limited research concerning treatments for the most common type of aphasia in these individuals. This type of aphasia, known as Broca’s aphasia, is a language disorder in which patients have difficulty producing fluent speech. There is a plethora of knowledge that exists about how Broca’s aphasia affects the neural pathway used for the production of oral language, but somehow, this same information is lacking in the sign language realm. This lack of research suggests that the neural pathway used to produce sign language has not been solidified by professionals in the field of neuroscience. In this thesis, a map of the neural sign language pathway will be proposed, using what has already been discovered about the neural pathway involved in the production of written language. This will then be examined in relation to how sign language is affected by Broca’s aphasia. Based on the proposed pathway and existing treatments for oral speakers, a new treatment option for Broca’s aphasia in sign language patients, known as the Progressive Fluency Aphasia Treatment for Signers (PFATS), will be outlined and explained. It is intended that speech therapists would be able to implement these techniques in a clinical setting. This will allow for all individuals suffering with Broca’s aphasia, whether they communicate via spoken language or sign language, to have the opportunity to receive the evidence-based treatment that they deserve.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Adult SLP
Kearston Healey, MS, CCC-SLP; Mia Mercatili, BS; Melissa Giomboni; Olivia Kiwak, from Misericordia University
Game-based learning in speech therapy has gained significant attention in clinical practice and research (Springle, 2024). Studies have highlighted that gamified approaches can enhance learner engagement and facilitate active learning (Tang, et al., 2019). Karpouzis et al. (2018) demonstrated that interactive games designed for speech therapy captured learners’ interest and provided immediate feedback, creating a more dynamic learning environment. Similarly, a study by Chuang et al. (2020) found that gamification strategies, such as point systems and rewards, effectively motivated children with speech disorders, leading to improved articulation and language skills outcomes. Additionally, the perspectives of speech-language pathologists have been investigated with conclusive agreement that game-based learning is appropriate when facilitated by an adult (Springle, 2024). We assessed game-based learning in speech therapy by surveying graduate student clinicians in speech-language pathology. The survey seeks to determine the types of games, disorders, and ages of learners participating in game-based learning. We also seek to understand the perceptions of clinicians’ use of games on therapeutic success. Survey questions include games for therapy activities, games used in therapy,
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Kearston Healey, MS, CCC-SLP; Mia Mercatili, BS; Melissa Giomboni; Olivia Kiwak, from Misericordia University
A podcast is audio and/or visual media that centralizes around a specific topic and is accessed through an electronic device with an Internet connection (Dau & Anderson, 2022). Podcasts for supplemental learning have increased due to improved accessibility and awareness of podcasts, flexibility to learn in non-educational settings, and adherence to universal design for learning (UDL) standards (Dau & Andersen, 2022; Kelly et al., 2022; Gunderson & Cumming, 2022). Podcasting provides a platform for self-defined learning and a sense of community while providing a more in-depth understanding of the topic (Kelly et al., 2022; Dau & Anderson, 2022). Podcasting was determined to be an effective learning tool in higher education compared to print media (Carvalho et al., 2009). Research on student perceptions of podcasts concludes that students are open to podcasts as an avenue for learning (Gunderson & Cumming, 2022). It was found that resident medical student learners valued podcasts for learning more than medical school students (Kelly et al., 2022). Previous, though limited research exists on the usefulness of educational podcasts on applied learner outcomes in speech-language pathology from over a decade prior. The current study proposes an update to determine the effectiveness of podcasts in the speech-language pathology classroom for both in-person and online undergraduate and graduate students. Various pre-produced podcasts were disseminated throughout one academic semester to students for supplemental learning on multiple topics. This study consists of an optional survey and open-ended questions to further determine the perspectives of learners with podcasts.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Glen Tellis, PhD, CCC-SLP, BCS-F; Kathleen Scaler Scott, PhD, CCC-SLP, BCS-F; Ava Laukaitis; Megan Roman; Erica Scheinberg; Sarah Hardy; Megan Aaron; Alyssa Robinson; Emma Schaedler, from Misericordia University
In this study, we compare the percentage of disfluencies and the physiological indicators of stress (i.e., heart rate variability, eye tracking and cognitive load) among adults who clutter to those of adults who stutter in two situations simulated by virtual reality (VR): 1) a casual conversation with friends in a café; 2) a job interview. Results of this study have implications for highlighting individualized needs in holistic cluttering and stuttering treatment.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Multi-Interest
Julia Winebrenner; Molly Sullivan; Megan Kelley; Seth Tichenor, from Duquesne University
Differences in the speaker’s goal when speaking, identified by stutterer’s self-ratings of how often their goal is to “not stutter” when speaking, is highly useful in identifying sub-group differences in how speakers’ experience, cope with, and manage stuttering (Tichenor et al., 2022; Tichenor & Yaruss, 2019). A person’s goal when speaking is a measure of how a person wants to be seen by the world around them (i.e., how they do or do not seek to hide their role identity as people who stutter) (Tichenor et al., 2023). Individuals who more frequently state “not stuttering” as their goal when speaking are significantly more likely to use covert forms of stuttering than people who state they stutter more openly, experience poorer emotional regulation and respond to anticipation with avoidance of stuttering (Tichenor et al., 2022). This study explored whether spontaneity (i.e., how little speakers are thinking about their speech, stuttering, or communication when talking, see Constantino et al., 2020) was related to how stutterers are seeking to show or conceal their stuttering role identity across three speaking situations. Results indicated that spontaneity and concealment of a stuttering role identity were significantly inversely related. Clinical applications to the field of speech-language pathology of this finding will be discussed.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-interest
Ashley Dugas, BS; Mary Weidner, PhD, CCC-SLP, from PennWest University
Alumni play a critical role in supporting the success of current students and in the vitality of programmatic growth and advancement. In speech-language pathology, alumni can serve as mentors and clinical supervisors, and provide a network of support to their future colleagues and coworkers. Following graduation, however, students often become disconnected from their training institutions and lose access to a professional community to provide them with needed early-career mentorship and support. In order to establish a broader network of alumni and support the needs of students in training, PennWest University (formerly California, Clarion, and Edinboro Universities of PA) has recently developed the “PennWest CSD Alumni Association.” This poster highlights the mission and activities of the Association, with recommendations for implementation in other CSD programs.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Paul Evitts, PhD, CCC-SLP, Penn State Harrisburg; Karen Fallon, PhD, CCC-SLP, Gwynedd Mercy University; Alison Boyle, MA, CCC-SLP, Gwynedd Mercy University; Heidi Haas, MS, CCC-SLP, Penn State Harrisburg; John P. Gniady, MD, Penn State College of Medicine
Healthcare accessibility is a critical part of overall public health, yet rural populations face unique challenges that may hinder their ability to access essential healthcare services. These barriers may include geography, transportation, workforce shortages, limited health literacy, and cultural/behavioral factors (e.g., Casey et al., 2001), among others. While these barriers exist across healthcare, the effects are also observed for SLP and audiology services. This proposed poster presentation will provide information on justifying the need for increased speech, language and hearing screenings and services to rural communities, the framework for arranging services through community partnerships using multiple institutions, and the results of providing those services (e.g., number and type of screens, impact on community) following a pilot program which deployed the mobile clinic staffed by an SLP and an audiologist to a variety of community locations in Schuylkill and Perry counties in Pennsylvania.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Cayla Solis, MS, CCC-SLP; Grace Burke, BS; Nicole Romano, MS, CCC-SLP; Salena Babb, PhD; Jessica Caron, PhD, CCC-SLP, Penn State University
Children with complex communication needs (CCN) often face significant challenges in acquiring literacy skills due to the lack of evidence-based instruction tailored to their needs. As many as 90% of individuals who use augmentative and alternative communication (AAC) enter adulthood without functional literacy skills (Foley & Wolter, 2010). While some research addresses early literacy skills, such as letter-sound correspondence and decoding (Caron et al., 2023; Yorke et al., 2021), explicit instruction in phonics rules, including digraphs, remains limited. Digraphs (/Ch/, /Sh/, /Th/, /Ck/) are introduced in kindergarten as they represent common sound-symbol correspondences in early reading materials (Moats, 2020). Teaching digraphs supports phoneme blending and segmentation, which are critical for decoding and spelling (Ehri, 2005). Explicit instruction following a model-guided-independent sequence has been shown to improve phonics learning by scaffolding skills through demonstration, guided practice and independent application (Archer & Hughes, 2011). This study examines the impact of explicit instruction in digraph phonics rules (/Ch/, /Sh/, /Th/, /Ck/) on three early literacy skills for children with CCN who use AAC. Preliminary findings indicate that after receiving explicit instruction, the participant demonstrated significant gains in encoding digraphs in isolation and decoding words containing digraphs. The intervention targeted three key literacy skills: typing the digraph in isolation, sound blending and decoding words containing digraphs. Initial baseline measures indicated limited proficiency in all three areas, but post-intervention data revealed steady improvement, with increased accuracy and consistency in recognizing and applying these phonics rules. These findings suggest that explicit phonics instruction can play a critical role in enhancing literacy outcomes for children with CCN who use AAC, contributing valuable insights into effective instructional approaches for this population.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Pediatric SLP
Bethany Brodock, BS, Thiel College; Mary Beth Mason, PhD, CCC-SLP, South College
Purpose: The purpose of this study was to determine if the efficacy of melodic intonation therapy (MIT) is impacted via the addition of telehealth. This was analyzed in an 84 year old female case study approximately 5 years post stroke with non-fluent aphasia. Adults with acquired aphasia resulting from stroke tend to have access to speech therapy for a limited time post stroke. This leaves the question of if aphasia treatments will be able to be extended to a more accessible form of therapy, telehealth. MIT is an example of an intense aphasia treatment which has not been tested in an online setting, and this study aimed to analyze if it is a plausible treatment plan. Method: The participant participated in a two-week long trial of MIT for three days a week for an hour via zoom. Homework was administered for non-treatment days for about 15 minutes a day, totaling 60 minutes of maintenance homework per week. Cognitive Language Quick Test+ (CLQT+) and Aphasia Impact Questionnaire (AIQ) were administered to assess cognitive ability, the impact of aphasia, as well as client satisfaction pre and post-trial.
Results: After the two-week trial, the CLQT+ and AIQ scores improved. This indicates that cognitive-linguistic ability and quality of life improved over the three week period, and that the MIT was effective for the participant. Additionally, session outcomes improved across the two sessions in which MIT scoring was taken. Conclusion: Comparing this study’s preliminary outcomes to previous successful MIT trials proves that the addition of online therapy has little to no adverse effects on trial outcomes. This finding will support future full-length clinical trials with more participants, as the methods worked efficiently for the two-week period. Adjustments in procedure were necessary to enable improvement in the case study. However, client satisfaction also shows that extending MIT and potentially other aphasia therapies to online access will give clients more access to speech therapy post-stroke and improve quality of life.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Adult SLP
Emily Horn; Erin Schellenger; Laura Richardson, PhD, CCC-SLP, from Lebanon Valley College
Children with complex communication needs (Beukelman & Light, 2020) may have motor, visual, hearing, cognitive and receptive and expressive communication limitations that limit their ability to play with traditional toys. Play is an essential tool for how children learn about and participate in their environments and leads to both motor and communication improvements that are sustained over time (Hsieh-Chun, 2008, 2012). While there are some toys that are pre-adapted for children with complex disabilities (e.g., such as those available at www.enablingdevices.com), they can be cost-prohibitive for parents and not covered by insurance (Bourkey-Taylor, Cotter, & Stephan, 2014). Many clinicians have begun to adapt commercially available toys using “do-it-yourself” methods including light-tech adaptations such as Velcro, suction cups, cylindrical foam and non-slip surfaces (Hsieh-Chun, 2008) as well as high-tech adaptations including battery interrupters and switches (Hsieh-Chun, 2008). For individuals with complex communication needs, caregiver coaching (Rush & Sheldon, 2020) in such adaptations is essential to improve participation (Beukelman & Light, 2020; Ogletree & Pierce, 2010). The current research investigated the following research question: What are the effects of coaching caregivers in the adaptation and use of adapted toys on communication and parent satisfaction for children with complex communication needs? Five children with complex communication needs and their caregivers from locations geographically close to Lebanon Valley College (Annville, PA) participated in an adaptive toy workshop in which caregivers were taught how to adapt commercially available toys using battery interrupters. Instrumental case studies demonstrating a feature-matching approach to meet the needs of the children as well as qualitative analysis of communication outcomes and caregiver satisfaction will be presented.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Pediatric SLP
Kathleen Scaler Scott, PhD, CCC-SLP, BCS-F; Samantha Delmar, BS; Emma Schaedler; Erica Scheinberg; Sarah Hardy; Kateri Grice, BS; Brenna Field; Katie Herring; Margaret Koester; Emma Maley; Kayla Montemarano, from Misericordia University
A key component of treating fluency disorders is a client’s readiness to begin treatment. Floyd et al. (2007) were the first to adapt the Transtheoretical, or Readiness for Change Model (Prochaska & DiClemente, 1984) to stuttering. While this model has been successfully applied to stuttering (Floyd et al., 2007; Rodgers et al., 2020; Zebrowski et al., 2021), there are no such models for cluttering. The development of this model is critical due to the many anecdotal reports of people with cluttering refusing treatment, with little understanding of the factors that go into a person’s readiness for change. The development of this model can help speech-language therapists better understand a client’s readiness, and how to use this to best support cluttering clients. The current study adapted the Transtheoretical Model to cluttering. A questionnaire (adapted from the scales proposed by Zebrowski and colleagues) was modified and formulated to assess readiness for change in cluttering. In consideration of adaptation of this model to cluttering, a focus group with adults who clutter was held to discuss the initial adaptation and to identify areas of relevance to stakeholders, as well as areas where cluttering differs from stuttering. Themes from the focus group will be presented. Clinical implications of focus group will be discussed, especially as they relate to challenges that may be unique in stages of readiness in cluttering.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Multi-Interest
Eleanor Smyser, MS, CCC-SLP, SLUHN
While Speech-Language Pathologist often trial many swallow strategies during instrumental swallow evaluations with the goal of reducing aspiration, a reclined position is not a strategy frequently attempted. In this poster we will review a case study highlighting the potential benefits of a reclined position for swallowing. Our patient, Mr. R, was first introduced to us when he came in for an outpatient MBSS. At the time of first meeting Mr. R been NPO for two years, had had multiple MBSS that showed aspiration across all consistencies despite strategies trials, and was using a PEG as a primary source of nutrition. Mr. R had a long history of head and neck cancer and was presenting with dysphagia largely related to radiation fibrosis. In this particular case study, a reclined position as a swallow strategy was effective at preventing aspiration when head turns, chin tuck, effortful swallow, bolus hold and supraglottic swallow strategies were ineffective. Gravity was able to assist in keeping bolus inferior to the laryngeal vestibule and therefore helped to pilot the bolus away from the airway. During the MBSS, Mr, R was able to utilize the reclined position to participate in PO intake without significant aspiration, and subsequently was able to resume PO intake after several years NPO. This poster presentation will review the history of the reclined positioning as a strategy, the images from Mr. R’s MBSS, and current available research on the reclined position as a strategy.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Adult SLP
Samantha Delmar; Maria Monteleone; Megan Roman; Alyssa Robinson; Megan Aaron; Ava Laukaitis; Glen Tellis, PhD, CCC-SLP, BCS-F; Dr. Kathleen Scaler Scott, Ph.D., CCC-SLP, BCS-SCF, from Misericordia University
This study aimed to evaluate the effectiveness of mock video vignettes in improving graduate student clinicians’ skills and confidence in delivering accurate therapeutic techniques for stuttering and cluttering. Although graduate programs provide training in stuttering and cluttering therapy, many clinicians report lacking confidence in applying this knowledge, often due to limited experience with clients who stutter or clutter. This emphasizes the need for resources that address the gap between academic learning and clinical practice, helping to reduce the challenges in treating clients with stuttering and/or cluttering disorders. Graduate students in a fluency disorders course created one- to two- minute mock video vignettes showcasing both proper and improper methods of administering stuttering and cluttering therapeutic techniques. Two Board Certified Stuttering, Cluttering, and Fluency Specialists (BCS-SCF) reviewed and approved the videos to ensure the accuracy and relevance of the techniques. Students were able to access the repository of all the video vignettes created in class to reference during their clinical work. Prior to beginning therapy for their stuttering and cluttering clients, graduate students reviewed the videos and responded to a survey that included a combination of yes/no, Likert-type, and open-ended questions. Preliminary findings indicate that student clinicians greatly benefited from reviewing the mock video vignettes, with 73.68% of survey respondents agreeing that the videos helped them feel more prepared to treat clients who stutter and/or clutter. Additionally, 94.74% of survey respondents indicated that they believe future graduate-level classes should create mock video vignettes of treatment techniques.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Megan Aaron; Ava Laukaitis; Megan Roman; Alyssa Robinson; Glen Tellis, PhD, CCC-SLP, BCS-F, from Misericordia University
Virtual reality serves as a modern tool that can improve speech therapy sessions for individuals from diverse backgrounds, lifestyles, and professions. This study examines the possible advantages of incorporating virtual reality headsets as a visually immersive experience to transform conventional speech therapy practices. Typically, therapy sessions involve one-on-one interactions in a familiar environment with a speech-language pathologist, fostering a sense of comfort. However, this level of ease often does not translate to how clients feel in new environments or when interacting with unfamiliar individuals. Virtual reality technology allows clients to be placed in diverse environments from a break room to a kitchen table. These simulated settings help clients apply the skills they have developed in speech therapy to real-world situations that more closely resemble their daily lives. The virtual reality application also offers avatars that can display facial expressions, ask clinician-inputted questions, and maintain eye contact with the client. These customizable features enable clinicians to tailor therapy sessions to each client’s specific goals. Incorporating virtual reality into speech therapy holds the potential to revolutionize how treatment is delivered and experienced. By offering immersive, customizable environments, it bridges the gap between therapy and real-life communication challenges. The flexibility and adaptability of virtual reality enables clinicians to address specific therapeutic goals with greater precision, making it a powerful tool in the future of speech-language pathology. Through this innovation, the boundaries of traditional therapy can be expanded, opening new pathways for clients to achieve lasting progress and improved communication in the real world.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Sophie Wolf, MS, CCC-SLP; Aarthi Madhavan, PhD, CCC-SLP; Nicole Etter, PhD, CCC-SLP; Abigale Baransky; Krista Wilkinson, PhD, from The Pennsylvania State University
Purpose: The authors are investigators on a grant measuring oral strength, structure and somatosensation and their relationship to functional swallow in individuals with Down syndrome (DS). Assessments include the MASA, IOPI, spontaneous swallowing frequency, food avoidance and oral somatosensation. Individuals with DS have intellectual disability, which may impact their understanding of verbal task directions. We have integrated visual communication supports to enhance comprehension of assessment tasks and will describe their impact. Methods: We created videos demonstrating tasks, featuring a community advisor with DS responding with a thumbs up (able to complete) or thumbs down (declining the task). A plush mouth model aids comprehension of the IOPI and oral somatosensation tasks. Still images reinforce instructions. A Talking Mats AAC approach supports a 5-point scale for textural preferences and food avoidance. Results: Participants have referenced the videos, indicating they help set expectations. The mouth model improved understanding of the IOPI, preventing incorrect tongue placement. Still images assisted with somatosensation tasks, both for understanding and responses. Images of thumbs up/down, originally intended for task participation, were also used to indicate sensory responses, benefiting those with limited speech. Conclusions: AAC supports may make swallow assessments accessible to persons with intellectual disability thus improving informed consent & participation their health care.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
