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
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
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
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
Mark Pellowski, PhD, CCC-SLP, Department of Speech Language Pathology and Audiology, Towson University
Fifteen adults who stutter participated in a training program using a mindfulness app. The participants self-perceptions of mindfulness were surveyed (pre- and post-experiment) using three standardized questionnaires and their stuttering severity was measured using the Stuttering Severity Instrument-4. An A-B-A research design was implemented whereby the effects of multiple mindfulness exercises/practices were assessed relative to the participant’s mindfulness and satisfaction with his/her daily conversational speech. Self-perceptions and the psychosocial effects of stuttering were also assessed. Results indicated improvements in mindfulness, conversational satisfaction, stuttering severity, and the psychosocial effects of stuttering. Clinical implications will be discussed regarding the relationship between mindfulness and stuttering in the field of speech language pathology.
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
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
Kathleen Scaler Scott, PhD, CCC-SLP, BCS-F; Samantha Delmar, BS; Emma; 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, 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
