Research Surveys

PSHA is pleased to inform members of this/these opportunity/opportunities to participate in research. An overview of the purpose of the research, the requirements for the participants, and the contact information for the author(s) is included for the study/each of the studies. Please note that the authors have secured the appropriate approvals from Institutional Research Boards (IRBs) and other relevant entities for the conduct of their studies. PSHA supports scholarly work to advance our informational base about normal and non-normal communication, as well as clinical service delivery issues.

Pediatric Feeding and Swallowing

Posted 11/2021

Pediatric Feeding and Swallowing

Seeking support from practicing Speech-Language Pathologists who want to contribute to research in pediatric feeding and swallowing! This survey design is aimed to gather data on the graduate instruction experience, postgraduate barriers and supports, and the impact of these factors on the clinician’s current self-assessed confidence in providing pediatric feeding and swallowing assessment and intervention for children from birth to age five. In addition, the survey respondents are asked to share their comfort level in providing these services utilizing the current Division for Early Childhood recommended practices. This information will better inform our understanding of how to support our field practitioners in accessing the recommended practices and providing support for implementation within multiple settings the child and families may be served.

Why Should You Participate?

  • Familiarize yourself with Division of Early Childhood recommended practices
  • Self-reflective opportunity
  • Contribute to a body of evidence aimed at increasing educational opportunities in the specialty area of pediatric feeding and swallowing for SLPs

Who Can Participate?

  • Practice in Pediatric Feeding and Swallowing
  • Serve children between the ages of birth to age five
  • Reside and practice in the United States

If you are interested in this opportunity and meet the inclusion criteria, please complete the survey at

If you have any questions or concerns, please contact me via email at

Alisha Delgado MA, CCC-SLP
University of Kansas
SLPD Clinical Doctorate

Self-Reported Assessment Practices With Children Ages 4-8

Posted 11/2021

Self-Reported Assessment Practices With Children Ages 4-8

You’re invited to participate in an anonymous survey designed to understand pediatric speech- language pathologists’ knowledge and implementation of assessment practices with young children. The first 150 pediatric SLPs who complete this survey will receive $10.00 for their time. Payment will be sent via Venmo or PayPal. You qualify to take the survey if you are a licensed SLP who currently works with children between the ages of 4 and 8 years old. You can find detailed information about the study and take the survey:

If you have any questions, please feel free to e-mail me. You can also reach out to the main researcher, Becca Jarzynski, NIU PhD student ( or the faculty advisor, Dr. Milijana Buac (

Thank you for your time!
Ayleen Ramos

Bilingual AAC Systems

Posted 10/2021

Bilingual AAC Systems

Do you know

  • a child that is between the age of 6 and 18-years-old
  • that is English-Spanish bilingual
  • uses augmentative and alternative communication (AAC)

If you do, you are invited to participate in this research study! 

This study is lead by Kasie Galley under the guidance of Dr. Janice Light and seeks to explore the factors that result in successful bilingual English-Spanish AAC systems.

Participation will include one-on-one confidential virtual interviews conducted by the researcher with the child, their caregiver, and a familiar special educator (teacher/ speech-language pathologist). **Okay if child / special educator is not available for interview**

Participants will be asked questions about the AAC systems the child uses for English-Spanish bilingual communication. The results of this study may provide significant information for improving services for bilingual children with complex communication needs (CCN) who use augmentative and alternative communication (AAC).

If you’re interested in participating or have additional questions, please contact Kasie via email at

Kasie Galley, MS, CCC-SLP (she/her) | Doctoral Student
Department of Communication Sciences and Disorders 
College of Health & Human Development 
Penn State University 

Virtual reality – a reality for learning?

Posted 10/2021
Virtual reality – a reality for learning?
I am reaching out to clinicians who work with children that have been identified with developmental language disorder and are between the ages of six through eight years old. Children may have a previous diagnosis of a language disorder or specific language impairment.

The purpose of this study is to investigate an immersive virtual field trip (iVFT) on topic specific academic vocabulary for students with developmental language disorder (DLD). The primary objective is to compare gains in targeted vocabulary measures between a traditional book condition and an iVFT learning condition. As part of the eligibility process, DLD will be confirmed through a language evaluation using the CELF-5 and PPVT-5. Once enrolled for the study, there will be 5 sessions over a one-week period. Most sessions will be 20-30 minutes but the first and last sessions will take 45-60 minutes. All sessions will occur in Zoom on days and times that work best for families, or I can arrange time during the school day.

What will you do:

  • Children will complete language and vocabulary assessments.
  • Children will engage in interactive learning with a book or 3D virtual field trip for 15 minutes on three consecutive days.
  • Participate via Zoom.
  • Caregivers will be asked about child’s language and literacy development.

Who can participate:

  • Suspected or diagnosed developmental language disorder with a vocabulary deficit
  • Understands and speaks fluent English.
  • Follows two-part directions.
  • Communicates with at least 5-word sentences.
  • Access to Wi-Fi.

This is not for your child if there is a history of seizures, severe motion sickness, sensitive to 3D scenes, inability to hear or see when using a mobile device, or intellectual disability.

To enroll and ask questions call or email the researcher:
Yvonne D’Uva Howard
MS CCC-SLP/L (Doctoral student) / 267-664-5486

Management of Depression and Anxiety in Patients With Aphasia

Posted 7/2021

Management of Depression and Anxiety in Patients With Aphasia

You are invited to participate in a research project conducted by an undergraduate research fellow in the Communication Disorders Department at the University of Nebraska at Kearney, under the direction of Dr. Ladan Ghazi Saidi. The study, Management of Depression and Anxiety in Patients with Aphasia by Speech-Language Pathologists is approved by the University of Nebraska at Kearney Undergraduate Research Fellows Advisors Board (IRB #031021-1).

Please review the consent form attached. If you agree to participate, please click here.