2019 Poster Directory - Ohio Speech-Language Hearing ... › uploads › 2019 › 02 › ... · Dr. Arrese conducts evidence-based research on swallowing and respiratory function

2019 Poster Directory

Posters Displayed Morrow & Marion Rooms

Sat, March 9: 8:00 am – 3:30 pm

See Poster Details Within for Live Presentation Times

Student Poster #1 Live Presentation: 2:00-2:45 pm

The Negative Impact of Stuttering: Hopelessness and Suicidal Ideations Tala Abou-Dahech Faculty: Rodney Gabel, Ph.D

The purpose of this study was to explore the negative impact of stuttering on the lives of people who stutter. The study utilizes qualitative and quantitative methodology in attempt to gain a deeper understanding of people who stutter's experiences from semi-structured interviews,a questionnaire, and a series of demographic questions. Data will be reviewed in detail and presented during the ASHA conference. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to list the possible negative impacts of stuttering.

• Participants will be able to describe the methods critical to a qualitative study.

• Participants will be able to describe the role of helplessness in understanding

the experience of stuttering.

Author Bio(s) & Disclosures:

Tala Abou-Dahech is a graduate student at the University of Toledo. She is interested in many aspects of the field of speech-language pathology, including stuttering. Tala completed this study as part of her graduate assistantship.

Rodney Gabel, Ph.D., CCC-SLP, BCS-F, is a Professor at the University of Toledo. He teaches courses in stuttering and directs the Northwest Ohio Stuttering Clinics, which supports two intensive clinics. Dr. Gabel has published more than 50 articles and presented nearly 100 presentations at international, national, and state conferences.

Authors and presenters associated with this poster content have no financial or nonfinancial affiliations to disclose.


Linguistic Differences in the Narrative Productions by Adolescents with and without Autism Spectrum Disorder Theresa Adams, Sarah Kingsbury, Hailey Kingsbury Faculty: Dr. Aaron Shield

Adolescents with (n=20) and without (n=20) autism spectrum disorder, matched for age, intelligence, and language, produced narratives during the Trier Social Stress Test. This data was analyzed for pronoun use, mental state terms, and disfluencies, mean length of utterance, length of narrative, and number of different words. Intermediate Learning Level

Learner Outcomes:

• Participants will learn about pronominal reference, mental state terms, and

disfluencies.

• Participants will understand more about the Trier Social Stress Test and its use

in research.

• Participants will learn what differences are present between adolescents with

and without ASD in the production of narratives.


Theresa Adams is a senior Speech Pathology and Audiology and Psychology double major at Miami University. This is her second year in the Sign Language and Autism Lab at Miami. She will attend graduate school to become a speech pathologist. This is her second time presenting at OSLHA.

Sarah Kingsbury is a senior Speech Pathology and Audiology major at Miami University, completing four semesters working in the Sign Language and Autism Lab at Miami (SLAM). She is applying to graduate schools with audiology programs, and has a special interest in hearing aid dispensation for geriatric populations. She is excited to have her collaborative efforts presented at OSLHA as a culmination of working for over two years with this data.

Hailey Kingsbury is a sophomore Speech Pathology and Audiology major at Miami University. This is her first semester in the Sign Language and Autism Lab and is excited to be on the team, given her interest in ASL and special education. She plans on attending grad school to get her doctorate in audiology and is interested in working with children and incorporating ASL use. She is looking forward to starting off her lab experience with the ability to present at OSLHA.

Dr. Aaron Shield is Assistant Professor of Speech Pathology & Audiology at Miami University. He holds a Ph.D. in Linguistics from the University of Texas at Austin.



Parents' Perceptions of the Impact of Stuttering on Life Experiences Yasmina Ahmad, Kayla Corne, Cody Dew Faculty: Rodney Gabel, Ph.D.

The purpose of this study was to explore the life experiences, beliefs, and reactions of adults who stutter regarding stuttering. Participants completed a structured interview, as well as the Inventory of Life Experiences with Stuttering (ILP-S). Data collection for the study has been completed, and initial findings suggest that stuttering has a negative impact on the life experiences and beliefs of adults who stutter. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to identify the important steps in qualitative research

• Participants will be able to describe parents' perceptions of the impact of

stuttering for their children

• Participants will be able to explain the application of this research to clinical

practice


Yasmina Ahmad is a graduate student at the University of Toledo. She is interested in many aspects of the field of speech-language pathology, including stuttering. Kayla has assisted in the current study as a part of an undergraduate research experience.

Kayla Corne is graduate student at the University of Toledo. She is interested in many aspects of the field of speech-language pathology, including stuttering. Kayla has assisted in the current study as a part of an undergraduate research experience.

Cody Dew is a graduate student at the University of Toledo. He is interested in stuttering and other aspects of the field of speech-language pathology. He has assisted in several research project as an undergraduate and graduate student.




Relationship Between Patient Perception of Swallowing and Videofluoroscopy for the Head and Neck Cancer Population Aisuluu Baatyrbek kyzy Faculty: Dr. Loni Arrese

Patient perception of swallowing function is a critical aspect of patient-centered care and often drives medical decision making. This project will investigate the relationship between head and neck cancer patient’s perceived swallowing impairment and objective measures of swallowing function as indexed by videofluoroscopy. Introductory Learning Level

Learner Outcomes:

• Participants will be able to describe validated outcome measures to assess

airway safety and dysphagia severity.

• Participants will be able to discuss the association between patient perceived

impairment and airway safety for head and neck cancer patients.

• Participants will be able to describe a validated patient reported outcome

measures of swallowing function.


Aisuluu Baatyrbek, B.A. is a 1st year graduate student in the speech-language pathology program at The Ohio State University (OSU). Aisuluu graduated with her Bachelor’s degree in Speech and Hearing Science from OSU in May of 2018. She has experience working in the dysphagia laboratory directed by Dr. Loni Arrese, PhD at Ohio State University. Currently, she is a graduate clinician actively treating clients at the Ohio State University’s Speech-Language-Hearing Clinic.

Loni C. Arrese, Ph.D., CCC-SLP is an Assistant Professor in the Department of Otolaryngology – Head and Neck Surgery at The Ohio State University Wexner Medical Center. Dr. Arrese graduated from Columbia University with a Master’s in Speech Pathology in 2002. She obtained her PhD. in 2015 focusing her research on head and neck cancer. Her area of expertise incorporates assessment and treatment of swallowing and swallowing disorders (dysphagia). Dr. Arrese conducts evidence-based research on swallowing and respiratory function in treated head and neck cancer patients. She maintains her clinical practice by evaluating and treating patients with dysphagia at The James Comprehensive Cancer Center.



AAC Access and Use in School by Individuals With Autism Alison Baker, Dr. Allison Bean Ellawadi, Lindsey Paden Miller

and Samantha Lyle Faculty: Dr. Allison Bean Ellawadi

Just as verbal individuals need functional articulators in order to communicate, individuals who communicate with AAC devices need their fully functioning device within accessible proximity. This study seeks to examine the relationship between access and use in the school setting by ambulatory children with autism. Preliminary data analysis indicates that more consistent device presence results in more use. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to describe major elements of the study design.

• Participants will be able to discuss the authors' conclusions.

• Participants will be able to identify possible implications for practice.


Alison is a first-year student in the Speech-Language Pathology Masters program at Miami University. Alison graduated from Ohio State in December of 2017 having completed an honors undergraduate research thesis titled investigating visual memory and attention in children with and without autism spectrum disorder. She has presented her work at international, national and state conferences.

Lindsey Paden Miller - In her twelve years at Bridgeway Academy, Lindsey has focused her clinical development and continuing education in the area of augmentative and alternative communication (AAC) and is level two PROMPT trained. This school year, Lindsey is working with a professor at The Ohio State University on several research studies on using AAC with children with autism.

Samantha Lyle- Sam is the speech department supervisor at Bridgeway Academy. She graduated with her Master's degree from The Ohio State University.

Dr. Allison Bean Ellawadi Allison is an assistant professor at OSU. Allison teaches courses on Autism Spectrum Disorders, Introduction to Communication and Its Disorders and Research Methods. Her research focuses on language development in individuals with autism spectrum disorders and the role of domain-general processes in language development. She has presented her work at national and international conferences.



Teach a Man to Fish: Training Communication Partners and Peers to Combat Asymmetries and Promote Independence of AAC Users in Interactions Between Children with Complex Communication Needs and Non-Disabled Peers

Chelsea Black Faculty: Jenna Buffa

Human development is guided by social exchanges. Play enables children to develop appropriate social communication skills (e.g., turn-taking, understanding others’ emotions). Thus, interventions in peer and partner training can support AAC users in establishing this social closeness while also combating the common conversational asymmetries between children with complex communication needs and non-disabled peers Introductory Learning Level

Learner Outcomes:

• The participants will be able to implement peer and partner training programs

that target the goals of AAC users, such as increasing appropriate communicative acts.

• The participants will be able to create effective environments for enjoyable

play to support children with cerebral palsy and other diagnoses resulting in a complex communication impairment.

• The participants will be able to use strategies to prompt conversational

symmetry, active engagement, and turn-taking between AAC users and non-disabled peers.


Chelsea is a 2nd year graduate student studying Speech-Language Pathology at The University of Akron. She will be graduating with her Master's degree in May of 2019 with a concentration in Augmentative-Alternative Communication (AAC). She has participated in the university AAC evaluation team. She has also had experience trialing and programming AAC devices, as well as providing interventions to children and adults at a variety of on- and off-campus facilities throughout her graduate career thus far. Chelsea has analyzed research in therapeutic techniques and interventions for AAC users with cerebral palsy. She appreciates the support from her university faculty and colleagues.

Jenna Buffa, M.A. CCC-SLP is a Supervisor of Clinical Instruction and the AAC Coordinator in the School of Speech Language Pathology and Audiology at The University of Akron. Jenna graduated with her Master’s degree from The University of Akron in 2013 with a focus in Augmentative Alternative Communication and Autism. She has a history of working as a speech-language pathologist in public schools and in a specialized school for children on the Autism Spectrum.



Quality and Quantity of Sign Language Input for Children with Severe Childhood Apraxia of Speech Abby Bowman Faculty: Aaron Shield

There is a sign supported speech program at St. Rita’s School for the Deaf in Cincinnati, Ohio for students with Childhood Apraxia of Speech. This presentation will focus on the quality and quantity of sign language input from the teachers for children with severe Childhood Apraxia of Speech in this program. Intermediate Learning Level

Learner Outcomes:

• The participants will be able to identify the consistency of sign language input a

cross several teachers enrolled in the St. Rita's sign-supported speech program for children with severe Childhood Apraxia of Speech.

• The participants will be able to learn about sign language as a potential avenue

of intervention for children with severe Childhood Apraxia of Speech.

• The participants will be able to view if teachers produce more iconic or intentio

nally manipulated or exaggerated signs for children with severe Childhood Apraxia of Speech.


Abby Bowman is a senior at Miami University pursuing a Bachelor of Science in Speech Pathology and Audiology. She has a minor in Disability Studies.

Dr. Aaron Shield is Assistant Professor of Speech Pathology & Audiology at Miami University. He holds a Ph.D. in Linguistics from the University of Texas at Austin (2010).



Observed Communication Interactions Between Staff and Residents in Nursing Homes. Emily Brinkman, Kelly Knollman-Porter, Jane Straker Faculty: Kelly Knollman-Porter

The purpose of this preliminary observational study is to examine the type, quality, and quantity of communication interactions between nursing home staff and residents with acquired neurogenic communication disorders. Furthermore, the study aims to discover what barriers are present that inhibit effective communication between residents and staff. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to identify the most frequent methods of

communication used between staff and residents with acquired neurogenic communication disorders.

• Participants will be able to explain at least 3 barriers to communication

between residents with acquired neurogenic communication disorders and staff within the nursing home setting.

• Participants will be able to describe potential strategies that will aid in

communication effectiveness between staff and residents with acquired neurogenic communication disorders.


Emily Brinkman, B. S., is a second year graduate student studying Speech Language Pathology at Miami University. Emily is currently researching the effectiveness of communication between nursing home staff and residents with acquired neurogenic communication disorders. Her professional interests include aphasia, dementia care, and child language.

Kelly Knollman-Porter, PhD is an assistant professor at Miami University and director of the MU Stroke Support Group and Concussion Management Program. Her research and teaching interest focus on the development of functional cognitive and linguistic methods to assess and treat adults with acquired brain disorders.

Dr. Jane K. Straker currently serves as Director of Research and a Senior Research Scholar at Miami University's Scripps Gerontology Center. Her research interests include assessing consumer satisfaction with long-term services and supports, person-centered/resident-directed care, issues and programs in the aging network, issues affecting direct care workers and leadership in long-term care.




Speech-in-Speech Recognition: Understanding the Effect of Different Talker Maskers Stephanie Brown, Eleanor Teahan Faculty: Lauren Calandruccio

Speech-on-speech recognition tasks can vary considerably depending upon the combination of the target and masker speech. Here, we explore the importance of temporal similarity between the target and masker speech, and its influence on informational masking. Results for a speech-on-speech recognition task for 20 normal-hearing listeners will be presented. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to identify the differences between informational

masking and energetic masking.

• Participants will be able to explain temporal similarity.

• Participants will be able to describe a speech-on-speech recognition task.


Stephanie Brown is a second-year graduate student in the Speech Language Pathology Master’s Program at Case Western Reserve University. She is a Graduate Research Assistant in the Speech and Auditory Research Laboratory. Her M.A. thesis is entitled: “Speech-in-Speech Recognition: Understanding the Effect of Different Talker Maskers”.

Eleanor Teahan is a fourth-year undergraduate student majoring in the Communication Sciences program at Case Western Reserve University. She is an undergraduate research assistant in the Speech and Auditory Research Laboratory. In Fall of 2019, she hopes to attend a Speech Language Pathology graduate program with a bilingual extension.

Lauren Calandruccio is an Associate Professor in the Department of Psychological Sciences at Case Western Reserve University. Her research program focuses on speech perception in background noise and is currently funded by the National Institutes of Health. She is a past Editor for the American Journal of Audiology and currently serves on the board of trustees for the ASHA Foundation.



AAC Communication Partner Instruction: Foundations for Implementation and Strategies for Partner Instruction Cassandra Calia Faculty: Jenna Buffa

Communication partner instruction has a well documented positive impact on the communication of people who use AAC. This poster presentation outlines the steps for training communication partners to more effectively interact with AAC users. This presentation also identifies key strategies to teach communication partners. Introductory Learning Level

Learner Outcomes:

• Participants will be able to describe the steps for training communication

partners to have more effective communicative interactions with the person who uses AAC.

• Participants will be able to identify several partner strategies to implement

with communication partners and AAC users.

• Participants will be able to explain and identify partner behaviors that facilitate

communication for AAC users.


Cassandra is a 2rd year graduate student studying Speech-Language Pathology at The University of Akron. She is graduating in the spring of 2019 with a concentration in Augmentative-Alternative Communication (AAC). She has participated in the university's AAC evaluation and treatment team. She has also had experience doing device trials, programming, and providing interventions at a variety of off-campus placements facilitated throughout her graduate career so far.




Using Core Vocabulary Instruction as an Evidence-Based Intervention Strategy for AAC Users Katherine Caprez Faculty: Jenna Buffa

This presentation is a comprehensive examination of current research on the use of core vocabulary instruction as an intervention technique for populations using augmentative and alternative communication (AAC). It outlines definitions, steps for implementation, and more. Speech-language pathologists, teachers, paraprofessionals, and parents of AAC users would benefit from this presentation. Introductory Learning Level

Learner Outcomes:

• The participants will be able to understand the difference between “core” and

“fringe” vocabulary.

• The participants will be able to explain the benefits of using core vocabulary

instruction with clients who use AAC.

• The participants will be able to list various intervention strategies to

implement core vocabulary instruction with individuals who use AAC and clients who may not use AAC in a one-on-one and group setting.


Katherine Caprez, B.S. is a second-year graduate student studying Speech-Language Pathology with a concentration in Augmentative and Alternative Communication (AAC). Born and raised in Akron, Ohio, Katherine has returned to her hometown to complete her education at the University of Akron. She is an intern for Akron Public Schools in AAC where she has gained experience in the use of various communication devices, access methods, and their implementation in therapy. Katherine is also an ambassador for VocaliD - a company that crowdsources human speech to create custom digital voices for AAC users - which has allowed her to speak at various Universities on the topic of AAC.




Digital Dual Language Books for English Language Learners Sisan Cuervo, Jordan Frauhiger Faculty: Amy Hobek

This study investigates the differences in verbal engagement of twenty Hispanic dual language learners when presented with English-only versus bilingual video books on iPads. The differences between groups will be compared in outcome measures of expressive responses in English analyzed via the Systematic Analysis of Language Transcription software. Introductory Learning Level

Learner Outcomes:

• The participants will be able to describe the importance of an 'additive

approach' for English Language Learners.

• The participants will be able to observe how dual language books can be

implemented during one on one sessions.

• The participants will be able to identify two strategies to use when working

with bilingual/ bicultural clients.


Sisan Cuervo, MS, CCC-SLP is a PhD student at the University of Cincinnati focusing on child language and literacy related to cultural and linguistic diversity of children living in poverty. Her research is directed toward examining dual language books to support mono-English SLPs in working with English language learners. Experienced with bilingual and ELL children. She is funded through a US Department of Education Leadership Project.

Jordan Frauhiger B.S., is a second year master's student with the department of Communication Sciences and Disorders at the University of Cincinnati. Her research interest are in language development of English language learners.

Amy Hobek, PhD, CCC-SLP is Educator Assistant Professor of Communication Sciences and Disorders at the University of Cincinnati. Her research, teaching, and clinical practice are in child language and literacy with a focus on cultural and linguistic diversity related to children and families living in poverty. She has published and lectured at numerous meetings, including multiple ASHA conventions.



Bilingual Language Development: Beliefs, Attitudes, and Myths Jenna DeCarlo Faculty: Dr. Rebecca McCauley

Despite the well documented positive cognitive effects of bilingualism in children (e.g., increased attention and inhibition), educators and service providers often provide bilingual families with information that is inconsistent with the literature. This literature review will discuss the common myths associated with bilingual language development and evidence to dispel them. Introductory Learning Level

Learner Outcomes:

• Participants will be able to discuss three benefits of bilingual language develop

ment.

• Participants will be able to describe beliefs and attitudes toward bilingual langu

age development.

• Participants will be able to identify three commonly held myths associated wit

h bilingual language development and research to dispel them.


Jenna is a second year Masters student in the SLP program at Ohio State. In 2017, Jenna graduated from OSU with a BA in Speech and Hearing Science with minors in Developmental Psychology and Spanish. In her undergraduate years, she completed and honors thesis: “Predictors of Augmentative and Alternative Communication in School Age AAC Users.” Jenna presented her work at national and state-wide conferences. She is currently a LEND trainee at the Nisonger Center at Ohio State.

Rebecca McCauley received a Ph.D. (Psychology: Cognition and Communication) from the University of Chicago. She is currently a professor of Speech & Hearing Science at The Ohio State University. Her research and teaching interests focus on assessment and treatment of children's communication disorders, especially speech sound disorders. She has authored and coedited numerous publications, including 6 books, and is director of the Children's Communications Laboratory. Rebecca holds the ASHA CCC-SLP and is an ASHA Fellow.



Use of Virtual Reality in Stuttering Therapy Cody Dew Faculty: Rodney Gabel

The purpose of this study was to study the use of a low cost, virtual reality (VR) public speaking simulation during stuttering treatment. The five participants completed the VR simulation with three different audience sizes. Participants also complete a presentation in front of a group. Participants’ affective, cognitive, and behavioral reactions during these situations were measured during each presentation. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to identify the uses of virtual reality in stuttering

treatment.

• Participants will be able to describe the benefits of virtual reality in stuttering

treatment.

• Participants will be able to explain how virtual reality might be utilized when

treating individuals with other communication disabilities.


Cody Dew is a graduate student at the University of Toledo. He is interested in stuttering and other aspects of the field of speech-language pathology. He has assisted in several research project as an undergraduate and graduate student.




International Dysphagia Diet Standardization Initiative (IDDSI) Implementation at Nationwide Children's Hospital Maleah Ferriman, Melanie Stevens, Colleen Vincent Faculty: Jennifer Lundine

Nationwide Children's Hospital is working to implement standardized terminology to describe texture modified foods and thickened liquids for individuals with dysphagia in a pediatric hospital. The poster will describe the project approach including stakeholder identification, education regarding framework, and testing of foods/liquids to support menu modifications. Introductory Learning Level

Learner Outcomes:

• The participants will be able to describe the IDDSI framework and its

applications in pediatric dysphagia.

• The participants will be able to identify key stakeholders necessary for

implementation of a standardized dysphagia program in a pediatric hospital.

• The participants will be able to describe the project approach for IDDSI

implementation in a pediatric hospital.


Maleah Ferriman is a second year master's student in The Ohio State University’s MA-SLP program. She graduated from Ohio State in May 2016 with a BA degree in Speech and Hearing Sciences. Maleah has worked as a Speech-Language Pathology aide at Nationwide Children's Hospital for 2 years. Her clinical interests delve into a range of areas including swallowing, traumatic brain injury, and Augmentative and Alternative Communication in both pediatric and adult populations.

Melanie Stevens, MS/CCC-SLP, BCS-S, is an SLP with a Board Certification in Swallowing and Clinical Supervisor in the Speech Language Pathology department at Nationwide Children’s Hospital in Columbus, Ohio. She received her bachelor’s degree in Speech & Hearing Science from The Ohio State University and her master’s degree in communication disorders from Western Carolina University. She has been practicing for 20 years and has worked as a pediatric Speech Language Pathologist for the past 18 years. For the past 7 years she has worked in the NICU with a primary focus on meeting the communication needs of patients with tracheostomy tubes. She is a member of the multidisciplinary Pediatric Aerodigestive Team at Nationwide Children’s Hospital. She also has a focus area in pediatric dysphagia completing bedside clinical evaluations, Video Fluoroscopic Swallowing Studies (VFSS) and Fiberoptic Endoscopic Evaluation of Swallowing (FEES) and helping to lead initiatives to improve the feeding/swallowing services at Nationwide Children’s Hospital.

Colleen Vincent, M.S., CCC-SLP, BCS-S has worked as a speech-language pathologist at Nationwide Children’s Hospital for 14 years. She currently works on the rehabilitation unit and acute care units. She specializes in working with children and adolescents with brain injury, and feeding and swallowing disorders. Colleen is board certified in swallowing and swallowing disorders.

Jennifer P. Lundine, PhD, CCC-SLP, BC-ANCDS, is an assistant professor in the Department of Speech and Hearing Science at The Ohio State University. She is also a research scientist at Nationwide Children’s Hospital, where she worked as a clinician on the pediatric rehabilitation unit for 12 years. Her clinical, teaching, and research interests include cognitive-communication disorders associated with acquired brain injury (ABI) in children and adolescents. Specifically, her research focuses on improving gaps in access to and utilization of services designed to support children with ABI and identifying specific approaches that would improve assessment and treatment practices following pediatric ABI.



Training First Responders on Complex Communication Needs: An Investigation of Efficacy Bethany Frick, Kacie Ross, Claire Goecke, Maleah Ferriman Faculty: Amy Miller Sonntag

People with complex communication needs often have accompanying disorders that increase the need for medical attention. Even if a communication system exists, there is a need for training of first responders to match the needs of these populations. A lit review will look at the efficacy of these trainings. Introductory Learning Level

Learner Outcomes:

• Participants will be able to identify scenarios

for first responders to be trained in how to communicate with different populations

• Participants will be able to describe why a one-day training with hands-

on experience is the most efficacious training strategy.

• Participants will be able to

explain the steps of the training that could be enacted in their community


Bethany Frick is a second year Ph.D. and Master's student in the Speech and Hearing Science Department at The Ohio State University. She graduated from Missouri State University in 2017 with a B.S. in Communication Sciences and Disorders and a B.S. in Spanish. Her research interests include Augmentative and Alternative Communication, autism spectrum disorders, language development, and multicultural aspects of communication. She is an ardent advocate for the populations she serves and is actively engaged in the community increasing accessibility for those with complex communication needs and awareness for the field as a whole.

Kacie Ross is a second year student in the Speech-Language Pathology master's program at Ohio State University. She completed her B.A. in Speech and Hearing Sciences from Ohio State in 2016. Within the master's program, Kacie is completing a topic specialization in family intervention. She currently serves as the treasurer for the Speech-Language Pathology Graduate Organization and is actively involved in the fundraising and advocacy committees.

Claire Goecke is a fourth year undergraduate student, majoring in Speech and Hearing Science at The Ohio State University. She plans to graduate in the spring of 2019 and attend graduate school to pursue her master's degree in Speech-Language Pathology in the state of Ohio. Her specific research interests are in augmentative and alternative communication and autism.

Maleah Ferriman is a second year master's student in The Ohio State University’s MA-SLP program. She graduated from Ohio State in May 2016 with a BA degree in Speech and Hearing Sciences. Maleah's clinical interests delve into a range of areas including s

Amy Miller Sonntag. M.A., CCC-SLP, is a Clinical Assistant Professor at The Ohio State University in the Department of Speech and Hearing Science. She received her MA from Ohio University in 1996. She has devoted 20+ years to serving patients with complex communication achieve communication independence through evaluation, therapy, and consultative services. She has presented at numerous state and national conferences including the American Speech-Language-Hearing Association, Closing the Gap, NC Assistive Technology Expo, Ohio Speech Language Hearing Association, Ohio School Speech Language Hearing Association (OSSPEAC), and regional schools, clinics, and parent groups.



Making Room At the Table Eleanor Gulick Faculty: Dr. Brent Archer

This study explores the strategies that facilitators use to ensure that group members with severe linguistic processing abilities can participate in conversation. A qualitative analysis was conducted on data from three conversation groups. The results indicate that facilitators closely monitor the interaction and use various scaffolding techniques to promote inclusiveness. Introductory Learning Level

Learner Outcomes:

• Participants will be able to identify group conversation members who would

benefit from greater support due to their linguistic processing deficits.

• Participants will be able to explain the role facilitator awareness plays in the

intervention strategies they employ.

• Participants will be able to describe strategies utilized by experienced

facilitators to make room at the table.


Eleanor Gulick obtained her Bachelor’s degree in Speech and Hearing Science in 2018 from Ohio State University. She is a first year Master’s student pursuing a degree in Speech Language Pathology at Bowling Green State University. Eleanor works under Dr. Brent Archer in the Interactional Aphasiology Lab. Her interests include aphasiology and motor speech disorders.

Brent E. Archer was born in Johannesburg, South Africa. He obtained his Master’s degree in speech-language pathology (SLP) in 2006, and practiced in rural hospitals and schools. After immigrating to the US in 2011, he provided SLP services in nursing homes located in central New York state and Louisiana. In 2012, he enrolled in the Applied Speech and Language Sciences doctoral program at the University of Louisiana, Lafayette. Upon graduating in 2016, he assumed a position as an Assistant Professor in Communication Disorders and Sciences at Bowling Green State University. Brent’s research interests include aphasiology, bilingualism in clinical populations and cognito-communicative disorders.



Measuring Patient Outcomes: How Do We Know What We Know? Jennifer Hensley Faculty: Jennifer Brello

This poster examines issues surrounding outcomes measurement for individuals with acquired neurogenic disorders to enable clinicians to evaluate treatment effectiveness and communicate progress for third-party payers. Best practices in overcoming communication and cognition barriers help clinicians measure what they intend to measure, and what is most meaningful to their clients. Introductory Learning Level

Learner Outcomes:

• The participants will be able to discuss issues related to outcomes

measurement for individuals with acquired neurogenic disorders, and relate those issues to their caseload.

• The participants will be able to explain best practices for measuring Quality of

Life outcomes for individuals with acquired neurogenic disorders.

• The participants will demonstrate understanding of the latest research into the

reliability and validity of key Quality of Life measures for working with individuals with aphasia and TBI.


Jennifer Hensley is a graduate clinician in the Speech-Language Pathology Master of Arts Program at The Ohio State University. She also holds an MA in Linguistics from the University of Edinburgh, Scotland. Her clinical interests are primarily in acquired disorders, such as aphasia and cognitive communication disorders. Her long-term goal is to improve care for older adults by advocating for systemic changes.

Jennifer Brello, MEd, CCC-SLP, is an Assistant Clinical Professor in the Department of Speech & Hearing Science at The Ohio State University. She teaches courses on Introduction to Communication Disorders, Clinical Methods in Speech-Language Pathology, and Adult Neurogenic Language Disorders. Jennifer also serves as the OSU Aphasia Initiative Program Director. She has 20 years of experience in clinical, research and academic settings.



Effects of Written, Auditory and Combined Modalities for People With Aphasia Brielle Hoagland, Karen Hux, Jessica Brown, Sarah Wallace, Darbi Ruff Faculty: Kelly Knollman-Porter

The researchers examined differences in comprehension accuracy and efficiency between read only, auditory only and combined conditions for 28 people with varying types and severities of aphasia when presented 2-3 functional paragraph information. Participant condition preferences will be discussed in addition to the functional application of the research findings. Intermediate Learning Level

Learner Outcomes:

• The participants will be able to describe comprehension accuracy of PWA in

written, auditory, and combined written and auditory modalities.

• The participants will be able to describe whether PWA are more efficient at

accessing written, auditory, or combined written and auditory modalities information.

• The participants will be able to identify which modality presentation PWA

preferred and use this information to shape clinical practice in therapy.


Brielle Hoagland graduated from The Ohio State University in 2017 with a Bachelor of Arts and is now pursuing a Master of Arts in Speech Pathology and Audiology at Miami University. She currently works as the lead graduate student researcher on a National Institute on Deafness and Other Communication Disorders grant: Strategies to Accommodate Reading in the Neurogenic Language and Cognitive Lab. Her interests include aphasia, cognition, and pediatric speech and language.


Karen Hux, Ph.D., CCC-SLP, is a professor emeritus from the University of Lincoln-Nebraska and is currently the Director of Research at Quality Living in Omaha, Nebraska.

Jessica Brown, Ph.D., CCC-SLP, is an assistant professor at the University of Arizona. Her research interests include cognitive, communication, and language deficits following acquired brain injury in student and adult populations.

Sarah E. Wallace, Ph.D., CCC-SLP, is an associate professor in the Speech-Language Pathology Department at Duquesne University. Her research interests include optimizing word retrieval interventions and augmentative and alternative communication strategie

Darbi Ruff is an undergraduate at Miami University and has worked in the Neurogenic Language and Cognitive Lab for 1 year. Her research and clinical interests include aphasia and neuropsychology of speech and language.




Story Retells of African American Preschoolers: A Comparison of Methods of Elicitation Mia Kimmons, Amy Hobek, Sophia Antunes, Maria Klumb Faculty: Nancy Creaghead

This study investigated from African American English speaking preschoolers. The purpose was to examine differences in the children’s story structure, syntax, semantics and dialect density based on the elicitation method. Results and implications will be presented. Introductory Learning Level

Learner Outcomes:

• Participants will be able to identify dialect differences within the language of

African American English speaking preschoolers.

• Participants will describe methods of eliciting narratives that may offer

variation to methods frequently used with African American English speaking preschoolers.

• Participants will explain why it is important to be familiar with the narrative

abilities of the African American preschooler and how narration plays a role in future academic skills.


Mia Kimmons, is a PhD candidate at the University of Cincinnati. Her research interests are in child language and literacy with a focus on cultural and linguistically diverse populations.

Amy Hobek, PhD is an Assistant Professor of Communication Sciences and Disorders at the University of Cincinnati. Her research is in child language and literacy. She currently lectures and conducts research around this topic. She has presented her research at numerous regional and national conferences around this topic.

Sophia Antunes, is an undergraduate student at the University of Cincinnati majoring in Communication Sciences and Disorders.

Maria Klumb, is an undergraduate student at the University of Cincinnati majoring in Communication Sciences and Disorders.

Nancy Creaghead, PhD is Professor of Communication Sciences and Disorders at the University of Cincinnati. Her research is in child language and literacy with a focus on cultural and linguistic differences related to children living in poverty. She has engaged in teaching and research around this topic. She has lectured at numerous meetings, including the 1978-2017 ASHA conventions.



Articulating a Female Vowel: Male to Female Transgender Therapy Taylor Koesters, Marisa Lucarelli, Kristen Ruta, Kassidy Turshon, Lexi Rymers, Dr. Caroline Menezes Faculty: Dr. Caroline Menezes

This research maps the articulatory and acoustic vowel spaces of two transitioning male to female clients over the duration of therapy. The transgender vowel space will be compared on a continuum with healthy female and healthy male vowel spaces. Introductory Learning Level

Learner Outcomes:

• Participants will understand the articulatory-acoustic relationship of speech

production.

• Participants will analyze the comparison of vowel spaces between transitioning

male to female clients with healthy male and female client.

• Participants will analyze the comparison of vowel spaces between transitioning

male to female clients with healthy male and female client.


Taylor is completing her Masters of Arts in Speech-Language Pathology at the University of Toledo and will be graduating in the spring of 2020.

Marisa is completing her Masters of Arts in Speech-Language Pathology at the University of Toledo and will be graduating in spring of 2019.

Kristen Ruta is a senior in the undergraduate Speech-Language Pathology program at the University of Toledo and will be graduating in the spring of 2019.

Kassiday Turshon is a junior in the undergraduate Speech-Language Pathology program at the University of Toledo and will be graduating in the spring of 2020.

Lexi is completing her Bachelors in Speech and Language Pathology at the University of Toledo and will be graduating in the spring of 2020.

Dr. Caroline Menezes specializes in articulatory phonetics and has close to 18 years of experience working with the Electromagnetic Articulograph system. This system is able to track the precise movement of the speech articulators and calculate the speed

Dr. Caroline Menezes specializes in articulatory phonetics and has close to 18 years of experience working with the Electromagnetic Articulograph system. This system is able to track the precise movement of the speech articulators and calculate the speed and velocity of these movements. In the last five years Dr. Menezes has been working with transgender patients to provide therapy that would effectively change sound quality.



Music to Your Ears: A Study of Noise-Induced Hearing Loss in Band Directors Grace Kubera, Julie Mortellaro Faculty: Dr. Myrita Wilhite

The purpose of this research is to investigate the existence of noise-induced hearing loss (NIHL) and tinnitus in professional band directors and to determine whether or not there is an association between NIHL, tinnitus, and the occupation of band directors. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to explain the potential impact of high noise levels

from music on hearing sensitivity.

• Participants will be able to explain the association of NIHL and tinnitus in

professional musicians.

• Participants will be able to state effective strategies to minimize the risk of

NIHL when participating in recreational activities that expose the auditory system to high noise levels.


Grace Kubera plans to graduate from Cleveland State University in May 2019 with a Master of Arts degree in Speech-Language Pathology. This research study completes her final exit project prior to graduation. Grace has experience collaborating with band directors as she's been working with a high school marching band for six years and participated in marching and concert bands throughout grade school. She previously researched how music affects hearing (noise-induced hearing loss) during her senior year of undergraduate studies and presented that information to middle school band students.

Julie Mortellaro has a Bachelor of Science degree in Speech Pathology and Audiology from Kent State University, and plans to graduate from Cleveland State University in May 2019 with a Master of Arts degree in Speech-Language Pathology. This research study will complete her final exit project prior to graduation. Julie previously participated in marching and concert band for eight years.

Dr. Myrita Wilhite is currently the Director of the Speech and Hearing Program at Cleveland State University. She has been an audiologist for almost 30 years. Dr. Wilhite received a clinical doctorate in audiology and is currently completing a research doctorate in Urban Education with a specialty in learning and development. She is passionate about the profession of audiology. Dr. Wilhite is interested in combining her knowledge and experience in audiology with research and child development.



Effects of Vocoding on Dialect and Gender Perception of Korean-English Bilinguals Joy Lee Faculty: Robert Fox, Ewa Jacewicz

I will examine the effect of vocoding on dialect and gender perception of Korean-English bilinguals. Bilinguals show consistent difficulty understanding degraded speech. Participants were asked to repeat what they heard and what they were able to understand. Results will be discussed. Introductory Learning Level

Learner Outcomes:

• Participants will be able to describe the effect of vocoded speech on

perception

• Participants will be able to explain reasons why non-native listeners have more

difficulty with comprehension of distorted speech

• Participants will be able to explain differences between native and non-native

listener performance in response to vocoded speech that imitates performance of cochlear implant users.


Lee is a second year speech-language pathology graduate student at the Ohio State University. She is trilingual in Korean, Mandarin, and English and is currently working with Dr. Fox and Dr. Jacewicz on bilingual research. She has a B.A in International Relations, International Development Studies, and speech language pathology and audiology.

Fox and Jacewicz co-direct the Speech Perception and Acoustics Laboratory in the Department of Speech and Hearing Science at Ohio State. Fox is a Professor and Chair of the Department, Jacewicz is a Research Associate Professor. Both have collaborated on a number of NIH-funded projects since 2000. Their research interests are in a better understanding of pronunciation variability in children and adults as a function of social factors and speech impairment. Their research has been published in flagship journals and presented at many international and national conferences. See their publication and presentation record at their professional pages at https://sphs.osu.edu/people.



Implicit Bias and African-American English Sarah Little Faculty: Dr. Janet Vuolo

African-American English is spoken and understood by most African-Americans in North America. Given that this dialect is often stigmatized, speech language pathologists (as language experts) must be aware of the effects of implicit bias on this patient population and what strategies they can implement to ensure cultural sensitivity. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to identify and explain cultural differences that

possibly affect a child’s performance in different contexts (e.g. in school, during evaluations, during speech therapy).

• Participants will be able to identify grammatical features of AAE that may

result in misdiagnosis.

• Participants will be able to create a questionnaire appropriate for their client in

order to gather qualitative information on the client’s cultural background (which may differ from that of the clinician).


Sarah is an MA-SLP student in the Department of Speech and Hearing Sciences at The Ohio State University. She is expected to graduate in the summer of 2020. She has done linguistic research in France and Guatemala and has a background in phonetics, sociolinguistics and second language acquisition. Immediately following her undergraduate degree, Sarah received a Fulbright grant to conduct independent research in Guatemala. Her project focused on the phonetic variation of the Spanish /r/ sound, investigating the potential effects of language contact between Spanish and Mayan languages. Her project culminated in two Master's degrees in Spanish linguistics. Sarah aspires to be a bilingual SLP specializing in Early Intervention in a pediatric medical facility.

Dr. Janet Vuolo (PhD: 2017, Purdue University) is an Assistant Professor in the Department of Speech and Hearing Science at The Ohio State University and a certified and licensed Speech-Language Pathologist. Her research focuses on the relationship between language and motor disorders in children with developmental language disorder, speech sound disorder, and childhood apraxia of speech. She teaches courses in motor speech disorders and child language disorders, including the assessment and treatment of language disorders in clinically and linguistically diverse populations.



The Importance of Sentence-level Coarticulation for Sentence Recognition in Noise Cassandra Lopez, Brandi Jett Faculty: Dr. Lauren Calandruccio

This study will explore the importance of coarticulation for target and masker speech for a speech-on-speech recognition task. Sentence-recognition thresholds for coarticulated and un-coarticulated speech in a speech and noise masker will be presented for 40 listeners with normal hearing. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to define differences in informational masking.

• Participants will be able to describe the importance of sentence-level

coarticulation for speech-on-speech masking.

• Participants will be able to explain a sentence recognition threshold.


Cassandra is a second-year undergraduate student at Case Western Reserve University studying Communication Sciences and Psychology. She is the President of the National Student Speech Language Hearing Association Case Western Chapter. Cassandra is also a Research Assistant in the Speech Auditory Research Lab at Case Western Reserve University.

Brandi Jett is a second-year master’s student in the Speech-Language Pathology Master’s Program in the Department of Psychological Sciences at Case Western Reserve University (CWRU). She has been a Research Assistant in the Speech and Auditory Research Lab for the past four years. She has presented her research focusing on speech-on-speech masking at both the ASHA Convention and OSLHA Conference. In 2016, Brandi participated in the PROmoting the next GENeration of Researchers (PROGENY) program supported by ASHA. In 2018, she is a recipient of the ASHA Student Travel Research Award.

Dr. Lauren Calandruccio is an Associate Professor in the Department of Psychological Sciences at Case Western Reserve University. Her research program focuses on speech perception in background noise and is currently funded by the National Institutes of Health. She is a past Editor for the American Journal of Audiology and currently serves on the board of trustees for the ASHFoundation.



Investigating Compensatory Language Processes Prompted by Rhythm Based Therapy in Chronic Aphasia: A Case Study Kristen McCormack Faculty: Yune S. Lee

Previous research suggests that rhythm may be the key factor enabling recovery of speech and language in aphasia patients. This study explored the efficacy of rhythm based therapy in chronic aphasia by utilizing state-of-the-art neuroimaging methods that delineated neuroanatomical changes after the intervention. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to describe non-fluent aphasia and explain how it can

affect the brain and language network.

• Participants will be able to explain some basic concepts of functional magnetic

resonance imaging such as BOLD signal, repetition time, and slice coverage. Describe non-fluent aphasia and explain how it can affect the brain and language network.

• Participants will be able to explain how rhythm based therapy may prompt

language compensatory strategies in adults with chronic aphasia.


Kristen McCormack is a second-year graduate student pursuing a M.A. in Speech-Language Pathology. at The Ohio State University. She plans to graduate in December 2019 and works under Dr. Yune Lee in the SLAM (Speech, Language, and Music) Lab. She previously attended The University of Massachusetts, Amherst where is graduated with a B.A. in Music and a B.S. in Communication Disorders. She plans to become a certified speech-language pathologist and has specific clinical interests in music, speech, and voice.

Yune S. Lee is an Assistant Professor in the Department of Speech and Hearing at The Ohio State University and a core faculty at the Center for Brain Injury. He received his doctorate in Cognitive Neuroscience from Dartmouth College and completed his postdoctoral training at University of Pennsylvania. His expertise domains include auditory functional neuroimaging, and his research focuses on the connection between speech, language, and music in the context of communication disorders and neurological disorders. The current research programs focus on brain-based evaluation of rehabilitation efficacy aimed at identifying neural plasticity associated with improved speech and language abilities through music activities.



Postsecondary Support Services for Students with Autism Spectrum Disorder Cailin Michael Faculty: Dr. Joann Benigno

This study will assess the resources and supports that are available to students with ASD from their own perspective. Participants will complete multiple self-report measures and a semi-structured interview. The findings will further our understanding of the needs that students with ASD require to excel in a postsecondary environment. Introductory Learning Level

Learner Outcomes:

• The participants will be able to list three challenges and needs that students

with ASD face in postsecondary education.

• The participants will be able to describe the following measures, the SRS-2, the

BRIEF-A and the C4S.

• The participants will be able to identify how postsecondary institutions are

providing supports to their students with ASD.


Cailin Michael is a senior at Ohio University studying Communication Sciences and Disorders. She graduated high school in 2015 and will be graduating with her Bachelors of Science in Communication Sciences and Disorders. Her primary research interests are social understanding, Theory of Mind, using ultrasound biofeedback for speech therapy, autism spectrum disorders and the supports available to students with ASD in a postsecondary setting.

Joann P. Benigno PhD, is an Associate Professor and Coordinator of Professional Programs in Communication Sciences and Disorders at Ohio University. Her primary research interests include examining the links between social cognition, language, and cognitive abilities in children with and without disabilities. She teaches courses in child language development and disorders. Her scholarship of teaching and learning foci include training students to work with children with autism spectrum disorder and their families through community outreach programming.



Language Sampling in People Who Use AAC Devices with Direct Selection: A New Approach Aine Mooney Faculty: Allison Bean Ellawadi

Language Sample Collection and Analysis (LSCA) for People Who Use Augmentative and Alternative Communication (PWUAAC) has limited presence in the literature. LSCA for PWUAAC presents with challenges, making it difficult to conduct LSCA. This poster focuses on the limitations and challenges in LSCA for PWUAAC and ways to overcome them. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to define the role of language sampling in assessment

• Participants will be able to define the importance of language sampling in AAC

and aspects of language sampling that are difficult to implement in the assessment of individuals who use AAC

• Participants will be able to list ways to implement best practices for collecting

language samples from individuals who use AAC devices with direct selection in their clinical practice


Aine Mooney, B.A., received her Bachelor's degree in Speech and Hearing Science from The Ohio State University in May 2017. Currently, Aine is a Master's student at The Ohio State University in their Speech-Language Pathology program. Her clinical and research interests are augmentative and alternative communication and developmental disabilities. Aine is working on a thesis project investigating language sampling practices for people who use augmentative and alternative communication devices. She has presented her work at the American Speech and Hearing Association annual convention.

Allison Bean Ellawadi, Ph.D., CCC-SLP, is an associate professor at The Ohio State University. She received her M.S. from New York Medical College in Speech-Language Pathology. She completed her Ph.D. in Communication Sciences and Disorders at the University of Iowa and postdoctoral training at the University of Wisconsin-Madison. Her research focuses on language development in individuals with ASD and the role of domain-general processes in language development. She has presented at national and international conferences.



The Efficacy of Body Scan Meditation in the Treatment of Voice Disorders Meredith Orozco, Allison Crittenden, Audrey Keokuk Faculty: Renee Gottliebson

This study examined the efficacy of an adapted body scan meditation, a Mindfulness Based Stress Reduction exercise, on treatment outcomes for patients with voice disorders. Results will include visual analysis of data, acoustic measures, and examination of participant questionnaires. Introductory Learning Level

Learner Outcomes:

• Participants will be able to describe body scan meditation and its potential

application in the treatment of voice disorders.

• Participants will be able to name stress and tension components associated

with voice disorders and describe the impact that body scan meditation might have on daily ratings of these components.

• Participants will be able to identify which voice disorders might benefit from

body scan meditation.


Meredith Orozco, B.A., is a second year Master’s student in the Department of Speech Pathology and Audiology at Miami University. She has been involved in the Speech and Voice Sciences Lab for two years and the Voice Lab for one year. She has assisted with research projects regarding Mindfulness-Based Stress Reduction Exercises.

Allison Crittenden is a senior undergraduate student in the Department of Speech Pathology and Audiology at Miami University. She has been involved in the Voice Lab for two years and has assisted with research projects regarding Mindfulness-Based Stress Reduction Exercises.

Audrey Keokuk is a junior undergraduate student in the Department of Speech Pathology and Audiology at Miami University. She has been involved in the Voice Lab for one year and has assisted with research projects regarding Mindfulness-Based Stress Reduction Exercises.

Renee Gottliebson, Ph.D., is a Clinical Faculty Member in the Department of Speech Pathology and Audiology at Miami University. Her research primarily focuses on the treatment of voice disorders.



Examination of Speech-Language Pathologists' Knowledge & Training in Integrative Treatment Methods for Voice Disorders Meredith Orozco, Rachel Hood Faculty: Susan Baker Brehm

This study examined speech-language pathologists’ knowledge and use of integrative treatment methods, such as Mindfulness Based Stress Reduction, with patients diagnosed with a functional voice disorder. Results will include responses from a national survey and will provide information about frequency of integrative treatment use and training experiences in these methods. Introductory Learning Level

Learner Outcomes:

• Participants will be able to describe how clinicians are treating functional voice

disorders, including physiologic, symptomatic, and integrative treatment methods, such as Mindfulness Based Stress Reduction (MBSR).

• Participants will be able to explain use of integrative treatment methods, such

as MBSR, can be beneficial in the treatment of functional voice disorders.

• Participants will be able to name clinical training resources available to speech-

language pathologists interested in implementing integrative treatment methods.


Meredith Orozco, B.A., is a second year Master’s student in the Department of Speech Pathology and Audiology at Miami University. She has been involved in the Speech and Voice Sciences Lab for two years and the Voice Lab for one year. She has assisted with research projects regarding Mindfulness-Based Stress Reduction Exercises.

Rachel Hood is a senior undergraduate student in the Department of Speech Pathology and Audiology at Miami University. She has assisted with research projects focused on video modeling, acoustic voice assessment, and Mindfulness-Based Stress Reduction Exercises through the Speech and Voice Science Lab at Miami University.

Susan Baker Brehm, Ph.D., is a Professor and the Chair of the Department of Speech Pathology and Audiology at Miami University. Her research primarily focuses on pediatric voice and upper airway disorders.



An Evaluation of Characteristics of Baby Food in Correlation to an International Diet Standardization Protocol Larson Pax, Paige Hembrough Faculty: Dr. Donna Scarborough, Dr. Michael Bailey-VanKuren, Dr. Jessica Sparks

Baby foods were selected to evaluate differences in viscosity, adhesion, and cohesion between manufacturers, packaging types, and temperature. Samples were evaluated using the clinical tests prescribed by the International Dysphagia Diet Standardization Initiative and a rheometer. We hypothesize no difference between manufacturers and packaging and temperature will change food characteristics. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to identify characteristics of baby foods that could

possibly impact the treatment of dysphagia

• Participants will be able to explain the importance of the standardization of

classification systems and the understanding of food/liquid characteristics when treating individuals with dysphagia.

• Participants will be able to describe clinical methods of testing foods/liquids.


Larson Pax is a 2nd year graduate student at Miami University in Oxford, Ohio pursuing her Master's degree in Speech Language Pathology. She completed her Bachelor's degree at Butler University in 2017.

Paige Hembrough is a Senior at Miami University pursuing a Bachelor's degree in Speech Language Pathology.

Dr. Donna Scarborough is an associate professor in the Department of Speech and Hearing Sciences at Miami University. She received her Ph.D at the University of Cincinnati in 2002. Her research interests include developmental neurosensory physiology, dysphagia, medical pediatrics. Dr. Michael Bailey-Van Kuren is an associate professor in the Department of Mechanical and Manufacturing Engineering at Miami University. He received his Ph.D from the Georgia Institute of Technology in 1996. He has a particular interest in pediatric mechatronics. Dr. Jessica Sparks is an associate professor in the Department of Chemical, Paper and Biomedical Engineering at Miami University. She received her Ph.D from the Ohio State University in 2007.



Art Therapy and Semantic Representations Katie Perse Faculty: Allison Bean Ellawadi

The aim of this study is to determine the effectiveness of drawing in conjunction with speech therapy in helping children with autism expand and develop their vocabulary compared to speech therapy alone. Intermediate Learning Level

Learner Outcomes:

• The participant will be able to explain the correlation between expressive

language and artistic expression.

• The participant will be able to explain why encouraging artistic expression may

increase verbal expression and strengthen semantic representations.

• The participant will be able to explain why a child with autism who does not

like to draw may lack age-appropriate expressive language skills.


Katie Perse is a second-year Masters student pursuing a degree in speech-language pathology at The Ohio State University. She currently holds a Bachelor of Arts in Speech and Hearing Science and psychology. Her clinical interests are autism spectrum disorders, AAC, and vocabulary acquisition.

Allison Bean is an assistant professor at OSU. She received her B.A. from Iona College and her M.S. from New York Medical College in Speech-Language Pathology. During her clinical fellowship year at Westchester Institute for Human Development, Allison participated in the Leadership in Education and Neurodevelopmental Disabilities (LEND) training program. She completed her Ph.D. in Communication Sciences and Disorders at the University of Iowa in 2010, followed by a year of postdoctoral training at the University of Wisconsin-Madison. Allison teaches courses on Autism Spectrum Disorders, Introduction to Communication and Its Disorders and Research Methods. Her research focuses on language development in individuals with autism spectrum disorders and the role of domain-general processes in language development. She has presented her work at national and international conferences.



Implementation of Aided Language Stimulation Throughout Daily Activities for AAC Users Hannah Peterson Faculty: Jenna Buffa

Aided Language Stimulation is an effective intervention for augmentative-alternative communication (AAC) users. This presentation will focus on how to implement aided language stimulation across a variety of settings by training family members and other communication partners to use this intervention method during daily activities. It will also discuss various ways to train these communication partners focusing mainly on video modeling. Introductory Learning Level

Learner Outcomes:

• Participants will be able to identify the purpose of aided language stimulation

intervention for individuals who use AAC systems.

• Participants will be able to outline various opportunities and settings to

generalize the use of aided language stimulation across a variety of settings.

• Participants will be able to explain how to use aided language stimulation and

train communication partners and family members of AAC users.


Hannah is a 2nd year graduate student studying Speech-Language Pathology at the University of Akron. She will graduate in Spring 2018 with a concentration in Augmentative and Alternative Communication. Through this specialization, she has participated in the university's AAC evaluation team, and has experience in device trials, programming and interventions for AAC users at a variety of on and off-campus clinical sites. She is also a speech intern at Kids First/T.O.P.S. Center for Autism, where she assists in AAC development, programming, and treatment.




Bilingualism and Stuttering: What SLPs Need to Know Emily Powers Faculty: Bridget A. Chapman

Language variables are known to affect both typical and stuttering-like disfluencies, yet the relationships between these variables in bilingual individuals is poorly understood. Many different factors contribute to the types of disfluencies and severity of a stutter, especially when examining bilingual individuals. By examining language proficiency, dominance and complexity, we are able to educate speech language pathologists and others on the relationship between bilingualism and stuttering. Introductory Learning Level

Learner Outcomes:

• Participants will be able to describe patterns of disfluencies produced by

bilingual persons who do and do not stutter.

• Participants will be able to describe patterns of the influence of language

dominance on stuttering severity.

• Participants will be able to educate parents of bilingual children who stutter

about common concerns they may have.


Emily Powers is a second year graduate student in the Speech Language Pathology program at The Ohio State University. She graduated from Ohio University in 2012 with a B.S. in Communication Sciences and Disorders and has a certificate for Teaching English as a Second Language. She specializes in bilingual speech pathology and has a strong interest in fluency disorders.

Bridget A. Chapman is a licensed and certified Speech-Language Pathologist. She received her B.S. from West Virginia University in 2007 and her M.A. from the University of Pittsburgh in 2009. Ms. Chapman has experience working with pediatric clients in out-patient clinics, schools and home-based settings. Ms. Chapman currently teaches and provides supervision to graduate clinicians in the OSU Speech-Language-Hearing Clinic. Ms. Chapman’s focus of interest is working with children and adults who stutter. She is involved in SSPEAK- The Annie Glen Chapter of the National Stuttering Association at Ohio State and FRIENDS- The National Association of Young People Who



A Systematic Review of Reading-related Phonological Processing Interventions for Individuals Who Require Augmentative and Alternative Communication (AAC) Nina Pukys, Emily Sternad, Christina Grecol, Katherine Kasunick, Amy Roth Faculty: April Yorke

The purpose of this investigation was to conduct a systematic review to determine the effectiveness of reading-related phonological processing interventions designed to meet the needs of individuals who require augmentative and alternative communication (AAC). An extensive review of the literature was conducted. A total of 22 intervention studies (24 experiments) met criteria for inclusion. Results reveal that individuals who use AAC with a wide range of disabilities and ages can learn phonological processing skills for reading. Studies utilized interventions that were modeled after the Accessible Literacy Learning curriculum, the Early Reading Skills Builder, the Nonverbal Reading Approach, & shared reading. Intermediate Learning Level

Learner Outcomes:

• Learners will identify 4 methods of teaching literacy skills to individuals who require

Augmentative and Alternative Communication.

• Learners will identify types of individuals (i.e., diagnoses and age range of individuals) who have

participated in AAC and Literacy research interventions.

• Learners will briefly describe the methods in the Accessible Literacy Learning (ALL), the

Nonverbal Reading Approach (NRA) and Early Reading Skills Builder (ERSB) app to teach literacy skills.


Nina Pukys is a post-bac student at Cleveland State University. She completed her B.S. in Hospitality Management from Ohio State in 2010. Nina was the general manager for a major restaurant chain before returning as a post-bac student. Nina has been actively involved in the AAC and Literacy research team for 3 semesters. She has been pivotal in the creation and provision of interventions to improve literacy skills in children with complex communication needs as well as their peers. One small part of that work involves her part in performing this systematic review.

Emily Sternad is a sophomore at Cleveland State. She has been an active member of the AAC & Literacy research team at Cleveland State for 3 semesters. She was supported last summer via the Undergraduate Summer Research Program Grant. Emily is currently involved in a project to improve literacy skills for kindergarteners from low SES backgrounds who are at-risk for literacy deficits.

Christina Grecol is a freshman at Cleveland State (who just graduated high school in May, but has Junior level credits). She is on the CSU volleyball team. She has been an active member of the AAC & Literacy research team at Cleveland State for 3 semesters and was also supported last summer via the Undergraduate Summer Research Program Grant. Christina is currently involved in 3 projects teaching literacy skills to children with CCN.

Katherine Kasunick B. S., is a currently M.S. student in the SLP at Cleveland State. She has been a part of the AAC & Literacy Team for 4 semesters, creating and providing literacy interventions to children with CCN.

Amy Roth, B.S., is currently a M.S. student in the SLP Program at Cleveland State. In addition to being last year's NSSLA president, and on the short list for Valedictorian, Amy has been actively involved in the AAC and Literacy research team for 5 seme

April M. Yorke, Ph.D., has been working with individuals with severe and complex communication disabilities since 1995. She was sponsored on the Augmentative and Alternative Communication (AAC) Training Grant for her M.S. in Communication Sciences and Disorders, participating in numerous additional course-work and research opportunities as a M.S. student. Dr. Yorke worked as an SLP and AAC specialist in the schools and at a post-acute brain injury rehab for nearly 10 years before returning for her Ph.D. April's Ph.D. program was sponsored by an Augmentative and Alternative Communication Leadership Grant-- designed to train the next generation of professors and researchers in the area of AAC. April specializes in AAC and Literacy--- working diligently to improve literacy outcomes for children with CCN and their peers and training students to do the same.



Comprehension and Phonemic Mismatch in Disordered Speech Kacie Pummill, Paige Chambers, Gretchen Schafer Faculty: Dr. Brent Archer

Persons with aphasia exhibit paraphasias and neologisms in their speech. The current study examines how typical listeners comprehend a spoken narrative in which words have been manipulated to reflect common errors produced by people with aphasia. Preliminary results suggest that manner of articulation plays a significant role in comprehension of a message. Introductory Learning Level

Learner Outcomes:

• The participants will be able to identify the outlined aspects of

articulation that most impact comprehension of a message.

• The participants will be able to describe how the current study

could affect treatment methods for persons with aphasia.

• The participants will be able to explain the difference between a

neologism and paraphasia.


Kacie is a second year graduate student in the Department of Communication Sciences and Disorders at Bowling Green State University. She received her Bachelor's degree in Communication Sciences and Disorders from Ohio University. Her research interests include speech perception relating to disordered speech and psycholinguistic aspects of communication disorders.

Paige Chambers was born and raised in Cincinnati, Ohio. She is working towards her bachelor’s degree in Communication Science and Disorders at Bowling Green State University and plans to graduate in the spring of 2019. Paige’s research interest include applied linguistic studies in language teaching as well as sociolinguistics.

Gretchen is currently in her senior year of undergrad at Bowling Green State University pursuing her bachelors degree in Communication Science and Disorders. She is involved with NSSLHA and is the vice president for Habitat for Humanity. Gretchen’s research interests include cognitive behavioral therapy for children diagnosed with autism spectrum disorder and cognitive psychology.

Brent E. Archer was born in Johannesburg, South Africa. He obtained his Master’s degree in speech-language pathology (SLP) in 2006, and practiced in rural hospitals and schools. After immigrating to the US in 2011, he provided SLP services in nursing homes located in central New York state and Louisiana. In 2012, he enrolled in the Applied Speech and Language Sciences doctoral program at the University of Louisiana, Lafayette. Upon graduating in 2016, he assumed a position as an Assistant Professor in Communication Disorders and Sciences at Bowling Green State University. Brent’s research interests include aphasiology, bilingualism in clinical populations and cognito-communicative disorders.



Language Development in a Bimodal Bilingual Child with Autism Kristina Randall Faculty: Aaron Shield

We present a longitudinal study of a hearing child of Deaf parents (bimodal bilingual) with autism spectrum disorder (ASD), whom we observed between ages 4;11 and 14;11. We describe his sign and speech development, noting several unique phenomena, including code blends, L1 transfer, joint attention, signed and spoken expressive language (including echolalia), and a cross-modal echo. Introductory Learning Level

Learner Outcomes:

• The participants will be able to identify how sign develop in a bimodal bilingual

with ASD.

• The participants will be able to identify how speech develop in a bimodal

bilingual with ASD.

• Participants will be able to define bimodal bilingualism.


Kristina is a first year graduate student at Miami University in Oxford, Ohio. This is her second time presenting at OSLHA.

Aaron Shield is Assistant Professor of Speech Pathology and Audiology at Miami University. He received his M.A. and Ph.D. in Linguistics from the University of Texas at Austin. Prior to joining the faculty at Miami, he completed postdoctoral fellowships at the University of Chicago and Boston University.



Addressing the Whole Family: The Efficacy of Sibling-Mediated Intervention Kacie Ross Faculty: Dr. Allison Bean Ellawadi

Often family-centered care is a misnomer as it only refers to parent-centered care. Siblings are often excluded from intervention planning for their sibling, despite their and their parent’s desire for siblings to participate. Inclusion of siblings in treatment is examined through a case study and review of the literature. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to describe the impact of ASD on family functioning

across relationships and generations

• Participants will be able to determine perceptions, adjustments and

interactions of siblings with ASD

• Participants will be able to evaluate the success and impact of sibling-

implemented interventions


Kacie Ross is a second student in the Speech-Language Pathology master’s program at Ohio State University. She completed her B.A. in Speech and Hearing Sciences from Ohio State in 2016. Within the master’s program, Kacie is completing a topic specialization in family intervention. She currently serves as the treasurer for the Speech-Language Pathology Graduate Organization and is actively involved in the fundraising and advocacy committees.

Allison is an Associate Professor in the Dept of Speech & Hearing Science at The Ohio State University. She received her B.A. from Iona College & her M.S. from New York Medical College in Speech-Language Pathology. During her clinical fellowship year at Westchester Institute for Human Development, she participated in the Leadership in Education & Neurodevelopmental Disabilities (LEND) training program. She completed her Ph.D. in Communication Sciences & Disorders at the University of Iowa in 2010, followed by a year of postdoctoral training at the University of Wisconsin-Madison. In 2017 she received The Ohio State University Alumni Award for Distinguished Teaching & The Ohio State University Distinguished Undergraduate Mentor Award. Allison’s research focuses on identifying the active ingredients of successful augmentative and alternative communication (AAC) use for beginning communicators and language development in individuals with autism spectrum disorders. She has presented her work at national/international conferences.



Effects of a Technology-Enhanced Early Intervention Program Alayna Rowell, Alyssa Kaleel Faculty: Emily Diehm, Lori Pakulski

Partnering with a local community organization, we developed and tested the effects of a 12-week home-based early intervention program on measures of parent and child communication. Families utilized a LENA device to receive individualized feedback in addition to the general intervention program. Treatment results will be discussed. Introductory Learning Level

Learner Outcomes:

• The participant will describe two benefits of how the inclusion of the LENA

device may enhance child and family outcomes.

• The participant will list three evidence-based strategies that parents who were

enrolled in the intervention were taught.

• The participant will explain the benefit of embedding therapeutic activities

within regularly occurring routines and activities.


Alayna Rowell, B.A., is a second-year graduate student in the Speech-Language Pathology program at the University of Toledo. Upon graduation in May 2019, she plans to pursue her clinical career in either early intervention or acute care.

Alyssa Kaleel, B.S., is a second-year graduate student in the Speech-Language Pathology program at the University of Toledo. Upon graduation in May 2019, she plans to work with children who have autism in an early intervention setting.

Dr. Emily Diehm, Ph.D. CCC-SLP, is an assistant professor at the University of Toledo who has research and clinical interests in the overlap between oral and written language skills, especially those among children who are most at-risk for developing literacy disorders. Dr. Lori Pakulski, Ph.D. CCC-A, is a professor at the University of Toledo with expertise in listening, spoken language development, and academic achievement of children with hearing loss.



A Preliminary Examination of Concussive and Subconcussive Head Impacts Among Varsity and Club Football Linemen Darbi Ruff, Shelby Spitz Faculty: Kelly Knollman-Porter

This preliminary study examined the number of cumulative concussive and subconcussive head impacts sustained by varsity and club football linemen via biomechanical head impact sensors. The authors further examined the influence of these hits on athlete awareness, post-play symptoms and neurocognitive performance Intermediate Learning Level

Learner Outcomes:

• The participants will be able to describe the frequency, magnitude and location

of cumulative subconcussive head impacts sustained by football linemen

• The participants will be able to describe the relationship between outcomes

generated from the biomechanical sensors and athlete's perceived awareness of the number and severity of blows to the head sustained during games and practices

• The participants will be able to describe educational methods that may

heighten athletes awareness of concussion and subconcussive head impacts


Darbi Ruff graduated from Miami University in December 2018 with a Bachelor of Science. Her research and clinical interests include aphasia and neuropsychology of speech and language.

Shelby Spitz graduated from University of Cincinnati in May 2018 with a Bachelor of Science. Her research and clinical interests include neurogenic disorders and dysphasia.




Long Term Outcomes for Students with TBI Jessica Salley, Brenda Eagan-Johnson Faculty: Angela Ciccia

Through a state-wide brain injury school support program, follow-up data was collected regarding ongoing needs via caregiver report for students with traumatic brain injury (TBI) at least one-year post-injury. This study describes the classroom performance, need for support services, and transition post-high school of children with a history of TBI. Introductory Learning Level

Learner Outcomes:

• The participants will be able to describe trends in classroom performance, such

as attendance and grades, in students with TBI.

• The participants will be able to identify factors that might predict a continued

need for support services or specialized educational placements for students with TBI

• The participants will be able to describe transition plans for students with TBI

after high school.


Jessica Salley M.S. CCC-SLP is a first- year doctoral student in Communication Sciences at Case Western Reserve University with an anticipated graduation date of May 2022. She completed her Master of Science at the University of Nebraska- Lincoln in May 2017 and her clinical fellowship in speech language pathology in April 2018. Her clinical experiences include working in a brain injury rehabilitation hospital, a private clinic for children with complex communication disorders, and a residential school for students with complex needs. Her past research projects include investigating concussions in collegiate student-athletes and cognitive-communication skills in adults with brain injury.

Brenda Eagan-Johnson, MEd, CBIS is a Certified Brain Injury Specialist, holds three PA teaching certifications and serves on three national advisory boards, with over two decades of experience in the educational aspects of all severities of Acquired Brain Injury (both traumatic and non-traumatic) . She received her Master’s Degree in the educational aspects of pediatric traumatic brain injury from The George Washington University, where she now serves as an adjunct professor in the Graduate School of Education and Human Development. She is currently in an educational leadership doctoral program at Johns Hopkins University specializing in Mind, Brain, & Teaching. Brenda's research interests focus on pediatric traumatic brain injury and include concussion professional development for school staff and program evaluation. She is published in pediatric brain injury, regularly presents at the state, national and international levels, and has received multiple state and national awards for her work in brain injury. Currently, she serves as an expert external reviewer for the Centers for Disease Control (CDC) and has co-authored a CDC document on return to school strategies.

Angela H. Ciccia, Ph.D., CCC-SLP is an Association Professor in the Department of Psychological Sciences, Communication Sciences Program at Case Western Reserve University. Her research focuses on exploring the barriers to pediatric rehabilitation for children with acquired neurogenic conditions, including brain injury, especially for high-risk, low-income groups. Additionally, she investigates how novel service delivery models could address these barriers. Dr. Ciccia has published and has been an invited speaker in the area of pediatric traumatic brain injury at the local and national level. Dr. Ciccia is the founding Chair, and the current Co-Chair, for the Pediatric Rehabilitation Networking Group and a member of the Pediatric/Adolescent TBI Task Force of the American Congress of Rehabilitation Medicine (ACRM). She is the host of the Pediatric Rehabilitation Networking group podcast and is an author on the first publication by the Pediatric/Adolescent TBI Task Force. Dr. Ciccia has also served on the Program Committee of ACRM as a representative.



WOW: Long-term Phonatory Instability Due to Delayed Auditory Feedback Anna Sarra, Allison McIntos h, Amanda Arnzen Faculty: Francois-Xavier Brajot

Clinical education and supervision in speech-language pathology continues to evolve. This poster reviews adult learning principles, an application of Standard Patients to develop case interview skills, and the use of clinician self-reflection and peer-to-peer feedback to develop clinical reasoning and professional communication skills. Introductory Learning Level

Learner Outcomes:

• Attendees will identify key principles of adult learning

• Attendees will demonstrate understanding of the benefits of using Standard

Patient’s in SLP Clinical Education

• Attendees will draw comparisons and contrasts between student self-

reflection and peer-to-peer feedback to develop clinical reasoning and communication skills.


Anna Sarra, B.S. CSD, is a second-year graduate student in speech language pathology at Ohio University. She received her bachelor's degree from Ohio University in May, 2017 with a major in communication sciences and disorders and a minor in psychology. She has previous research experience with the topic of delayed auditory feedback through an undergraduate research study titled "Vocal Training Mitigates the Effects of Altered Feedback", which was presented at the university level and national level at the ASHA convention in 2016. She currently works as a research assistant in the Speech Cybernetics Laboratory under the mentorship of Dr. Francois-Xavier Brajot.

Allison McIntosh, B.S, CSD is a first-year graduate, speech language pathology student at Ohio University. She received her bachelor’s degree in May, 2018. She has past research experience working in the Neurolinguistics Laboratory at Ohio University. One of the projects she worked on, “Tuning into "art" versus "craft": Facilitating interaction with individuals who have dementia” was presented at the national American Speech Language and Hearing Association convention in 2017. Allison currently works as a research assistant in the Ohio University, Speech Cybernetics Laboratory, under the mentorship of Dr. Francos-Xaver Brajot.

Amanda Arnzen, a senior at Ohio University studying communication sciences and disorders. She is on track to receive her bachelor’s degree in May of 2019. She plans to attend graduate school next fall to pursue a master’s degree in speech-language pathology. After graduate school, she hopes to work in either a school or outpatient setting providing therapy to children or adults with communication disorders. Amanda currently works as a research assistant in the Ohio University Speech Cybernetics Laboratory mentored by Dr. Francois-Xavier Brajot. This is her first experience with research.

François-Xavier Brajot, PhD, CCC-SLP, is an Assistant Professor of Communication Sciences and Disorders at Ohio University. He investigates the nature of sensory and motor processes involved in speech and how they are affected in neurologic disorders. Dr. Brajot worked as an SLP in Pittsburgh, PA and later as clinical supervisor and instructor in Taiwan, with a focus on neurogenic speech and swallowing disorders. He subsequently completed a research degree in Canada and worked in long-term acute care in Houston, TX. He has taught courses in sensorimotor speech disorders, neurogenic communication disorders, and research methods for over 12 years. His current research makes use of altered feedback techniques to understand how multisensory information is used to coordinate voice and articulation during speech.



The Use of Spatial and Temporal Terms by Children with ASD Colleen Scheible Faculty: Dr. Aaron Shield

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder impacting social communication with repetitive behaviors. Individuals with autism have difficulty with understanding non-literal uses of language. In English, prepositions are used in concrete ways to discuss spatial concepts and in abstract ways to discuss temporal concepts. We analyzed narratives produced by adolescents with and without ASD for uses of temporal and spatial terms Intermediate Learning Level

Learner Outcomes:

• The participants will be able to describe the acquisition of spatial and temporal

language in that of typical developing children.

• The participants will be able to identify and predict how children with autism

may use prepositions to describe spatial and temporal concepts differently than their typically developing peers.

• The participants will be able to explain how prepositions are used in both

concrete, abstract, and metaphorical language.


Colleen Scheible is a second- year graduate student at Miami University earning her Masters of Arts in Speech Pathology. Colleen also completed her Bachelor's of Science in Speech pathology at Miami University. Colleen is originally from Fort Wayne, Indiana where her family resides.

Aaron Shield is an Assistant Professor of Speech Pathology and Audiology at Miami University. He received his M.A. and Ph.D. in Linguistics from the University of Texas at Austin. Prior to joining the faculty at Miami, he completed postdoctoral fellowships at the University of Chicago and Boston University. Dr. Shield is a linguist whose interests include how language develops in typical and atypical children, particularly deaf and hearing children acquiring sign language, and deaf and hearing children on the autism spectrum.



Relationship Between Lingual Strength and Swallowing Impairment in Head and Neck Cancer Patients Kelley Selhorst Faculty: Loni Arrese

Lingual strength has been shown to have an association with swallowing safety and efficiency. This project will investigate the relationship between lingual strength, patient-perceived impairment of swallowing and pathophysiology as indexed by videofluoroscopy within the head and neck cancer population one-month post-oncologic treatment. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to describe validated tools to assess lingual strength.

• Participants will be able to discuss the association between patient-perceived

impairment and lingual strength.

• Participants will be able to describe the relationship between lingual strength

and swallow safety and efficiency within this cohort of head and neck cancer patients.


Kelley Selhorst, B.A. is a 2nd year in the speech-language pathology program at The Ohio State University (OSU). Kelley obtained her Bachelor's degree in Speech & Hearing Science from OSU in 2016. She has experience as a student clinician treating children with speech/language deficits at the OSU Speech-Language Hearing Clinic, as well as patients with complex medical conditions at the Augmentative and Alternative Communication Clinic. Kelley presently serves as a graduate intern in acute care in the neurological critical care unit at OSU Wexner Medical Center. She is working towards her topic specialization in "Interdisciplinary Management in Medical Speech-Language Pathology."

Loni C. Arrese, Ph.D., CCC-SLP is an Assistant Professor in the Department of Otolaryngology - Head & Neck Surgery at The Ohio State University Wexner Medical Center. Her area of expertise includes assessment and treatment of swallowing and swallowing disorders (dysphagia). Dr. Arrese graduated from Columbia University in 2002 with a Master’s degree in Speech Pathology. After working as a clinician treating individuals with dysphagia for several years she pursued and received a doctorate degree from The Ohio State University. Dr. Arrese maintains a clinical practice and conducts evidence-based research on swallowing and respiratory function in treated head and neck cancer patients. Dr. Arrese currently evaluates and treats patients with dysphagia at The James Comprehensive Cancer Center.



Utilizing the Culture-Language Interpretive Matrix (C-LIM) in Assessment for English Language Learners (ELLs) Emily Selio Faculty: Bridget Allen Chapman

The field of Speech Language Pathology is experiencing higher numbers of English Language Learners in all settings. This poster reviews the use of the Cultural Language Index Measure (C-LIM) in schools, applications for SLPs, and two case studies demonstrating the C-LIM in practice. Introductory Learning Level

Learner Outcomes:

• Attendees will identify what populations the C-LIM tool may benefit

• Attendees will identify two key principles of the C-LIM assessment.

• Attendees will recognize benefit of C-LIM in differentiating language

differences vs language disorders.


Emily is a second year graduate student enrolled in The Ohio State University's Master of Arts Speech-Language Pathology Program. She received her B.A. from The Ohio State University in 2015 and taught English in Madrid from 2015-2017. Her interests include Assessment of Language, Bilingualism, and the Acute Care setting.

Bridget Allen Chapman, M.A. CCC-SLP is a licensed and certified Speech-Language Pathologist. She received her B.S. from West Virginia University in 2007 and her M.A. from the University of Pittsburgh in 2009. Ms. Chapman has experience working with pediatric clients in out-patient clinics, schools and home-based settings. Ms. Chapman currently teaches and provides supervision to graduate clinicians in the OSU Speech-Language-Hearing Clinic. Ms. Chapman’s focus of interest is working with children and adults who stutter. She is involved in SSPEAK- The Annie Glen Chapter of the National Stuttering Association at Ohio State and FRIENDS- The National Association of Young People Who Stutter. (Retrieved from https://sphs.osu.edu/people/chapman.763)



Paradoxical Vocal Fold Motion Disorder (PVFMD) in the Elite Athlete Kaili Smith Faculty: Monica Gordon Pershey

Paradoxical vocal fold motion disorder (PVMFD) is an increasingly common disorder found in athletes who compete at high levels. PVFMD typically goes underappreciated or misdiagnosed due to limited knowledge of the disorder. PVMFD often gets misdiagnosed as asthma or recurrent cough because of the similarities present and limited evaluative tools. Introductory Learning Level

Learner Outcomes:

• The participants will be able to identify symptoms of PVFMD.

• The participants will be able to understand the various methods leading to a

differential diagnosis of PVFMD.

• The participants will be able to explain various strategies in order to treat

PVFMD in a clinical and non clinical setting.


Kaili Smith completed her undergrad education at California University of Pennsylvania and is a recent graduate of Cleveland State University. She has experience as a S.T.A.R. Autism camp counselor, clinic volunteer, and is passionate individual who has spent the past 5-6 years volunteering for various educational and medical facilities that provide service to children and adults with disabilities. As a graduate assistant to Dr. Yorke of the Cleveland State School of Nursing and the National Children’s Hospital in Columbus, she collaborated on the creation of a revolutionary intervention to allow individuals with cerebral palsy and other developmental disabilities who require AAC to report physical and emotional symptoms to caregivers and medical professionals on an ongoing basis via an Apple Research Kit app.

Monica Gordon Pershey, Ed.D., CCC-SLP, is an Associate Professor in the Speech and Hearing Program, School of Health Sciences of CSU, where she has been employed since 1995. She recently served as the Speech and Hearing Program Director from August 2005 to April 2011. Dr. Gordon Pershey earned a bachelor's degree in Communications from Cleveland State University, a Master's degree in Communication Sciences and Disorders from Montclair State College, and a Doctor of Education degree in Language Arts and Literacy Instruction from the University of Massachusetts-Lowell. She is passionate about research, including some ongoing research activities, and has authored over 150 articles, book chapters, and presentations related to children's language and literacy development and to professional issues in speech-language pathology and education, as well as other topics in the fields of communication sciences and disorders and literacy education. She has presented her research at numerous conferences nationally. Dr. Gordon Pershey provides speech-language pathology clinical services as a staff member at University Hospitals Cleveland Medial Center and maintains a private practice that offers language and literacy assessments for individuals and provides consultation in language and literacy programming and services for schools and agencies.



Longitudinal Recovery Trends and Patterns in Sports-Related Concussions in Collegiate Athletes Sarah Thaxton, Michael Hughes Faculty: Kelly Knollman-Porter

This longitudinal retrospective study examines post-concussion neurocognitive recovery patterns and subjective symptom reporting patterns from 286 division-one collegiate athletes. The authors will discuss the recovery trends based on gender and sport. Clinical application of the research findings will be discussed. Intermediate Learning Level

Learner Outcomes:

• The participant will be able to identify typical neurocognitive and symptom

recovery patterns for collegiate athletes who sustain sports related concussion.

• The participant will be able to describe the gender differences in

neurocognitive and symptomatic recovery patterns for collegiate athletes who sustain sports related concussion.

• The participant will be able to explain diagnostic measures sensitive to

detecting neurocog change in collegiate athletes following sports related concussion.


Sarah is a second year Miami University Graduate student who works in the Neurogenic Language and Cognitive Lab. She received her Bachelor of Science from the University of Cincinnati. Her area of clinical and research interest focuses on adults with acquired neurogenic language and cognitive disorders.

Michael Hughes is an instructor of Statistics at Miami University. He received his Masters of Science from Miami University. He is also the manager of the Statistical Consulting Center.




What is Treatment Integrity and Who Reports it? Lauren Valigosky Faculty: Emily Diehm

Treatment Integrity (TI) refers to implementing an intervention in an intended manner. Although TI data is vital for clinical decision-making, few researchers report TI. In this study, we reviewed intervention articles published in ASHA journals since 1980 to determine the extent to which authors include qualitative and quantitative TI information. Intermediate Learning Level

Learner Outcomes:

• The participant will list and define four aspects of treatment integrity/fidelity

of implementation.

• The participant will describe which area(s) of research in the field of speech-

language pathology are more prone to discussing treatment integrity.

• The participant will discuss the importance of including treatment integrity

data within a published article.


Lauren Valigosky received her Bachelor's degree in Speech Language Pathology in the Spring of 2018 from the University of Toledo. Lauren is currently a research assistant for Emily Diehm, PhD CCC-SLP, at the University of Toledo. She is pursuing her Master's degree in Speech Language Pathology and will graduate in the Spring of 2020. Lauren is interested in outpatient pediatrics as a future occupation setting.

Dr. Emily Diehm, Ph.D. CCC-SLP, is an assistant professor at the University of Toledo who has research and clinical interests in the overlap between oral and written language skills, especially those among children who are most at-risk for developing literacy disorders.



Visual Scenes as AAC in Adults With Primary Progressive Aphasia Alicia Verhovitz Faculty: Jenna Buffa

This presentation will discuss patients with Primary Progressive Aphasia who require AAC, specifically utilization of Visual Scene programs, to aide in retrieval of information during communication opportunities. It will also discuss how to develop and implement these programs into a successful protocol for increased communication. Introductory Learning Level

Learner Outcomes:

• The participants will be able to identify patients who will benefit from using vis

ual scenes to aide in communication with a diagnoses of Primary Progressive Aphasia.

• The participants will be able to list communication opportunities where visual s

cenes could be used successfully to aide in communication.

• The participants will identify AAC devices where visual scenes may be created a

nd how to do so.


Alicia is a graduate student at the University of Akron studying Speech-Language Pathology with a concentration in AAC. She is expected to graduate in May of 2019. She attended the University of Akron for her undergraduate degree in Speech-Language Pathology and Audiology and has experience working with children at United Cerebral Palsy of Greater Cleveland for a year. She is interested in working with individuals requiring the use of augmentative and alternative communication systems (AAC). She is working under the direction of Jenna Buffa, the supervisor of the AAC concentration at the University of Akron.




Targeting Reading Fluency for Primary Grade Students Through Rtl With Volunteers Sarah Waligura, Caitlin Whitaker Faculty: Dr. Nancy Creaghead

Volunteers are often used to implement interventions in schools with Response to Intervention (RtI) programs. The purpose of this pilot study is to investigate the outcomes of RtI that uses volunteers to perform reading interventions in primary grages while gaining the perspectives of volunteer team members regarding this intervention process. Introductory Learning Level

Learner Outcomes:

• Participants will consider the outcomes of the use of volunteers in reading

intervention.

• Participants will consider the outcomes of sip involvement in RtI reading

intervention.

• Participants will consider the views of the school team when planning

Response to Invention.


Sarah Waligura, MA,CCC-SLP is a PhD student and clinical supervisor in the CSD department at the University of Cincinnati. She has a vast experience as a SLP in predominantly diverse, urban educational settings. Her scholarly interests include language and literacy development in culturally and linguistically diverse populations.

Caitlin Whitaker is a graduate of the University of Cincinnati with a BA in Communication Sciences and Disorders and is currently pursuing a MA in speech language pathology at the University of Cincinnati.

Nancy Creaghead, PhD is Professor of Communication Sciences and Disorders at the University of Cincinnati. Her research is in child language and literacy with a focus on cultural and linguistic differences related to children living in poverty. She has engaged in teaching and research around this topic. She has lectured at numerous meetings, including the 1978-2017 ASHA conventions.



Generalizing Social Skills in Students With Visual Impairments: An Eight-Week Community Program Olivia Watts Faculty: Dr. Mary Chris Ross

A review of an eight-week program for high school students with visual impairments. This program allowed for the application of social skills acquired with speech therapy within locations of personal interest to students. Introductory Learning Level

Learner Outcomes:

• Participants will be able to describe the teaching strategies used to teach social

skills.

• Participants will be able to explain the importance of students' self review/

evaluation of their social skills.

• Participants will be able to describe the importance of generalization of social

skills within the population of students who have visual impairments.


Olivia Watts is a 2nd-year Master's student at The Ohio State University studying to become a Speech-Language Pathologist. She is interested in the role of social pragmatics in the population of students with visual impairments.

M. Chris Ross, PhD, CCC-SLP,L is a speech-language pathologist for the Ohio State School for the Blind and a Lecturer at the Ohio State University. She has 28 years-experience as a speech-language pathologist working with individuals with complex communication disorders. Her research interests include developing language interventions for individuals with visual impairments and additional complex disabilities.



The Value of Community Partnerships in Zambia Caitlyn Wessels, Chisomo Selemani Faculty: Colleen Visconti

This study examined the nature of interactions between community partners in Lusaka, Zambia and Baldwin Wallace University students and faculty. Survey and focus group data from 13 participants representing eight community organizations yielded information about the quality of on-going activities and current professional relationships. Results and implications will be discussed. Introductory Learning Level

Learner Outcomes:

• Participants will identify the purpose of service-oriented study abroad.

• Participants will identity 3 types of community partnerships.

• Participants will identify the value of a bi-directional cultural exchange for each

partner.


Caitlyn Wessels is a second-year speech-language pathology graduate student at Baldwin Wallace University (2019). Caitlyn is an international student from Zambia, Africa. In May of this year she, along with her cohort and members of faculty, participated in a service-oriented study abroad program in Zambia.

Chisomo Selemani, M.A., CCC-SLP, is an assistant professor at Baldwin Wallace University and coordinator of the Baldwin Wallace in Zambia program. As coordinator, she has led four exploratory/administrative trips and two SLP student service-oriented study abroad trips. She also serves as a member of ASHA’s SIG 17, Global Issues Coordinating Committee. Her clinical and research interests include literacy acquisition among members of low socio-economic environments, multilingualism and English literacy development among multilingual children in Zambia, Africa.

Colleen F. Visconti, Ph.D., CCC-SLP is the Dean of the School of Health Sciences, and Professor and Program Director in the Department of Communication Sciences and Disorders at Baldwin Wallace University. Her research interests are in the Scholarship of Teaching and Learning, evidence-based education, and the effectiveness of service-oriented study abroad programming. Colleen assisted with the program development for the SLP 2B in Zambia program. She has traveled to Zambia four times over the past four years.



What Do School SLPs Know About Health Conditions? Lauren Williamson Faculty: Arnold Olszewski

This survey study explores the educational preparation, perceptions, and practices of speech-language pathologists working with children with chronic health conditions or mental disorders in school settings. These conditions are associated with later cognitive-linguistic deficits, but previous research has failed to investigate clinical outcomes for these children. Intermediate Learning Level

Learner Outcomes:

• The participants will be able to define the terms "chronic health condition" and

"mental disorder" and provide examples of each.

• The participants will be able to discuss current research regarding the impact

of chronic health conditions and mental disorders on speech and language development.

• The participants will be able to discuss current research regarding the impact

of chronic health conditions and mental disorders on speech and language development.


Lauren Williamson is a second year Master's student at Miami University in Oxford, OH. She completed her Bachelor's degree at the University of Cincinnati and graduated magna cum laude. Lauren is currently involved in the Children's Acquisition of Language and Literacy lab at Miami University.

Arnold Olszewski, Ph.D. CCC-SLP is an Assistant Professor in the Department of Speech Pathology and Audiology at Miami University. He earned a Ph.D. in speech-language sciences from the University of South Florida in 2015 and recently completed a postdoctoral fellowship at the University of Cincinnati. He currently serves as director of the Children's Acquisition of Language and Literacy Research Lab at Miami University and has published numerous articles and book chapters on the topic of early literacy intervention for preschoolers.



Peer-Mediated Intervention to Support Emergent Bilingual Preschoolers' Social Interactions Rachel Wright Karem, Amy Hobek Faculty: Amy Hobek

More than 25% of children in Head Start programs speak a language other than English (Hulsey, et al., 2011). Children who are newly exposed to English in the classroom often experience social isolation that could negatively impact English acquisition (Halle et al., 2015). This study investigates the effect of a peer-mediated intervention, emphasizing peer communication on emergent bilinguals' social interactions in the classroom. A multiple-baseline design (3 dyads) was used to document the interactions of emergent bilingual and peer-buddy dyads over time in baseline, treatment and maintenance phases. Intermediate Learning Level

Learner Outcomes:

• Participants will be able to list the primary elements of a staggered, multiple

baseline design across participants.

• Participants will be able to identify critical elements of a peer-mediated

intervention using an Invite-Play-Talk strategy.

• Participants will be able to describe clinical implications regarding peer-

support of emergent bilingual children's communication in the classroom.


Rachel Wright Karem, M.A., is a bilingual English-Spanish speaking speech-language pathologist. She obtained clinical competency in services for multilingual children via the Speech Therapy Education, Practicum, and Services (STEPS) program for Latino children/families at Indiana University. Rachel serves multilingual students in districts throughout the Cincinnati area. She is currently pursuing her Ph.D. in Communication Sciences and Disorders at the University of Cincinnati focusing on language and literacy with culturally and linguistically diverse students.

Amy Hobek, Ph.D., CCC-SLP is Educator Assistant Professor of Communication Sciences and Disorders at the University of Cincinnati. Her research, teaching, and clinical practice are in child language and literacy with a focus on cultural and linguistic diversity related to children and families living in poverty. She has published and lectured at numerous meetings, including multiple ASHA conventions.

Amy Hobek, Ph.D., CCC-SLP is Educator Assistant Professor of Communication Sciences and Disorders at the University of Cincinnati. Her research, teaching, and clinical practice are in child language and literacy with a focus on cultural and linguistic diversity related to children and families living in poverty. She has published and lectured at numerous meetings, including multiple ASHA conventions.


Professional Poster #56 Live Presentation: 2:00-3:30 pm

Raising the Standard: Using Standard Patients in SLP Clinical Education “An Application of Standard Patient Experiential Learning to Develop Case History and Professional Communication Skills”

Bridget Allen Chapman, Todd Lash

Deciphering language disorders from language acquisition differences in internationally adopted children presents a unique challenge. To appropriately evaluate this population, SLPs should be aware of the most up to date evidence-based guidelines. Results obtained from a structured literature review regarding best-practices for language evaluation in this population will be presented. Intermediate Learning Level

Learner Outcomes:

• The learner will define second first language acquisition.

• The learner will be able to summarize research on second first language

acquisition.

• The learner will be able to identify at least one way to evaluate an

internationally adopted child’s language skills.


Ms. Chapman is a licensed Speech-Language Pathologist and Clinical Assistant Professor in the Department of Speech and Hearing Science at The Ohio State University. She also serves as the coordinator for The Flaum Fluency Program at OSU. She holds a B.S. from West Virginia University and her M.A. from the University of Pittsburgh. Mrs. Chapman has experience working with children and adults in outpatient clinics, schools and in a private practice. Ms. Chapman's clinical interests include clinical education, fluency disorders, Autism Spectrum Disorders, and language disorders. Ms. Chapman provides supervision for graduate clinicians at the OSU Speech-Language-Hearing Clinic.

Mr. Lash manages the standardized patient (SP) program at The Ohio State University Clinical Skills Education and Assessment Center. He holds a B.A. and M.A. from The Ohio State University. Mr. Lash has experience developing educational activities for adult learners using SPs, paid contractors who portray the role of the patient in simulated patient/client interactions, training SPs for role portrayal and assessing the learner and giving feedback, and managing events that use this resource. Mr. Lash is the chair of the Publications Committee, and serves on the board of directors for the Association for Standardized Patient Educators



Language Development in Internationally Adopted Children: Results from a Structured Literature Review Jillian Foutz, Katie Garcia, Meagan Horn, Valerie Pitaluga, Caitlin Cummings

Lee Silverman Voice Treatment (LSVT) is a well-researched speech treatment approach for individuals with Parkinson disease (PD). The current study investigates the extent to which LSVT Loud changes the magnitude of clear speech response in a patient with PD. Speaking rate and intensity will be examined before and after treatment. Intermediate Learning Level

Learner Outcomes:

• The participants will be able to describe clarity-related changes in speech

production.

• The participants will be able to explain process of Lee Silverman Voice

Treatment.

• The participants will be able to explain the effect of LSVT on magnitude of clear

speech response for one study participant.


Jillian Foutz, M.A. CCC-SLP is a speech-language pathologist within the Speech Pathology Department at Nationwide Children’s Hospital. Jillian currently practices on the International Adoption Clinic team. She holds certification to teach Hanen It Takes Two to Talk Program. Jillian specializes in language development and early intervention.

Katie Garcia, M.A., CCC-SLP is a speech-language pathologist at Nationwide Children’s Hospital. She has 10 years of experience in the pediatric medical setting providing speech and language evaluation and treatment services. She currently practices on the Cleft Lip and Palate Clinic team. Katie also specializes in dyslexia/reading disorders, and has an interest in improving care for children with multilingual/multicultural backgrounds.

Meagan Horn, M.A., M.A., CCC-SLP is a bilingual speech-language pathologist within the Speech Pathology Department at Nationwide Children’s Hospital. Her previous research focus includes English, Spanish and Portuguese linguistics and she now specializes in speech and language disorders within bilingual populations and public health issues for diverse socio-economic populations. She is also currently practicing in the William’s Syndrome Clinic.

Valerie Pitaluga, MS, CCC-SLP is a bilingual and bi-cultural speech-language pathologist with the Speech Pathology Department at Nationwide Children’s Hospital. She specializes in appropriate evaluation and treatment of Spanish speaking and bilingual chi

Caitlin Cummings, M.A., CCC-SLP is a speech-language pathologist within the Speech Pathology Department at Nationwide Children’s Hospital as well as a doctoral student in speech-language science at The Ohio State University. She currently practices on th



Changes in Clear Speech Response Following Lee Silverman Voice Treatment Loud: A Case Study Anna Gravelin, Larisa Kalinowski, Jason A. Whitfield

Previous work has demonstrated changes in speech production associated with speaking task in individuals with Parkinson disease (PD). The current study examined clarity-related changes in vowel acoustics derived from formant frequency measurements extracted from clear and habitual speech samples by individuals with PD. Introductory Learning Level

Learner Outcomes:

• The participants will be able to describe the effect of speaking task on speech

production performance in individuals with Parkinson disease.

• The participants will be able to list the formant frequency measures used to

characterize changes in vowel acoustics.

• The participants will be able to discuss the articulatory-acoustic changes

associated with clarity-related speaking tasks in individuals with Parkinson disease.


Anna C. Gravelin, M.S. CF-SLP is a graduate research assistant and second year doctoral student at Bowling Green State University. Her previous work has focused on the categorization of silent intervals in parkinsonian speech. Her current projects include examining speech motor learning and the effect of LSVT on physiological aspects of speech production and cognition.

Larisa Kalinowski is a third-year undergraduate student at Bowling Green State University studying Communication Sciences and Disorders. Her work involves examining speech motor learning in Parkinson disease.

Jason Whitfield, PhD., CCC-SLP is an Assistant Professor in the Department of Communication Sciences and Disorders at Bowling Green State University. He teaches courses in neurogenic communication disorders and speech science. His research group investigates the effect of normal aging and Parkinson Disease on speech and non-speech motor performance.



Clear Speech Vowel Acoustics in Parkinson Disease Serena Holdosh, Makinize Viola, Jason Whitfield, Daryush Mehta

The Yale Swallow Protocol has been widely used to identify aspiration risk in acute care settings .There is no data available on the application of this protocol in rehabilitation hospitals. This introductory study reveals promising outcome on the efficacy of The Yale Swallow Protocol on varied diagnosis in rehabilitation hospital. Intermediate Learning Level

Learner Outcomes:

• The participant will be able to describe the importance of dysphagia screening

at the rehabilitation hospital

• The participant will be able to describe the administration of The Yale swallow

protocol

• The participant will be able to describe the efficacy of The Yale swallow

protocol in early identification of dysphagia in the rehabilitation hospital


Serena Holdosh, B.S. is a second year M.S.-Ph.D. Bridge student at Bowling Green State University. Her research interests include examining articulatory-acoustic characteristics of speech production, speech motor learning, and cognition in motor speech disorders, specifically in individuals with Parkinson disease.

Makinzie Viola is a an undergraduate student in the Department of Communication Sciences and Disorders at Bowling Green State University and currently works in the Motor Speech Lab. She plans to graduate with a Bachelor's of Science Degree in Communication Sciences and Disorders in Fall of 2019.

Jason Whitfield, Ph.D., CCC-SLP is an Assistant Professor at Bowling Green State University, where he teaches courses related to speech science, neurogenic communication disorders, and research methods. His research focuses on quantifying the effect of Parkinson disease and normal aging on speech motor learning and control, as well as interactions between speech, limb motor control, and cognition.

Daryush D. Mehta, Ph.D. is an Assistant Professor of Surgery in the Department of Surgery at Massachusetts General Hospital and Director of the Voice Science and Technology Laboratory. His research examines clinical analysis of normal and disordered voice



Efficacy of the Yale Swallow Protocol in Identifying Early Dysphagia on Varied Diagnosis at the Rehabilitation Hospital-An Introductory Phase

Lekshmi Hymavathy

Clinical presentations of speakers with Parkinson disease (PD) often include short rushes of speech. However, average speech rate measures may not capture differences between speakers with and without PD. The current investigation employs a novel approach to examining articulation rate and examines differences between speakers with and without PD. Introductory Learning Level

Learner Outcomes:

• The participants will be able to describe speech rate differences associated

with hypokinetic dysarthria.

• The participants will be able to critically evaluate the sensitivity of commonly

used speech rate measures.

• The participants will be able to describe the relationship between measures of

speech rate and clinical presentations of hypokinetic dysarthria.


Lekshmi Hymavathy is a Speech Language Pathologist at OhioHealth Rehabilitation Hospital. She graduated with a masters in communication disorders (MCD) from Arkansas State University. She is a Certified Brain Injury Specialist (CBIS), LSVT LOUD certified, member of the stroke committee at the rehabilitation hospital, presenter at the stroke support group at the Dempsey center, and has championed numerous dysphagia programs at the rehabilitation hospital. She also has earned a Master of Business Administration (MBA) in hospital management (India) and hold the medical license to practice natural medicine and yoga (BNYS) in India. Her areas of interest/ specialty include Dysphagia, Aphasia and Dysarthria.



Speech Rate Measurement in Parkinson Disease Zoe Kriegel, Jason Whitfield

Infants with cleft lip and/or palate often experience stressful feeding challenges due to their anatomical differences. However, little research exists to determine which strategies are beneficial to infants and support mothers. This work will discuss current information regarding maternal stress, breast milk provision, and bottle-feeding for infants with clefts. Intermediate Learning Level

Learner Outcomes:

• The participants will be able to describe common feeding difficulties for infants

with cleft lip and/or palate.

• The participants will be able to list strategies to improve feeding for infants

with clefts.

• The participants will be able to state maternally-reported challenges to feeding

infants with clefting.


Zoe Kriegel, M.S. is a doctoral student in Communication Sciences and Disorders at Bowling Green State University. Her master's thesis examined the impact of Parkinson disease on the ability to perform speaking and hand movement tasks concurrently.

Jason Whitfield, PhD., CCC-SLP is an Assistant Professor in the Department of Communication Sciences and Disorders at Bowling Green State University. He teaches courses in neurogenic communication disorders and speech science. His research group investigates the effect of normal aging and Parkinson Disease on speech and non-speech motor performance.



Current Research on Feeding Infants with Clefts: A Summary of Three Studies Lauren Madhoun, Meghan O'Brien, Adriane Baylis

This is a speech perception study where listeners rate the clarity of Parkinson’s speech before and after a 30-minute bout of therapeutic boxing. Several findings in rehabilitative fields like Physical Therapy and Occupational Therapy have discussed the therapeutic benefits of boxing but little is known about these effects on speech. Intermediate Learning Level

Learner Outcomes:

• Participants will correctly describe the perceived differences in Parkinson's

speech following boxing

• Participants will be able to accurately discuss the experimental paradigm

• Participants will be able to correctly identify the changes to speech vowels

following boxing therapy


Lauren L. Madhoun, MS, CCC-SLP, BCS-S is a speech-language pathologist and board-certified swallowing specialist at Nationwide Children’s Hospital and a member of the Cleft Lip and Palate-Craniofacial Center Team. Her clinical work focuses on the assessment and treatment of children with dysphagia, specifically those with craniofacial anomalies. Lauren earned her master’s degree from Boston University and is currently a doctoral student at The Ohio State University in the Department of Speech and Hearing Science. Her research focuses on the feeding skills of infants with cleft palate.

Meghan O’Brien, MPH, is the research coordinator for the Department of Plastic and Reconstructive Surgery at Nationwide Children’s Hospital. She earned her master’s degree in Public Health with a concentration in Health Behavior and Health Promotion from The Ohio State University. She previously worked for Franklin County Public Health where she specialized in the development and implementation of public health interventions.

Adriane Baylis, PhD, CCC-SLP, is a speech scientist, craniofacial speech pathologist and director of the Velopharyngeal Dysfunction Program. She is also Assistant Professor of Clinical Plastic Surgery, Speech and Hearing Science, and Pediatrics at The Ohio State University. Her clinical interests include perceptual and instrumental assessment of velopharyngeal dysfunction in children with cleft palate and other craniofacial anomalies. Her research focuses on measurement of speech outcomes in children with cleft palate and the multifactorial nature of speech disorders and velopharyngeal dysfunction in 22q11.2 deletion syndrome.



Perception of Parkinson's Speech Following Therapeutic Boxing Caroline Menezes, Rachel Meinert, Marisa Lucarelli, Dr. Beth Ann Hatkevich

Research suggests that Severe TBI is best treated as a chronic health condition. Cincinnati VA Medical Center has moved from a Rehabilitation Care Model to the Chronic Disease Care Model as part of their TBI/Polytrauma System of Care in order to combat functional decline over time. Introductory Learning Level

Learner Outcomes:

• The participants will be able to list the 6 “essential elements” for the Chronic

Disease Care Model.

• The participants will be able to identify 3 factors that place survivors of TBI at

an increased risk for a decline in function.

• The participants will be able to identify 3 chronic health concerns that can

impact TBI survivors.


Dr. Caroline Menezes teaches Motor Speech Disorders at the University of Toledo. She has approximately 18 years of experience in articulatory research. In the past five years she has been working on mapping the articulatory movement patterns of persons diagnosed with Parkinson's disease.

Rachel Meinert is currently a third year graduate student in the Occupational Therapy Doctorate program at The University of Toledo. Rachel's clinical and research interests include pediatrics, as well as chronic progressive diseases and their impact on the physical, mental, and emotional health of individuals.

Marisa Lucarelli is a graduate student in SLP at the University of Toledo. She has presented several posters at ASHA and OSLHA on articulatory phonetics and in Parkinson's disease in particular.

Beth Ann Hatkevich, PhD, OTR/L, FAOTA is Associate Professor and Director of Clinical and Educational Programming in the Occupational Therapy Doctoral program at The University of Toledo. She oversees the doctoral capstone portion of the program as well



TBI as a Chronic Condition: A New Model of Care for the Cincinnati VA Medical Center TBI/Polytrauma Program Sarah Tuohy, Laura Klug

Working as a speech-language pathologist requires professionals to have a broad understanding of many disorders. Examples of research, handouts, and resources on various disorders will be provided during the poster session. In order to keep up-to-date on various disorders, professionals will have the opportunity to sign-up to receive bi-monthly newsletters delivered right to their in-box from the experts at Cincinnati Children’s. Professional newsletters highlight a new topic with each edition. Professionals learn a research fact, receive a handout they can use in their own clinic, and have access to on-line resources that they may use for their own knowledge or to educate families. Intermediate Learning Level

Learner Outcomes:

• The participants will be able to describe how current research relates to their

professional practice.

• The participants will be able to identify websites they can access to grow

professionally and educate families.

• The participants will be able to describe how they may access family friendly

handouts to enhance their practice.


Sarah Tuohy, MA, CF-SLP, is a recent graduate from the University of Cincinnati. She is currently completing her Clinical Fellowship at Cincinnati Veterans Affairs Medical Center in the TBI/Polytrauma Clinic and acute care.

Laura Klug, MA, CCC-SLP, CBIC, is a Speech-Language Pathologist, with additional certification as a certified brain injury specialist at the Cincinnati VAMC who also serves as the TBI/Polytrauma Clinic Program Manager. She has expertise in treating veterans with traumatic brain injury, specifically providing cognitive evaluation and rehabilitation. Ms. Klug is responsible for ensuring the CVAMC Polytrauma program complies with the national Polytrauma performance measures for access to care and treating veterans in a timely manner.



Current Research, Resources, and Family Friendly Handouts for Various Pediatric Speech and Language Disorders Marlo Wahle

This presentation will explore the effects of creating and embedding a core vocabulary program including parent information, teacher training, and classroom incentives throughout a social communication classroom for students with complex communication needs. Introductory Learning Level

Learner Outcomes:

• The participants will be able to describe how to embed core vocabulary words

throughout their classrooms.

• The participants will be able to explain the importance of core vocabulary

instruction for students with complex communication needs.

• The participants will be able to describe how to motivate teachers and

paraprofessionals to continue to use core vocabulary instruction throughout the school week.


Marlo Wahle, MS, CCC-SLP is a pediatric speech-language pathologist within the Division of Speech-Language Pathology at Cincinnati Children’s Hospital Medical Center (CCHMC). She manages the professional newsletter project, the family newsletter project, and she is active on the language and literacy team within her division. She was a Point of Care Scholar at CCHMC from January, 2011 through January, 2012. She specializes in auditory processing, stuttering, and preschool and school-age language disorders. She is a member of the American Speech and Hearing Association (ASHA).



Embedding Core Vocabulary in the Social Communication Classroom for Students with Complex Communication Needs Carolyn Williams, Elise Hargis, Kelly Reynolds

Long-term phonatory instabilities are slow fluctuations of the voice that include wow, tremor and flutter. We show here that delays in auditory feedback change the size and frequency of wow. This supports the hypothesis that speech uses negative feedback control and may explain pathological wow in certain neurogenic speech disorders. Introductory Learning Level

Learner Outcomes:

• The participants will be able to describe the three types of phonatory

instability: wow, tremor, and flutter .

• The participants will be able to explain the presumed link between

neurological disorder and type of instability.

• The participants will be able to describe the relation between auditory

feedback delay and vocal wow.


Carolyn Williams, M.S. CCC-SLP, is a graduate of Miami University and is currently working as a speech and language pathologist at Warren County Educational Service Center in their satellite Social Communication Classrooms. She serves students with autism and with significant behavioral, sensory, intellectual and communication needs with a focus on core language development and sits close relation to social language. Carolyn serves students at five satellite locations throughout Warren and Hamilton County. Her research interest encompasses code language development for students with complex communication needs in the school and community settings.

Elise Hargis, M.A., CCC-SLP, graduate of University of Cincinnati, is a speech and language pathologist at the Warren County Educational Service Center. She primarily serves students with Autism, Intellectual Disabilities, and Multiple Disabilities that present with significant behavioral, sensory, intellectual, and communication needs focusing on core language development and its close relation to social language. She services students in kindergarten through high school in the Social Communication and Multiple Disabilities Programs through Warren County Educational Service Center. Hargis’ research interest encompasses core language development for students with complex communication needs in the school and community settings.

Kelly Reynolds, M.A., CCC-SLP, is a speech pathologist at Warren County ESC, working at Mason Heights campus serving students with autism with significant behavioral, sensory, intellectual, and communication needs with a focus on core language development and its close relation to social language. She serves Project Warren County transitional classrooms as well as high school-aged classrooms at Mason Heights. Reynolds' research interest encompasses the intersection of behavioral and communication needs in adults with ASD and its impact in a natural community setting.


Documents

2019 Poster Directory - Ohio Speech-Language Hearing ... › uploads › 2019 › 02 › ... · Dr. Arrese conducts evidence-based research on swallowing and respiratory function