Virtual Poster Session 2022
Date/Time
10/1/2022 - 10/31/2022
Event Registration
Event Description
KSHA is hosting a virtual poster session. We want to continue to share and honor the work of Kansas SLP and AUD students. KSHA members can view these posters online anytime before 10/31/22 and earn up to three hours of continuing education.
Registration is required (free for KSHA members). In addition, participants must complete a brief survey after viewing the posters to receive ASHA CEUs.
Once you have registered, you will receive an email with the link to view the posters, as well as the link to complete the survey.
Presenter financial and non-financial disclosures: Click HERE
Posters:
Learning Outcome #2. At the end of this session, participants will be able to:
Why using the term developmental language disorder (DLD) matters for schoolbased SLPs (Runtime 12:59)
Holly Storkel, PhD, CCC-SLP, Professor of Speech-Language-Hearing at the University of Kansas
USA RADLD is the United States committee of the international Raising Awareness of Developmental Language Disorder (RADLD)
Developmental language disorder (DLD) has gone by many names. Why does the name matter, especially when it doesn't match the terminology used to qualify children for services under IDEA? In this poster, we make the case that sharing the term DLD with students, families, and IEP team members can help them understand the language difficulties people with DLD experience and separate these challenges from the question of whether the student qualifies for school services.
Learning Outcome #1. At the end of this session, participants will be able to:
define developmental language disorder
Learning Outcome #2. At the end of this session, participants will be able to:
Vocabulary Development in Deaf and Hard of Hearing Children: Taking a Closer Look (Runtime 2:54)
Danielle Pereira is completing her Bachelor of Arts in Speech-Language-Hearing at the University of Kansas
Jena McDaniel, PhD, CCC-SLP currently is a postdoctoral research fellow at the University of Kansas Life Span Institute
Angie Walker is the coordinator of the Kansas School for the Deaf Language Assessment Program-Deaf/Hard of Hearing (LAP-DHH)
To take a deeper look into the vocabulary development of 25 young deaf and hard of hearing (DHH) children, we conducted two analyses. A difference in the receptive-expressive vocabulary size discrepancy for the DHH participants relative to children with typical hearing was not identified. At this early stage of language development, noun inventory size correlated with later mean length of utterance, but verb inventory size did not. Additional investigation at later language stages is warranted.
Learning Outcome #1. At the end of this session, participants will be able to:
Angie Walker is the coordinator of the Kansas School for the Deaf Language Assessment Program-Deaf/Hard of Hearing (LAP-DHH)
This project aims to characterize the English expressive syntax abilities of young deaf and hard of hearing children measured by the Index of Productive Syntax (IPSyn). Most of the 33 participants scored below the comparison data and showed relative strengths in the use of noun and verb phrases relative to questions/negations and sentence structures. Longitudinal analyses showed significant gains in raw scores, but not standard scores, for the play context but not other contexts.
Learning Outcome #1. At the end of this session, participants will be able to:
Morgan Oliver is currently completing her Bachelor of Arts in Speech-Language-Hearing at the University of Kansas
Karlin McGarvey is currently completing her Bachelor of Arts in Speech-Language-Hearing at the University of Kansas
Angie Walker is the coordinator of the Kansas School for the Deaf Language Assessment Program-Deaf/Hard of Hearing (LAP-DHH)
This study examines the effects of language sample length on the reliability of five language sample measures for young deaf and hard of hearing children. Analyses show that all variables were sufficiently correlated with the full 20-minute sample when coded from segments at least 10 minutes in length from the beginning or end of the sample. Mean length of utterance variables were sufficiently correlated with samples as short as 1 minute. Future directions are discussed.
Learning Outcome #1. At the end of this session, participants will be able to:
A recent study by O'Bryan (submitted) found that the word maze task is a feasible intervention that may help people with aphasia improve in sentence formulation. The current study continues this line of research by examining whether the word maze treatment generalizes to novel, untrained sentences. The results showed that participants in this study did not become more accurate with formulating novel sentences, but they became faster at making correct choices.
Learning Outcome #1. At the end of this session, participants will be able to:
We evaluate whether contingent responses and vocal elicitation strategies cause an immediate increase in child vocalization quality. We used an alternating treatments single case research design with two preschool children with ASD and minimal verbal skills. Results show that the active intervention conditions did not result in an immediate change in vocalization quality based on consonant features. However, the influence of the intervention on the communicativeness of vocalizations and longer-term changes in quality are unknown.
Learning Outcome #1. At the end of this session, participants will be able to:
Kaitlyn Pittala, B.A., Graduate Student Speech Language Pathology
Susie Glenn, B.A., Graduate Student Speech Language Pathologist
Maribel Carranza, B.A., Graduate Student Speech Language Pathologist
Abby Eubank, Faculty Sponsor
(Rockhurst University)
The purpose of this study was to determine an effective treatment for adults with attention deficits resulting from acquired or traumatic brain injury. Our review looked at Attention Process Training, known as APT, and Compensatory measures such as self management strategies, external aids, and/or environmental modifications. Results indicate both APT and Compensatory measures show gains in the area of attention deficits resulting from brain injury.
Learning Outcome #1. At the end of this session, participants will be able to:
Learning Outcome #2. At the end of this session, participants will be able to:
Parent-Implemented Yoga Program for Speech Sound Practice in Childhood Apraxia of Speech: A Pilot Study (Runtime 15:10)
Victoria Carpenter, MA, CFY at Olathe Public Schools, Graduate of University of Kansas
Kris Pedersen, Faculty Sponsor, KU
Exploratory research on the effects of a parent-implemented intervention program on speech sound inventory and functional vocabulary of children with childhood apraxia of speech (CAS). The program uses cue cards to pair speech sound practice with yoga poses and movements. The program's intention is to combine elements of yoga, principles of motor learning, and current CAS best practices to make at-home speech sound practice successful and motivating for children with CAS.
Learning Outcome #1. At the end of this session, participants will be able to:
This study examined the number and type of social communication items across the Children's Communication Checklist-2 (CCC-2), Social Communication Questionnaire (SCQ), and Social Responsiveness Scale, Second Edition (SRS-2). All three assessments are commonly used, but item specific comparisons are needed to determine which aspects of social communication impairments are being identified. Our findings indicate none of the three assessments overwhelmingly captured a large range of social communication deficits, however, the CCC-2 best captured pragmatic deficits.
Learning Outcome #1. At the end of this session, participants will be able to:
Innovative Technologies for Learning About Swallowing: Comparison of 2D and 3D Visual Content (Runtime 10:56)
Josie Broxterman is a graduate student at Kansas State University
Katherine Zimmerman is a graduate student at Kansas State University
Dr. Jane Mertz Garcia is an ASHA Fellow and professor of Communication Sciences & Disorders in the Department of Applied Human Sciences at Kansas State University
Three-dimensional (3D) technologies provide a means for speech-language pathologists to educate patients and care providers about communication and swallowing disorders. This study compares a traditional learning format (content illustrated with 2D visualizations) and a contemporary format (content visualized with 3D models) for providing introductory instruction about processes for swallowing. Preferences about visual content will be reported and discussed for adult participants who have minimal knowledge about swallowing.
Learning Outcome #1. At the end of this session, participants will be able to:
Discuss current research findings in support of 3D learning
Learning Outcome #2. At the end of this session, participants will be able to:
Learning Outcome #1. At the end of this session, participants will be able to:
Blake Roth, MS CCC-SLP, is a faculty member in the Department of Communication Sciences and Disorders at Fort Hays State University as well as a PhD Candidate at Wichita State University
This study investigated sound intensity levels in a college construction woodshop. Measurements were taken on various pieces of equipment. Sound intensity levels ranged from 76 dBA to 103 dBA at operator's ear and 76 dBA to 93 dBA at three feet away. Results indicated that the noise levels are often in a damaging range and reinforces a need for the use of hearing protection devices in this environment to prevent noise-induced hearing loss.
Learning Outcome #1. At the end of this session, participants will be able to:
Hedwig Aschl is a first-year graduate student in Communication Sciences and Disorders at Wichita State University
Kathryn Atteberry is a first-year graduate student in Communication Sciences and Disorders at Wichita State University
Mikaela Meyers is a graduate student in Communication Sciences and Disorders at Wichita State University
Emily Ray is an undergraduate student in Communication Sciences and Disorders at Wichita State University, entering graduate school Fall 2022
Madeline Rondeau s an undergraduate student in Communication Sciences and Disorders at Wichita State University, entering graduate school Fall 2022
Logan Patterson is an undergraduate student in Communication Sciences and Disorders at Wichita State University
Erin O'Bryan, PhD, CCC-SLP, is an Assistant Professor in the Department of Communication Sciences and Disorders (CSD) at Wichita State University
This poster describes a study utilizing Aphasia-Friendly Readings treatment, an approach introduced by Regier (2021). The treatment approach was piloted with two individuals by Zwanziger et al. (2021). The current study extends this research by using three personalized scripts in a multiple baseline design to examine the therapy progress of a different individual with Broca's aphasia. This presentation will explain script development, reading accuracy, pre and post-test results, and specific therapy processes used.
Learning Outcome #1. At the end of this session, participants will be able to:
Yan Ma is an assistant professor in the Department of Communication Sciences and Disorders at Fort Hays State University
Kenneth St. Louis, Professor Emeritus at West Virginia University
Previous studies regarding practicing SLPs and SLP students have portrayed negative attitudes toward PWS within the population. However, factors influencing these attitudes have not yet been investigated. Researchers utilized Dr. Kenneth O. St. Louis' POSHA-S and an additional questionnaire to discover what factors influence SLP students' attitudes toward PWS. Results indicated that attitudes were more positive in students with more clinical and coursework experience.
Learning Outcome #1. At the end of this session, participants will be able to:
Lauren Durler is a graduate student at Fort Hays State University
Amanda Miller is a graduate student at Fort Hays State University
Kayla Deghand is a graduate student at Fort Hays State University
Carol Ellis, Ph.D., is an Associate Professor in the Communication Sciences and Disorders Department at Fort Hays State University
This study investigated whether Cross-Border faculty from Fort Hays State University (FHSU) are experiencing communication difficulties when teaching Chinese students, and if so, what factors might contribute to this difficulty. Using a survey, the FHSU faculty reported varied levels of communication barriers which included possible linguistic, physical, and cultural factors.
Learning Outcome #1. At the end of this session, participants will be able to:
Registration is required (free for KSHA members). In addition, participants must complete a brief survey after viewing the posters to receive ASHA CEUs.
Once you have registered, you will receive an email with the link to view the posters, as well as the link to complete the survey.
Presenter financial and non-financial disclosures: Click HERE
Posters:
Delayed phonological encoding in stuttering: An eye-tracking study of real words (Runtime 2:03)
Kristin M. Pelczarski, Ph.D., CCC-SLP, Associate Professor at Kansas State University
Alexander Taikh, PhD, Postdoctoral researcher at the University of Alberta, Department of Psychology
Anna Tendera, PhD, adjunct scientist in the CONNECT lab at Holland Bloorview Kids Rehabilitation Hospital
Torrey Loucks, PhD, Associate Professor at the University of Alberta and Research Director at the Institute for Stuttering Treatment and Research
Recent research suggests that adults who stutter perform less well than typically fluent adults on phonological processing tasks using nonwords. These results suggest that phonological encoding difference may contribute to persistent stuttering. An eye-tracking paradigm was used to explore these differences and revealed that adults who stutter also demonstrate delays in the encoding of real- and non-words.
Learning Outcome #1. At the end of this session, participants will be able to:
Kristin M. Pelczarski, Ph.D., CCC-SLP, Associate Professor at Kansas State University
Alexander Taikh, PhD, Postdoctoral researcher at the University of Alberta, Department of Psychology
Anna Tendera, PhD, adjunct scientist in the CONNECT lab at Holland Bloorview Kids Rehabilitation Hospital
Torrey Loucks, PhD, Associate Professor at the University of Alberta and Research Director at the Institute for Stuttering Treatment and Research
Recent research suggests that adults who stutter perform less well than typically fluent adults on phonological processing tasks using nonwords. These results suggest that phonological encoding difference may contribute to persistent stuttering. An eye-tracking paradigm was used to explore these differences and revealed that adults who stutter also demonstrate delays in the encoding of real- and non-words.
Learning Outcome #1. At the end of this session, participants will be able to:
Describe how eye tracking can be used to measure phonological processing in adults who do and do not stutter.
Learning Outcome #2. At the end of this session, participants will be able to:
Discuss differences in phonological processing between individuals who stutter and typically fluent adults.
Founding the KU Society for Augmentative and Alternative Communication: Purpose and Benefits (Runtime 7:48)
Susan Koerner, doctoral candidate at the University of Kansas
Sarah Glaser, M.A., CF-SLP, recent graduate from the University of Kansas
Sophia Vazzano. BA, recent graduate from the University of Kansas
Anna Stutheit, BA, recent graduate from the University of Kansas
Faculty Sponsors: Julie Gatts and Kate DeJarnette
Students at the University of Kansas founded the KU Society for AAC (KUSAAC) in 2021 to expand student learning opportunities related to AAC. This poster session will share the experiences of the organization in the first year. In sharing the experiences of KUSAAC, it is the presenter's hope to spread the mission of KUSAAC beyond the university campus and community.
Learning Outcome #1. At the end of this session, participants will be able to:
Learning Outcome #2. At the end of this session, participants will be able to:
Learning Outcome #3. At the end of this session, participants will be able to:
Rosemarie Griffin, MA, CCC/SLP BCBA, is an ASHA certified Speech-Language Pathologist and Board Certified Behavior Analyst
In this course, participants will learn the importance of social skill instruction and leisure skill building for students with autism and other complex communication disorders. The topics of how the importance of leisure skill building for autistic learners will be discussed. Assessment will also be outlined. A general framework on how to structure small group therapy as well specific activities that clinicians can use during their sessions will be communicated.
Learning Outcome #1. At the end of this session, participants will be able to:
Learning Outcome #2. At the end of this session, participants will be able to:
Learning Outcome #3. At the end of this session, participants will be able to:
Analysis of Parents' Item-Specific Comments on the Caregiver/Parent Understanding-the-Child Questionnaire (CPUCQ) (Runtime 5:27)
Kristin M. Pelczarski, Ph.D., CCC-SLP is an Associate Professor at Kansas State University
Olivia Baus, B.A., Kansas State University
Lanae Goetz, B.A., Kansas State University
Sarah Picard, undergraduate student at Springfield College
Debra Burnett, Associate Professor of Communication Sciences and Disorders and Chair of the Department of Health Sciences at Springfield College
Ann Bosma Smit, Ph.D., CCC-SLP, ASHA Fellow, Professor Emeritus at Kansas State University
The Caregiver/Parent Understanding-the-Child Questionnaire (CPUCQ; Burnett, Pelczarski, & Pelczarski, 2022) measures comprehensibility in children with typical development and children with speech-language disorders in a variety of everyday situations. This study examines the comments that parents made about their child's communicative behavior for situation-specific questions on the CPUCQ. We report on a coding system developed to categorize these comments, and on the reliability of that coding system.
Learning Outcome #1. At the end of this session, participants will be able to:
Learning Outcome #2. At the end of this session, participants will be able to:
Learning Outcome #3. At the end of this session, participants will be able to:
Founding the KU Society for Augmentative and Alternative Communication: Purpose and Benefits (Runtime 7:48)
Susan Koerner, doctoral candidate at the University of Kansas
Sarah Glaser, M.A., CF-SLP, recent graduate from the University of Kansas
Sophia Vazzano. BA, recent graduate from the University of Kansas
Anna Stutheit, BA, recent graduate from the University of Kansas
Faculty Sponsors: Julie Gatts and Kate DeJarnette
Students at the University of Kansas founded the KU Society for AAC (KUSAAC) in 2021 to expand student learning opportunities related to AAC. This poster session will share the experiences of the organization in the first year. In sharing the experiences of KUSAAC, it is the presenter's hope to spread the mission of KUSAAC beyond the university campus and community.
Learning Outcome #1. At the end of this session, participants will be able to:
Participants will be able to describe two purposes of the KUSAAC Mission Statement.
Learning Outcome #2. At the end of this session, participants will be able to:
Participants will be able to duplicate 2 strategies for student engagement in novel AAC student organization.
Learning Outcome #3. At the end of this session, participants will be able to:
Participants will understand one student member's perceived value of KUSAAC.
It Can Be Fun and Games: Modified Leisure Skills For Students in Preschool-Grade 6 (Runtime 8:34)Rosemarie Griffin, MA, CCC/SLP BCBA, is an ASHA certified Speech-Language Pathologist and Board Certified Behavior Analyst
In this course, participants will learn the importance of social skill instruction and leisure skill building for students with autism and other complex communication disorders. The topics of how the importance of leisure skill building for autistic learners will be discussed. Assessment will also be outlined. A general framework on how to structure small group therapy as well specific activities that clinicians can use during their sessions will be communicated.
Learning Outcome #1. At the end of this session, participants will be able to:
Participants will be able to list 2 assessments that can be used to evaluate current leisure skills.
Learning Outcome #2. At the end of this session, participants will be able to:
Participants will be able to define the skill of video modeling.
Learning Outcome #3. At the end of this session, participants will be able to:
Participants will be able to list 3 leisure skill activities that can be modified for autistic students and those with complex communication disorders.
Analysis of Parents' Item-Specific Comments on the Caregiver/Parent Understanding-the-Child Questionnaire (CPUCQ) (Runtime 5:27)
Kristin M. Pelczarski, Ph.D., CCC-SLP is an Associate Professor at Kansas State University
Olivia Baus, B.A., Kansas State University
Lanae Goetz, B.A., Kansas State University
Sarah Picard, undergraduate student at Springfield College
Debra Burnett, Associate Professor of Communication Sciences and Disorders and Chair of the Department of Health Sciences at Springfield College
Ann Bosma Smit, Ph.D., CCC-SLP, ASHA Fellow, Professor Emeritus at Kansas State University
The Caregiver/Parent Understanding-the-Child Questionnaire (CPUCQ; Burnett, Pelczarski, & Pelczarski, 2022) measures comprehensibility in children with typical development and children with speech-language disorders in a variety of everyday situations. This study examines the comments that parents made about their child's communicative behavior for situation-specific questions on the CPUCQ. We report on a coding system developed to categorize these comments, and on the reliability of that coding system.
Learning Outcome #1. At the end of this session, participants will be able to:
Describe an assessment tool for speech and language in young children with a focus on comprehensibility.
Learning Outcome #2. At the end of this session, participants will be able to:
Summarize a coding system to categorize the parents' item-specific open-ended comments.
Learning Outcome #3. At the end of this session, participants will be able to:
Describe the reliability of the coding system and what changes are needed, if any.
The Kansas Brain Injury Waiver: Consumer, Caregiver & Community Partnerships for Improved Therapy Outcomes (Runtime: 10:15)
Jennifer Vaughn
Minds Matter LLC, a Kansas based organization, assists individuals (i.e. Consumers) with traumatic and acquired brain injury reintegrate with their family and community building upon a holistic and person-centered philosophy. With an emphasis on functional, Consumer-directed goals, therapy teams provide services in the Consumer's home and in community. With the Consumer, Speech therapists develop meaningful activities to support rehabilitation and independence in the home and community.
Learning Outcome #1. At the end of this session, participants will be able to:
Learning Outcome #2. At the end of this session, participants will be able to:
Learning Outcome #3. At the end of this session, participants will be able to:
The Kansas Brain Injury Waiver: Consumer, Caregiver & Community Partnerships for Improved Therapy Outcomes (Runtime: 10:15)
Jennifer Vaughn
Minds Matter LLC, a Kansas based organization, assists individuals (i.e. Consumers) with traumatic and acquired brain injury reintegrate with their family and community building upon a holistic and person-centered philosophy. With an emphasis on functional, Consumer-directed goals, therapy teams provide services in the Consumer's home and in community. With the Consumer, Speech therapists develop meaningful activities to support rehabilitation and independence in the home and community.
Learning Outcome #1. At the end of this session, participants will be able to:
Participants will name 5 services an individual is eligible to receive when qualifying for the Brain Injury (BI) Waiver.
Learning Outcome #2. At the end of this session, participants will be able to:
Participates will identify differences between receiving rehab on the BI Waiver and traditional outpatient therapies.
Learning Outcome #3. At the end of this session, participants will be able to:
Participates will discuss benefits of partnerships with community, caregiver and therapy team to support consumer outcomes.
Holly Storkel, PhD, CCC-SLP, Professor of Speech-Language-Hearing at the University of Kansas
USA RADLD is the United States committee of the international Raising Awareness of Developmental Language Disorder (RADLD)
Developmental language disorder (DLD) has gone by many names. Why does the name matter, especially when it doesn't match the terminology used to qualify children for services under IDEA? In this poster, we make the case that sharing the term DLD with students, families, and IEP team members can help them understand the language difficulties people with DLD experience and separate these challenges from the question of whether the student qualifies for school services.
Learning Outcome #1. At the end of this session, participants will be able to:
define developmental language disorder
Learning Outcome #2. At the end of this session, participants will be able to:
describe the benefits of sharing the term developmental language disorder with families and IEP team members
Learning Outcome #3. At the end of this session, participants will be able to:
Learning Outcome #3. At the end of this session, participants will be able to:
integrate the term DLD into their current eligibility process
Vocabulary Development in Deaf and Hard of Hearing Children: Taking a Closer Look (Runtime 2:54)
Danielle Pereira is completing her Bachelor of Arts in Speech-Language-Hearing at the University of Kansas
Jena McDaniel, PhD, CCC-SLP currently is a postdoctoral research fellow at the University of Kansas Life Span Institute
Angie Walker is the coordinator of the Kansas School for the Deaf Language Assessment Program-Deaf/Hard of Hearing (LAP-DHH)
To take a deeper look into the vocabulary development of 25 young deaf and hard of hearing (DHH) children, we conducted two analyses. A difference in the receptive-expressive vocabulary size discrepancy for the DHH participants relative to children with typical hearing was not identified. At this early stage of language development, noun inventory size correlated with later mean length of utterance, but verb inventory size did not. Additional investigation at later language stages is warranted.
Learning Outcome #1. At the end of this session, participants will be able to:
Describe the relation between receptive and expressive vocabulary size of deaf and hard of hearing children.
Learning Outcome #2. At the end of this session, participants will be able to:
Morgan Oliver is currently completing her Bachelor of Arts in Speech-Language-Hearing at the University of KansasLearning Outcome #2. At the end of this session, participants will be able to:
Describe the relation between vocabulary size for specific word types and later mean length of utterance for deaf and hard of hearing children.
Learning Outcome #3. At the end of this session, participants will be able to:
Analyzing the Development of Spoken Language Abilities of Deaf and Hard of Hearing Children (Runtime 2:41)
Jena McDaniel, PhD, CCC-SLP currently is a postdoctoral research fellow at the University of Kansas Life Span Institute
Nicola Santangelo is completing her Bachelor of Arts Degree in Speech-Language-Hearing at the University of KansasLearning Outcome #3. At the end of this session, participants will be able to:
Describe how to apply the results to clinical practice.
Analyzing the Development of Spoken Language Abilities of Deaf and Hard of Hearing Children (Runtime 2:41)
Jena McDaniel, PhD, CCC-SLP currently is a postdoctoral research fellow at the University of Kansas Life Span Institute
Angie Walker is the coordinator of the Kansas School for the Deaf Language Assessment Program-Deaf/Hard of Hearing (LAP-DHH)
This project aims to characterize the English expressive syntax abilities of young deaf and hard of hearing children measured by the Index of Productive Syntax (IPSyn). Most of the 33 participants scored below the comparison data and showed relative strengths in the use of noun and verb phrases relative to questions/negations and sentence structures. Longitudinal analyses showed significant gains in raw scores, but not standard scores, for the play context but not other contexts.
Learning Outcome #1. At the end of this session, participants will be able to:
Explain the purpose of the Index of Productive Syntax for evaluating expressive language skills.
Learning Outcome #2. At the end of this session, participants will be able to:
Jena McDaniel, PhD, CCC-SLP currently is a postdoctoral research fellow at the University of Kansas Life Span InstituteLearning Outcome #2. At the end of this session, participants will be able to:
Explain areas of expected relative strength and need for deaf and hard of hearing children based on the Index of Productive Syntax findings.
Learning Outcome #3. At the end of this session, participants will be able to:
Apply the Index of Productive Syntax findings to assessment and intervention planning for deaf and hard of hearing children.
The Influence of Sample Length on Reliability of Language Sample Measures for Young Deaf and Hard of Hearing Children (Runtime 2:57)Learning Outcome #3. At the end of this session, participants will be able to:
Apply the Index of Productive Syntax findings to assessment and intervention planning for deaf and hard of hearing children.
Morgan Oliver is currently completing her Bachelor of Arts in Speech-Language-Hearing at the University of Kansas
Karlin McGarvey is currently completing her Bachelor of Arts in Speech-Language-Hearing at the University of Kansas
Angie Walker is the coordinator of the Kansas School for the Deaf Language Assessment Program-Deaf/Hard of Hearing (LAP-DHH)
This study examines the effects of language sample length on the reliability of five language sample measures for young deaf and hard of hearing children. Analyses show that all variables were sufficiently correlated with the full 20-minute sample when coded from segments at least 10 minutes in length from the beginning or end of the sample. Mean length of utterance variables were sufficiently correlated with samples as short as 1 minute. Future directions are discussed.
Learning Outcome #1. At the end of this session, participants will be able to:
Explain how the length of a language sample influences the reliability of language sample measures (e.g., mean length of utterance).
Learning Outcome #2. At the end of this session, participants will be able to:
Zhi Wei Rebecca Won is an undergraduate student in Communication Sciences and Disorders at Wichita State University
Erin O'Bryan, PhD, CCC-SLP, is an Assistant Professor in the Department of Communication Sciences and Disorders (CSD) at Wichita State UniversityLearning Outcome #2. At the end of this session, participants will be able to:
Explain whether the measuring language samples from the beginning or end of the sample influences the reliability of the language sample measures.
Effects of the Word Maze Treatment on Formulation of Untrained Sentences (Runtime 11:15)Zhi Wei Rebecca Won is an undergraduate student in Communication Sciences and Disorders at Wichita State University
A recent study by O'Bryan (submitted) found that the word maze task is a feasible intervention that may help people with aphasia improve in sentence formulation. The current study continues this line of research by examining whether the word maze treatment generalizes to novel, untrained sentences. The results showed that participants in this study did not become more accurate with formulating novel sentences, but they became faster at making correct choices.
Learning Outcome #1. At the end of this session, participants will be able to:
Describe the word maze task as a feasible treatment method for people with aphasia.
Learning Outcome #2. At the end of this session, participants will be able to:
Sophia Mehnert is currently completing her Bachelor of Arts in Speech-Language-Hearing at the University of Kansas
Learning Outcome #2. At the end of this session, participants will be able to:
Summarize the method of the study investigating treatment effects.
Learning Outcome #3. At the end of this session, participants will be able to:
Jena McDaniel, PhD, CCC-SLP currently is a postdoctoral research fellow at the University of Kansas Life Span Institute
Mackenzie Bravence is currently completing her Bachelor of Arts in Speech-Language-Hearing at the University of KansasLearning Outcome #3. At the end of this session, participants will be able to:
Discuss generalization effects of the word maze treatment to untrained, novel sentences
.Increasing Quality of Child Vocalizations of Children with Autism Spectrum Disorder (Runtime 3:02)Jena McDaniel, PhD, CCC-SLP currently is a postdoctoral research fellow at the University of Kansas Life Span Institute
Sophia Mehnert is currently completing her Bachelor of Arts in Speech-Language-Hearing at the University of Kansas
We evaluate whether contingent responses and vocal elicitation strategies cause an immediate increase in child vocalization quality. We used an alternating treatments single case research design with two preschool children with ASD and minimal verbal skills. Results show that the active intervention conditions did not result in an immediate change in vocalization quality based on consonant features. However, the influence of the intervention on the communicativeness of vocalizations and longer-term changes in quality are unknown.
Learning Outcome #1. At the end of this session, participants will be able to:
Describe the difference between contingent and non-contingent responses to children's vocalizations.
Learning Outcome #2. At the end of this session, participants will be able to:
Complex Syntax Use in Young Deaf and Hard of Hearing Children (Runtime 3:20)
Jena McDaniel, PhD, CCC-SLP currently is a postdoctoral research fellow at the University of Kansas Life Span Institute
Camryn Lowe is currently completing her Bachelor of Arts in Speech-Language-Hearing at the University of Kansas
Angie Walker is the coordinator of the Kansas School for the Deaf Language Assessment Program-Deaf/Hard of Hearing (LAP-DHH)
This study aims to describe how frequently young deaf and hard of hearing (DHH) children (n = 42; mean age = 50 months) use 14 types of complex syntax. Cross-sectional and longitudinal analyses of language samples showed more frequent complex syntax use and greater diversity of complex syntax forms in older than younger children. Overall participants still showed complex syntax use below age expectations. Evidence of the influence of language sample context was also observed.
Learning Outcome #1. At the end of this session, participants will be able to:
Learning Outcome #2. At the end of this session, participants will be able to:
Explain two ways to measure the quality of child vocalizations.
Complex Syntax Use in Young Deaf and Hard of Hearing Children (Runtime 3:20)
Jena McDaniel, PhD, CCC-SLP currently is a postdoctoral research fellow at the University of Kansas Life Span Institute
Camryn Lowe is currently completing her Bachelor of Arts in Speech-Language-Hearing at the University of Kansas
Angie Walker is the coordinator of the Kansas School for the Deaf Language Assessment Program-Deaf/Hard of Hearing (LAP-DHH)
This study aims to describe how frequently young deaf and hard of hearing (DHH) children (n = 42; mean age = 50 months) use 14 types of complex syntax. Cross-sectional and longitudinal analyses of language samples showed more frequent complex syntax use and greater diversity of complex syntax forms in older than younger children. Overall participants still showed complex syntax use below age expectations. Evidence of the influence of language sample context was also observed.
Learning Outcome #1. At the end of this session, participants will be able to:
Identify instances of different types of complex syntax
Learning Outcome #2. At the end of this session, participants will be able to:
Explain the implications of complex syntax findings for DHH children
Learning Outcome #3. At the end of this session, participants will be able to:
Learning Outcome #2. At the end of this session, participants will be able to:
Explain the implications of complex syntax findings for DHH children
Learning Outcome #3. At the end of this session, participants will be able to:
Describe how the context of a language sample can influence complex syntax use
APT and Compensatory Strategy use for Attention Deficit Treatment of Acquired and Traumatic Brain Injury (Runtime 9:01)
Becky Giles, B.A., Graduate Student Speech Language PathologyKaitlyn Pittala, B.A., Graduate Student Speech Language Pathology
Susie Glenn, B.A., Graduate Student Speech Language Pathologist
Maribel Carranza, B.A., Graduate Student Speech Language Pathologist
Abby Eubank, Faculty Sponsor
(Rockhurst University)
The purpose of this study was to determine an effective treatment for adults with attention deficits resulting from acquired or traumatic brain injury. Our review looked at Attention Process Training, known as APT, and Compensatory measures such as self management strategies, external aids, and/or environmental modifications. Results indicate both APT and Compensatory measures show gains in the area of attention deficits resulting from brain injury.
Learning Outcome #1. At the end of this session, participants will be able to:
Participants will be able to determine if APT, a direct training method for treatment of attention deficits after ABI and TBI, will be an effective treatment for patients.
Learning Outcome #2. At the end of this session, participants will be able to:
Participants will understand the implications from the current research regarding APT and compensatory strategies as treatment for attention deficits after ABI and TBI.
Parent-Implemented Yoga Program for Speech Sound Practice in Childhood Apraxia of Speech: A Pilot Study (Runtime 15:10)
Victoria Carpenter, MA, CFY at Olathe Public Schools, Graduate of University of Kansas
Kris Pedersen, Faculty Sponsor, KU
Exploratory research on the effects of a parent-implemented intervention program on speech sound inventory and functional vocabulary of children with childhood apraxia of speech (CAS). The program uses cue cards to pair speech sound practice with yoga poses and movements. The program's intention is to combine elements of yoga, principles of motor learning, and current CAS best practices to make at-home speech sound practice successful and motivating for children with CAS.
Learning Outcome #1. At the end of this session, participants will be able to:
Understand the benefits and possibilities for integrating yoga and movement into speech sound practice for children with speech sound disorders.
Learning Outcome #2. At the end of this session, participants will be able to:
Elizabeth Leatherman, M.A., CCC-SLP is a doctoral candidate at the University of Kansas
This poster reports how CSD students spend their time when engaging in hands-on learning with an AAC device. Specifically, the time spent directly on the device and with a variety of support materials (e.g., manuals, training videos, etc.) were examined by analyzing video recordings of student learning. The relationships between how students spend their time and their performance on a learning assessment were also examined. Implications for teaching and learning in AAC are discussed.
Learning Outcome #1. At the end of this session, participants will be able to:
Learning Outcome #2. At the end of this session, participants will be able to:
Lauren Prehn is a senior studying Speech-Language-Hearing: Sciences and Disorders at the University of KansasLearning Outcome #2. At the end of this session, participants will be able to:
Understand how the PhonoYoga program and materials can be used in collaboration between parents and practitioners for speech sound practice across a variety of settings.
An AAC Device and 75 minutes: How do CSD Students Spend Their Time? (Runtime 11:19)
Janelle Janssen, graduate student at the University of KansasAn AAC Device and 75 minutes: How do CSD Students Spend Their Time? (Runtime 11:19)
Elizabeth Leatherman, M.A., CCC-SLP is a doctoral candidate at the University of Kansas
This poster reports how CSD students spend their time when engaging in hands-on learning with an AAC device. Specifically, the time spent directly on the device and with a variety of support materials (e.g., manuals, training videos, etc.) were examined by analyzing video recordings of student learning. The relationships between how students spend their time and their performance on a learning assessment were also examined. Implications for teaching and learning in AAC are discussed.
Learning Outcome #1. At the end of this session, participants will be able to:
Participants will be able to understand and identify what is most frequently used by CSD students when learning how to use an AAC device.
Learning Outcome #2. At the end of this session, participants will be able to:
Participants will be able to discuss how a student's time spent on the device or materials may impact what device features they can demonstrate
Classifying and Comparing Items Across Parent-Report Social Communication Assessments for School-Age Children with ASD (Runtime 15:32)
Meghan M. Davidson. Ph.D., CCC-SLP is an assistant professor in the Department of Speech-Language-Hearing at the University of KansasClassifying and Comparing Items Across Parent-Report Social Communication Assessments for School-Age Children with ASD (Runtime 15:32)
This study examined the number and type of social communication items across the Children's Communication Checklist-2 (CCC-2), Social Communication Questionnaire (SCQ), and Social Responsiveness Scale, Second Edition (SRS-2). All three assessments are commonly used, but item specific comparisons are needed to determine which aspects of social communication impairments are being identified. Our findings indicate none of the three assessments overwhelmingly captured a large range of social communication deficits, however, the CCC-2 best captured pragmatic deficits.
Learning Outcome #1. At the end of this session, participants will be able to:
better understand the challenges of defining and measuring social communication deficits in autistic individuals.
Learning Outcome #2. At the end of this session, participants will be able to:
Learning Outcome #2. At the end of this session, participants will be able to:
explain the benefits of administering multiple parent-report assessments for research purposes.
Innovative Technologies for Learning About Swallowing: Comparison of 2D and 3D Visual Content (Runtime 10:56)
Josie Broxterman is a graduate student at Kansas State University
Katherine Zimmerman is a graduate student at Kansas State University
Dr. Jane Mertz Garcia is an ASHA Fellow and professor of Communication Sciences & Disorders in the Department of Applied Human Sciences at Kansas State University
Three-dimensional (3D) technologies provide a means for speech-language pathologists to educate patients and care providers about communication and swallowing disorders. This study compares a traditional learning format (content illustrated with 2D visualizations) and a contemporary format (content visualized with 3D models) for providing introductory instruction about processes for swallowing. Preferences about visual content will be reported and discussed for adult participants who have minimal knowledge about swallowing.
Learning Outcome #1. At the end of this session, participants will be able to:
Discuss current research findings in support of 3D learning
Learning Outcome #2. At the end of this session, participants will be able to:
Describe two to three findings of participants' ratings of liking for 2D versus 3D visual content
Learning Outcome #3. At the end of this session, participants will be able to:
Paeton Buchanan is a graduate student at Fort Hays State University
Jessie Graves is a graduate student at Fort Hays State University
Sarah Simminger is a graduate student at Fort Hays State University
Karmen Porter is an Associate Professor and Chair of the CSD Department at Fort Hays State University
The effectiveness of a webinar to educate future teachers about speech/language development and disorders was examined. Data was collected from students in an education course. Participants took a pre-test before the webinar and a post-test after. A mixed methods approach was used. A two-way ANOVA showed increases in post-test scores. Analysis revealed seven themes across three categories: 'information learned', 'participant views of their role', and 'future needs'. Results indicated participants learned from the webinar.
Learning Outcome #3. At the end of this session, participants will be able to:
Identify the pros and cons of 3D versus 2D visual content for explaining processes of swallowing
Effectiveness of Webinar Training for Educating Future Teachers about Speech and Language Development and Disorders (Runtime 12:54)
Emma Harmon is a graduate student at Fort Hays State UniversityEffectiveness of Webinar Training for Educating Future Teachers about Speech and Language Development and Disorders (Runtime 12:54)
Paeton Buchanan is a graduate student at Fort Hays State University
Jessie Graves is a graduate student at Fort Hays State University
Sarah Simminger is a graduate student at Fort Hays State University
Karmen Porter is an Associate Professor and Chair of the CSD Department at Fort Hays State University
The effectiveness of a webinar to educate future teachers about speech/language development and disorders was examined. Data was collected from students in an education course. Participants took a pre-test before the webinar and a post-test after. A mixed methods approach was used. A two-way ANOVA showed increases in post-test scores. Analysis revealed seven themes across three categories: 'information learned', 'participant views of their role', and 'future needs'. Results indicated participants learned from the webinar.
Learning Outcome #1. At the end of this session, participants will be able to:
Identify key areas of speech and language knowledge that future educators would benefit from learning.
Learning Outcome #2. At the end of this session, participants will be able to:
Beau Roth, graduate student at Fort Hays State UniversityLearning Outcome #2. At the end of this session, participants will be able to:
Discuss future educator needs in building collaborative relationships with SLPs.
Learning Outcome #3. At the end of this session, participants will be able to:
Wesley Davis, graduate student at Fort Hays State UniversityLearning Outcome #3. At the end of this session, participants will be able to:
Recognize potential variables that may influence future educator knowledge of typical speech and language development.
Sound Intensity Measurements in a College Construction Woodshop (Runtime 3:45)Blake Roth, MS CCC-SLP, is a faculty member in the Department of Communication Sciences and Disorders at Fort Hays State University as well as a PhD Candidate at Wichita State University
This study investigated sound intensity levels in a college construction woodshop. Measurements were taken on various pieces of equipment. Sound intensity levels ranged from 76 dBA to 103 dBA at operator's ear and 76 dBA to 93 dBA at three feet away. Results indicated that the noise levels are often in a damaging range and reinforces a need for the use of hearing protection devices in this environment to prevent noise-induced hearing loss.
Learning Outcome #1. At the end of this session, participants will be able to:
Describe the sound intensity levels of common machines found in a woodworking shop that individuals are exposed to on a daily basis.
Learning Outcome #2. At the end of this session, participants will be able to:
Verbal Production of Aphasia-Friendly Readings Scripts in a Multiple Baseline Design (Runtime 10:23)
Sydney Brown is a first-year graduate student in Communication Sciences and Disorders at Wichita State University
Ellasyn Heuer is a first-year graduate student in Communication Sciences and Disorders at Wichita State UniversityLearning Outcome #2. At the end of this session, participants will be able to:
Differentiate sound intensity levels at operator's ear and three feet away.
Learning Outcome #3. At the end of this session, participants will be able to:
Learning Outcome #3. At the end of this session, participants will be able to:
Discuss the importance of hearing loss prevention programs for individuals in the carpentry/construction industry.
Verbal Production of Aphasia-Friendly Readings Scripts in a Multiple Baseline Design (Runtime 10:23)
Sydney Brown is a first-year graduate student in Communication Sciences and Disorders at Wichita State University
Hedwig Aschl is a first-year graduate student in Communication Sciences and Disorders at Wichita State University
Kathryn Atteberry is a first-year graduate student in Communication Sciences and Disorders at Wichita State University
Mikaela Meyers is a graduate student in Communication Sciences and Disorders at Wichita State University
Emily Ray is an undergraduate student in Communication Sciences and Disorders at Wichita State University, entering graduate school Fall 2022
Madeline Rondeau s an undergraduate student in Communication Sciences and Disorders at Wichita State University, entering graduate school Fall 2022
Logan Patterson is an undergraduate student in Communication Sciences and Disorders at Wichita State University
Erin O'Bryan, PhD, CCC-SLP, is an Assistant Professor in the Department of Communication Sciences and Disorders (CSD) at Wichita State University
This poster describes a study utilizing Aphasia-Friendly Readings treatment, an approach introduced by Regier (2021). The treatment approach was piloted with two individuals by Zwanziger et al. (2021). The current study extends this research by using three personalized scripts in a multiple baseline design to examine the therapy progress of a different individual with Broca's aphasia. This presentation will explain script development, reading accuracy, pre and post-test results, and specific therapy processes used.
Learning Outcome #1. At the end of this session, participants will be able to:
describe the Aphasia-Friendly Readings treatment approach.
Learning Outcome #2. At the end of this session, participants will be able to:
Haylee Sheffield is a graduate student at Fort Hays State University
Alysan Buehler is a graduate student at Fort Hays State UniversityLearning Outcome #2. At the end of this session, participants will be able to:
summarize the multiple baseline design treatment study.
Learning Outcome #3. At the end of this session, participants will be able to:
Jade Max, graduate student at Fort Hays State University
Megan Feiner, graduate student at Fort Hays State University
Reagan Linn, graduate student at Fort Hays State University
Yan Cheng, graduate student at Fort Hays State University
Qiang Li is an assistant professor in the Department of Communication Sciences and Disorders at the Fort Hays State University
Transcutaneous vagus nerve stimulation (tVNS) is a means of improving auditory perceptual features in both humans and animals. The current study paired the tVNS with imitation of Mandarin Chinese lexical tones in healthy native English speakers, to investigate the therapeutic effects of tVNS in speech production. Two participants volunteered in 16 sessions of lexical tone imitation, with a single subject, A-B experiment design. The first 8 sessions were phase A of baseline condition without tVNS
Learning Outcome #1. At the end of this session, participants will be able to:
Learning Outcome #2. At the end of this session, participants will be able to:
Factors Influencing Graduate SLP Students' Attitudes Towards People Who Stutter: A USA Nation-Wide Survey (Runtime 9:01)
Mindi Uhland is a graduate student at Fort Hays State UniversityLearning Outcome #3. At the end of this session, participants will be able to:
identify the verbal cueing strategies used throughout the Aphasia-Friendly Readings treatment sessions.
The Effect of Transcutaneous Vagus Nerve Stimulation on Lexical Tone Imitation: A Single Subject Design (Runtime 10:11)Jade Max, graduate student at Fort Hays State University
Megan Feiner, graduate student at Fort Hays State University
Reagan Linn, graduate student at Fort Hays State University
Yan Cheng, graduate student at Fort Hays State University
Qiang Li is an assistant professor in the Department of Communication Sciences and Disorders at the Fort Hays State University
Transcutaneous vagus nerve stimulation (tVNS) is a means of improving auditory perceptual features in both humans and animals. The current study paired the tVNS with imitation of Mandarin Chinese lexical tones in healthy native English speakers, to investigate the therapeutic effects of tVNS in speech production. Two participants volunteered in 16 sessions of lexical tone imitation, with a single subject, A-B experiment design. The first 8 sessions were phase A of baseline condition without tVNS
Learning Outcome #1. At the end of this session, participants will be able to:
1) Will tVNS improve the imitation of Mandarin Chinese lexical tones among native English speakers?
Learning Outcome #2. At the end of this session, participants will be able to:
2) If there is an improvement, whether pitch height (T1 and T3) or pitch direction (T2 and T4) is better produced, as measured by fundamental frequency?
Factors Influencing Graduate SLP Students' Attitudes Towards People Who Stutter: A USA Nation-Wide Survey (Runtime 9:01)
Haylee Sheffield is a graduate student at Fort Hays State University
Yan Ma is an assistant professor in the Department of Communication Sciences and Disorders at Fort Hays State University
Kenneth St. Louis, Professor Emeritus at West Virginia University
Previous studies regarding practicing SLPs and SLP students have portrayed negative attitudes toward PWS within the population. However, factors influencing these attitudes have not yet been investigated. Researchers utilized Dr. Kenneth O. St. Louis' POSHA-S and an additional questionnaire to discover what factors influence SLP students' attitudes toward PWS. Results indicated that attitudes were more positive in students with more clinical and coursework experience.
Learning Outcome #1. At the end of this session, participants will be able to:
Describe the attitudes towards stuttering of the graduate speech and language pathology students in the USA.
Learning Outcome #2. At the end of this session, participants will be able to:
Understanding International Students: Do Cross-Border Faculty have Communication Barriers when Teaching Their Chinese Students (Runtime 9:52)
Madison Tice is a graduate student at Fort Hays State UniversityLearning Outcome #2. At the end of this session, participants will be able to:
Identify the influencing factors on attitude towards stuttering in speech and language pathology graduate education.
Learning Outcome #3. At the end of this session, participants will be able to:
Learning Outcome #3. At the end of this session, participants will be able to:
Contrast the differences of the attitude towards stuttering between the students in terms of their year in school, coursework, and client who stutters.
Understanding International Students: Do Cross-Border Faculty have Communication Barriers when Teaching Their Chinese Students (Runtime 9:52)
Lauren Durler is a graduate student at Fort Hays State University
Amanda Miller is a graduate student at Fort Hays State University
Kayla Deghand is a graduate student at Fort Hays State University
Carol Ellis, Ph.D., is an Associate Professor in the Communication Sciences and Disorders Department at Fort Hays State University
This study investigated whether Cross-Border faculty from Fort Hays State University (FHSU) are experiencing communication difficulties when teaching Chinese students, and if so, what factors might contribute to this difficulty. Using a survey, the FHSU faculty reported varied levels of communication barriers which included possible linguistic, physical, and cultural factors.
Learning Outcome #1. At the end of this session, participants will be able to:
Discuss whether the majority of university faculty are experiencing ineffective communication exchanges with their students in China.
Learning Outcome #2. At the end of this session, participants will be able to:
Learning Outcome #2. At the end of this session, participants will be able to:
Identify various factors which may be related to these communication difficulties (i.e.,linguistic differences, physical environment factors, other demographic factors).
Learning Outcome #3. At the end of this session, participants will be able to:
Learning Outcome #3. At the end of this session, participants will be able to:
Describe what university faculty believe to be the greatest barriers to the communication process when teaching Chinese students. A Survey on Speech-Language Pathologists
Using Voice Changes as Early Indicators of Dysphagia in Persons with Parkinson’s Disease (Runtime 7:44)
Brooke Bronniman, senior at Fort Hays State University
Qiang Li, Ph.D., is Assistant Professor in the Department of Communication Sciences and Disorders at Fort Hays State University
Dysphagia is a swallowing difficulty occurring in half of the persons with Parkinson's disease. The current study is to investigate which voice changes may be used as early indicators of dysphagia development in persons with Parkinson's disease by Speech-Language Pathologists (SLPs). The preliminary results demonstrated that the voice characteristics of hoarseness was a more prominent voice change. More data and analysis are needed to further solidate this observation and understand better about other voice changes.
Learning Outcome #1. At the end of this session, participants will be able to:
Using Voice Changes as Early Indicators of Dysphagia in Persons with Parkinson’s Disease (Runtime 7:44)
Brooke Bronniman, senior at Fort Hays State University
Qiang Li, Ph.D., is Assistant Professor in the Department of Communication Sciences and Disorders at Fort Hays State University
Dysphagia is a swallowing difficulty occurring in half of the persons with Parkinson's disease. The current study is to investigate which voice changes may be used as early indicators of dysphagia development in persons with Parkinson's disease by Speech-Language Pathologists (SLPs). The preliminary results demonstrated that the voice characteristics of hoarseness was a more prominent voice change. More data and analysis are needed to further solidate this observation and understand better about other voice changes.
Learning Outcome #1. At the end of this session, participants will be able to:
Define typical voice characteristics associated with dysphagia in Parkinson's disease.
Learning Outcome #2. At the end of this session, participants will be able to:
Learning Outcome #2. At the end of this session, participants will be able to:
Identify eight specific voice characteristics in dysphagia in PD.
Learning Outcome #3. At the end of this session, participants will be able to:
Learning Outcome #3. At the end of this session, participants will be able to:
Evaluate eight specific voice characteristics associated with dysphagia and PD.
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