Investigating the relationship between NIHSS and placement of temporary non-oral nutrition source following acute stroke
​(runtime: 4:15)
University of Kansas Health System
Caitlin Dunbar, Audra Huebner, Sydney Schumacher

A quality improvement study was completed via retrospective analysis of 381 subjects investigating the use of the NIH Stroke Scale as a predictor for need for temporary non-oral nutrition following acute CVA. NIHSS score upon admission was found to be significantly associated with whether a temporary non-oral nutrition source was placed. ROC analysis suggests that an NIHSS score of >/= 10 best predicts whether patients will have placement of temporary non-oral nutrition.
Session Level: Intermediate
Learning outcome #1: Describe the NIH Stroke Scale and its relationship to stroke severity.
Learning outcome #2: Identify an NIH Stroke Scale score that may indicate need for consideration for temporary non-oral nutrition source.
Learning outcome #3: Summarize potential benefits of the use of NIH Stroke Scale score in early clinical decision making.
 

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Exploring Telepractice Perceptions and Needs of School-based Stakeholders: A Statewide Perspective
​(runtime: 18:00)
Fort Hays State University
Blake Roth, JaeHwan Byun, Imran Musaji, Erin O'Bryan, Douglas Parham Trisha Self

Several studies have previously demonstrated the validity and viability of telepractice. However, since the sudden shift during COVID-19, there is a mismatch between stakeholders' experiences and the positive pre-pandemic data. This study investigated the perceived and empirical metrics of Kansas school-based stakeholders' regarding telepractice to better contextualize this change. The study followed a mixed method research design consisting of an online survey and online focus group sessions. Both quantitative and qualitative results will be discussed.
Session Level: Intermediate
Learning outcome #1: Identify current perceptions of school-based stakeholders towards telepractice.
Learning outcome #2: Differentiate perceived versus actual telepractice knowledge and skills of school-based stakeholders.
Learning outcome #3: Discover the primary telepractice needs of school-based stakeholders.
 

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Exploring Telepractice Perceptions and Needs of School Speech-Language Pathologists Across Kansas
Fort Hays State University
Ashlyn Cure, Amber Hildebrand, Brooke Bronniman, Blake Roth

The purpose of this study was to investigate Kansas school-based SLPs' telepractice perceptions, knowledge, skills, and experiences to identify what is needed to use telepractice effectively. The focus group session was conducted via Zoom and included six practicing SLPs from three different educational models. Results indicated SLPs preferred in-person services and had limited telepractice knowledge, skills, and experience. There is a need for education, training, and the provision of resources to improve telepractice experiences.
Session Level: Intermediate
Learning outcome #1: Identify what is necessary to improve telepractice experiences.
Learning outcome #2: Describe current perceptions of Kansas school-based SLPs towards telepractice.
Learning outcome #3: Discuss the knowledge, skills, and experiences of Kansas school-based SLPs.
 

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Effectiveness of Webinar Training for Educating School Professionals About Speech/Language Development/Disorders
Fort Hays State University
Sadie Holloway, Rebecca Lennemann, Macy DeWitt, Laura Sanchez, Karmen L. Porter 

Researchers examined the utility of sharing a webinar about speech/language development and disorders with educators. Data was collected via semi-structured interviews. Participants shared what they learned, what was useful to them, and what additional resources they needed. Analysis of the data revealed several themes including 'information educators did/did not know about language development/disorders', 'resources educators believed could help them with accommodations', and 'suggestions for engaging in collaboration'. Participants agreed the webinar was beneficial to them.
Session Level: Introductory
Learning outcome #1: Identify key content areas related to speech/language development and disorders that educators may benefit from learning more about.
Learning outcome #2: Describe the potential benefits to educators of a pre-recorded training webinar focused on speech/language acquisition and language/literacy disorders in the classroom.
Learning outcome #3: Discuss future educator needs in building collaborative relationships with SLPs.
 

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Choirs for Adults with Neurological Disorders: A Review of Benefits and Local Interest Survey Results
​(runtime: 11:26)
Wichita State University
Julia Edmondson, Erin O'Bryan

Neurological choirs are community singing groups for participants with various neurological challenges that affect communication. The current project reviews the scholarly literature on possible benefits and drawbacks of these activities and suggests areas for future research and implementation. The project also surveyed adults with neurological disorders and their care partners to determine local interest levels and factors that might influence participation.
Session Level: Introductory
Learning outcome #1: Define the concept of a neurological choir
Learning outcome #2: Review benefits of neurological choir participation based on background literature
Learning outcome #3: Describe results of a local interest survey regarding neurological choirs
 

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Workforce Readiness: Are Graduate Speech-Language Pathology Students Meeting the Cultural Competency Standards?
​(runtime: 13:15)
Fort Hays State University
Jaycee Blazek, Jordan Parker, Anne Stukey, Emily Peaney, Dr. Carol Ellis, Ph.D, CCC-SLP

This study investigated whether graduate SLP students have acquired the knowledge and experiences needed to satisfy the four performance competencies within CAA's 3.11 Standard of Cultural Competency. Using a survey, most students reported acquiring many of the cultural competencies; however, some gaps and differences between program settings were noted.
Session Level: Introductory
Learning outcome #1: Discuss whether the majority of graduate students report being confident in their cultural competency skills
Learning outcome #2: Identify areas where SLP graduate students might benefit from more instruction and/or experiences to become more culturally competent
Learning outcome #3: Compare the differences in diversity education between rural and urban programs
 

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Analysis of Smooth Cepstral Peak Prominence in Hypokinetic Dysarthria Associated with Parkinson's Disease
​(runtime: 13:15)
Fort Hays State University
Wesley Davis, Abigail Wallace, Beau Roth, Qiang Li, Shalini Narayana Michael Cannito

Cepstral peak prominence (CPP) is a measurement of the distance from the most prominent cepstral peak to the linear regression line directly beneath it. This study examines the smooth CPP (CPPs) in people with hypokinetic dysarthria associated with PD. Results demonstrated that CPPs values by PD participants bordered the cutoff value for vowel prolongation and fell below it for connected speech, showing that CPPs may be an effective diagnostic method for dysphonia.
Session Level: Intermediate
Learning outcome #1: Describe what smooth cepstral peak prominence is.
Learning outcome #2: Measure smooth cepstral peak prominence in PRAAT.
Learning outcome #3: Apply smooth cepstral peak prominence clinically in assessing voice quality.
 

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Do Audiometric Simulations Improve Learning Experiences in the Classroom?
​(runtime: 7:50)
Wichita State University
Cynthia Richburg, Sabrina Gooch, Cynthia Griffith

In this study, 34 undergraduate CSD students were administered surveys following simulated activities to determine perceived benefits of those activities. Results indicated the majority of students preferred a hands-on activity over a virtual activity, but both activities increased confidence in audiometric testing procedures. In addition, most students reported an increased interest in majoring in audiology due to these activities. Additional findings will be presented, and suggestions made, for future activities incorporating virtual simulations.
Session Level: Introductory
Learning outcome #1: compare perceived benefits of virtual, simulated audiological experiences compared to hands-on standardized patients for students in an undergraduate audiology course.
Learning outcome #2: describe the effects these simulated/standardized experiences have on undergraduate students' interest in pursuing Audiology as a profession.
Learning outcome #3: explain how these experiences enabled students to use elements/tests of an audiological evaluation to correctly identify type and diagnosis of a simulated case.
 

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Measuring the Effect of Aphasia-Friendly Reading on Verbal Production Accuracy with a Relative as Co-Reader
(runtime: 14:40)
Wichita State University
Abigail Moss, Arie Ediger, Natalie Marie Krug, Madeline Rondeau, Blayze Scott, Erin L. O'Bryan

This presentation examines the effect of participation in Aphasia-Friendly Reading on a person with aphasia. Specifically, this study focuses on an adult woman with expressive aphasia and her mother as a co-reader. The presentation will discuss trends in oral reading accuracy, results from pre-and post-test measures, and practical aspects of the approach, such as script development. Portions of the script will be shared, as well as the reported experiences of the participants.
Session Level: Intermediate
Learning outcome #1: Describe the Aphasia-Friendly Reading treatment approach
Learning outcome #2: Assess their clients' candidacy for participation in Aphasia-Friendly Reading
Learning outcome #3: Review methods and results of the Aphasia-Friendly Reading treatment study
 

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Supported Conversation Training Outcomes for Future Healthcare Professionals: A Pilot Study
Wichita State University
Corri Newman, Erin O'Bryan

This pilot study will examine learning outcomes from fifteen students to measure effects of a self-paced online learning module about effective communication with patients with communication disorders. The results will be used for a larger comprehensive study investigating whether future healthcare professionals can improve skills for communication with aphasic patients.
Session Level: Introductory
Learning outcome #1: Summarize the results of the pilot study measuring participants’ knowledge of aphasia and Supported Conversation strategies.
Learning outcome #2: Report how to access Supported Conversation e-Training for aphasia.
Learning outcome #3: Describe the design of the pilot study investigating participants’ knowledge of aphasia and Supported Conversation strategies before and after training.
 

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Contemporary Methods for Instruction about Thickened Beverages: Surveyed Opinions of Students in Nutrition Professions
​(runtime: 14:20)
Kansas State University
Jane Garcia, Edgar Chambers IV, Katherine Zimmerman, Kara Rodriguez

A long-standing challenge in dysphagia management is adequacy of staff instruction about thickened liquids. This session describes an eLearning module about the 'basics' of preparation, incorporating innovative strategies to promote engagement (e.g., 360 kitchen scene, interactive components, and 'skills checks'). The surveyed opinions from students in nutrition professions are reported for module content and learning strategies. Results highlight changes in their knowledge and beliefs about preparation from pre- to post-module responses. Clinical implications are discussed.
Session Level: Intermediate
Learning outcome #1: Describe the need for instruction/educational programming to train staff in preparing appropriately thickened beverages.
Learning outcome #2: Discuss changes in the beliefs of survey respondents in response to an eLearning module about the basics of preparing thickened beverages.
Learning outcome #3: Describe ways clinical innovations in staff training about the preparation of thickened beverages contribute to patient care.
 

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The Impact of Nomenclature in Intervention on (Autistic) Persons (on the Spectrum)
​(runtime: 14:40)
Wichita Public Schools
Katrina Quinones, Karissa Marble-Flint, Aaron Bowen, Trisha Self

This presentation summarizes a systematic review that was completed in March 2023 to evaluate the effects nomenclature has on (autistic) persons' (on the spectrum) self-perceptions and how professionals' use of identifying terminology can affect the consumers they serve. This summarization hopes to stimulate further research and foster inclusivity as it pertains to autism.
Session Level: Introductory
Learning outcome #1: Identify key models of disability and how autism nomenclature fits within those models.
Learning outcome #2: Discuss findings from this systematic review detailing preferred terminology for (autistic) persons (on the spectrum) as well as rationale given for those preferences.
Learning outcome #3: Identify potential effects terminology can have on stakeholders (I.e., autism community and professionals).
 

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The Effect of Transcutaneous Vagus Nerve Stimulation on Laryngeal Muscle Flexibility with Lexical Tone Imitation
​(runtime: 8:00)
Fort Hays State University
Qiang Li, Gracen Friess, Jersey Garoutte, Yiru Yao

The therapeutic effect of transcutaneous vagus nerve stimulation (tVNS) has been reported related to the sensory neural network, but few to the motor neural network. This study hypothesized that when applying the tVNS, the laryngeal muscles responsible for speech will become more flexible, and their motor activities will be enhanced. Preliminary results indicated the positive tVNS effect and its potential clinical application.
Session Level: Intermediate
Learning outcome #1: Describe the technique of transcutaneous vagus nerve stimulation.
Learning outcome #2: Measure lexical tones acoustically.
Learning outcome #3: Generalize the technique of transcutaneous vagus nerve stimulation clinically in speech therapy.
 

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Functional Speech Therapy For Middle and High School Aged Autistic Learners
​(runtime: 5:51)
ABA SPEECH
Rosemarie Griffin

In this course, participants will learn strategies for providing functional therapy for autistic students with high support needs in middle and high school. Discussion and videos will be used to illustrate these points.
Session Level: Introductory
Learning outcome #1: Participants will be able to state 4 skills to consider when goal setting for high school-aged autistic learners.
Learning outcome #2: Participants will be able to discuss 3 modified leisure skills to use with students in middle and high school.
 

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Implementing the Rett Syndrome Communication Guidelines:  A Program of Education & Application
​(runtime: 4:30)
University of Kansas Medical Center
Susan Koerner

There is widespread lack of knowledge about how to effectively assess and treat communication in Rett syndrome, or how to manage these skills over the lifetime. Provider education is critical since Rett syndrome is a rare genetic neurological disorder that occurs almost exclusively in girls and leads to severe impairments, affecting nearly every aspect of the child's life: their ability to speak, walk, eat, and even breathe easily
Session Level: Introductory
Learning outcome #1: Viewers will list two resources provided by IRSF to learn more about communication and Rett syndrome
Learning outcome #2: Viewers will be able to explain one benefit of belonging to the communication guidelines forum.
 

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Language and Music Reading in People with Aphasia
​(runtime: 7:07)
University of Kansas
Katherine Marx

Little research seeks to understand aphasia's effect on music reading--an important question as we pursue patient-centered and participation based treatment goals, since over half of all American households boast at least one professional or hobbyist musician. This poster explores the historic findings on this topic and outlines the results of a modern single case study of individuals with aphasia and alexia and their ability to read music.
Session Level: Intermediate
Learning outcome #1: Describe the relationship between language reading and music reading in people with aphasia
Learning outcome #2: Describe the opportunity for interdisciplinary work with music therapists in addressing music reading deficits for musicians with aphasia
 

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Attitudes toward Stuttering of University Instructors: A Nation-wide Survey
​(runtime: 7:55)
Fort Hays State University
Willow Ludwig, Lauren Stallbaumer, Yan Ma

University instructors may work closely with students who stutter. Specifically, instructors in the major of communication sciences and disorders (CSD) are critical in educating and influencing the attitudes of future professionals who will advocate for the stuttering community. This study utilizes the POSHA-S survey and consists of 203 participants and examines the attitudes toward stuttering of university instructors in the field of CSD, and other majors as well for comparison.
Session Level: Introductory
Learning outcome #1: Identify the differences in the attitudes toward stuttering of the global population and university instructors.
Learning outcome #2: Identify the differences in the attitudes toward stuttering of Communication Sciences and Disorders instructors compared to instructors of other majors.
Learning outcome #3: Identify the global stigmas surrounding individuals with a stutter.