Poster Sessions
Professional’s Posters
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Jamie B. Lee PhD, CCC-SLP
Rileigh Perkins B.S.
Leiha Jeretsky
Renee Lupfer
Patrice Martin
Hermia Scarbough
Track: SLP-Adult
Instructional Level: Intermediate
Abstract:
Texting is a pervasive form of communication and an important rehabilitation target for people with aphasia. Psychometrically valid tools are needed to assess the texting abilities of people with aphasia. This poster presents the interrater reliability of the Texting Transactional Success Rating Scale, a new measure of functional texting abilities in individuals with aphasia. The comprehensive training provided to undergraduate students in Communication Sciences and Disorders will also be described. Results suggest high interrater reliability (Krippendorff’s alpha between each of the raters and the gold standard was .94). Student research assistants will share insights from their experience.
Learning Objectives:
Describe the student experience training and coding a measure of texting abilities in individuals with aphasia
Identify the inter-rater reliability findings of this new measure
Describe the importance of psychometrically valid measures for aphasia assessment
Disclosures: Lee
Financial Disclosures: Lee’s research is being supported by the National Institute on Deafness and other Communication Disorders of the National Institutes of Health under award number R15DC020836. This grant mechanism aims to support students in learning about research and having paid research experiences, particularly students from minoritized backgrounds. .
Nonfinancial— No relevant nonfinancial relationship exists.
Disclosures: Perkins
Perkins has no financial or non-financial disclosures.
Disclosures: Jeretsky
Jeretsky has no financial or non-financial disclosures.
Disclosures: Lupfer
Lupfer has no financial or non-financial disclosures.
Disclosures: Martin
Martin has no financial or non-financial disclosures.
Disclosures: Scarbough
Scarbough has no financial or non-financial disclosures.
Student Posters
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Kiara Williams, B.A.
Kelsey Wallace, B.S.
Mason Basdikis, B.S.
Track: SLP-Pediatrics
Instructional Level: Introductory
Abstract:
The purpose of this study was to analyze the effects of music therapy on time on task in an individual with Williams Syndrome and Autism Spectrum Disorder. A case study design was used with an 8-year-old participant who receives speech and language therapy services at Longwood Speech, Hearing, and Learning Services and at-home music therapy services. In the first phase of the study, baseline data was recorded measuring characteristics of joint attention and time on task during each activity. Then, the participant’s music therapist attended a speech therapy session and consulted the speech therapists on how to incorporate principles of music therapy into activities. In the second phase, the speech therapists incorporated music therapy into their speech sessions. Results found that average time on task was higher before implementing music therapy, but average times were more consistent after intervention. After implementing music therapy, more pointing to communicate and fewer distractions were noted.
Learning Objectives:
Describe characteristics of WS, ASD, and co-morbid WS & ASD
Describe the effect of music therapy on time on task in a participant with WS and ASD
Explain the importance of collaboration between music and speech therapists
Disclosures: Williams
No relevant nonfinancial or financial relationships exists.
Disclosures: Wallace
No relevant nonfinancial or financial relationships exists.
Disclosures: Basdikis
No relevant nonfinancial or financial relationships exists.
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Katherine Goodman
Madison Packett
Track: SLP-Adult
Instructional Level: Advanced
Abstract:
There is restricted research regarding the ways in which adult augmentative and alternative communication (AAC) users experience censorship on their devices. This study aims to examine how many adult AAC users experience censorship on their devices in terms of access to vocabulary. Due to limited research, six articles from 2006 to 2022 were used to develop a baseline for further research. A thematic review of available research was conducted to identify AAC users who have experienced abuse, their access to specific vocabulary, and implications for both clinicians and caregivers.
Learning Objectives:
Describe the importance of an Adult AAC user's access to vocabulary to support their participation in socially-valued roles
Identify terms from any of the 6 categories that may be needed to successfully participate in those specific areas
Analyze different roles in society and connect them to vocabulary terms needed to be successful
Disclosures: Goodman
No relevant financial or nonfinancial relationship exists.
Disclosures: Packett
No relevant financial or nonfinancial relationship exists.
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Billy Holden Allen, B.S.
Track: SLP-Pediatric
Instructional Level: Introductory
Abstract:
The purpose of this study was to investigate the types of language support strategies used by caregivers during shared readings and to identify strengths and weaknesses of caregiver reading behaviors used for supporting language development. A quantitative survey using snowball and convenience sampling was utilized for the collection of data. Respondents completed the study’s survey and indicated typical reading practices as well as language supports used (e.g., wh-questions, phonological awareness prompts, expansion, generalization, etc.). Demographic data, class position, and education background were also collected. Results indicated that caregivers possessed an acute awareness of the importance of reading for a child’s development. While caregivers did use a number of language support strategies, more complex and involved strategies were used less frequently. Language support strategies used during reading that were less supportive of language development were implemented more frequently than strategies that were more supportive of language.
Learning Objectives:
List commonly used language support strategies implemented by caregivers during shared readings
Contrast the frequency of occurrence between high-quality and low-quality language supports by caregivers during shared readings
Apply knowledge of shared reading behaviors of caregivers to produce personal strategies and/or recommendations for future clients to support language development
Disclosures: Allen
No relevant financial or nonfinancial relationship exists.
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Danielle Toone, B.S.
Brittany Cheyne, B.S.
Track: SLP-Pediatric
Instructional Level: Introductory
Abstract:
Preschool aged children, age three to five years old, are extremely susceptible to the world around them. At this age, children are exploring and learning from their environment and those who they are surrounded by most often. One of the most effective and innate ways a child can experience and explore their surroundings is through play (Phillips, et al. 2019). Parents enroll their children into preschools in order for them to experience the above mentioned items, yet this is not always achieved. The aim of our study is to determine if language supportive strategies (LSS) during various types of play are being implemented effectively by preschool educators and if they have adequate knowledge of these concepts. Participants of this study were preschool educators at Longwood University's Andy Taylor Center who served children ages three to five years old. We observed two preschool classrooms at an early childhood development center for a total observation time of 30 minutes and consisted of six, five minute interactions. A checklist was used to record which LSS were effectively used and during what type of play. Results indicated close-ended questions were the most frequently used LSS. Additionally, observers noted many missed opportunities to use LSS during dramatic play. Implications on future practice and research include examining the importance of interprofessional collaboration between SLPs and preschool educators regarding the use of LSS during play and the direct impact on student success.
Learning Objectives:
Identify the importance of interprofessional collaboration with preschool educators
Identify the importance of play for early language development
List the different types of language supportive strategies preschool educators can use during play
Disclosures: Toone
No relevant financial or nonfinancial relationship exists.
Disclosures: Cheyne
No relevant financial or nonfinancial relationship exists.
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Abbey Acree, B.S.
Kelsey Bomar, B.S.
Emily Friel, B.S.
Anna Roloff, B.S.
Dr. Erin Wallace, Ph.D., CCC-SLP
Track: SLP-Pediatric
Instructional Level: Introductory
Abstract:
Language-supportive strategies promote a language-rich environment that supports students that may have a language disorder. It is imperative that early childhood educators are knowledgeable and confident about language-supportive strategies and implementing them in their classrooms (Cunningham et al., 2009; Stehle Wallace et al., 2022). Current research shows that teachers are not educated in language development and do not know how to create a language-rich environment (Cunningham et al., 2009; Letts and Hall, 2003). Research also supports the need for professional development, especially in the form of coaching from speech-language pathologists (Deshmukh et al..202; Heppt et al.,2022; McLeod, 2021; Scarinci et al., 2015). This study seeks to find out how knowledgeable and confident educators are in implementing language-supportive strategies in the classroom and how often those strategies are used. In this quantitative, non-experimental, country-wide study participants completed a brief survey asking them about personal demographics, classroom demographics, and location. Application questions focused on use, confidence, and knowledge of the most supportive language-supportive strategies: wh-questions, expansion, modeling and scaffolding. Results concluded that early childhood educators are overly confident and comfortable with language-supportive strategies and creating a language-rich environment based on self-report. However, the majority did not feel their undergrad educational experiences prepared them to work with a child with a language disorder, and 49% reporting they do not collaborate with the speech-language pathologist, but 97% reporting wishing they did. Further research in this area could include a focus on frequency of language supportive strategies following direct coaching from an SLP.
Learning Objectives:
Summarize the current literature on the implementation and use of language-supportive strategies in kindergarten and first grade classrooms
Explain the discrepancies between kindergarten and first grade teacher’s confidence of using language-supportive strategies and their actual usage of these supports
Predict possible reasons as to why kindergarten and first grade teacher’s confidence does not match their use of language-supportive strategies
Disclosures: Acree
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Bomar
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Friel
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Roloff
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Wallace
No relevant financial or nonfinancial relationships to disclose.
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Brenna McCormick, B.S.
Jordan Rodriquez, B.S.
Ellís Jones, B.S.
Mattie Blackwell, B.S.
Track: SLP-Adult
Instructional Level: Introductory
Abstract:
Dysphagia is a swallowing disorder that results in functional difficulties in swallowing. SLPs are the primary professional providers for patients with the increasing disorder, therefore increasing the demand for SLPs in treating dysphagia. This research aims to investigate SLPs’ competency level in evaluating and treating dysphagia. In this research, you will also gain a better perspective as to what refinements are needed to improve programs and better prepare undergraduate and graduate students to enter the field. Speech Language Pathologists responded to an online survey, lasting approximately 20 minutes, regarding their overall competence in treating dysphagia in a variety of settings based on their professional experience. Results were analyzed using a knowledge check at the end of the survey that tested whether or not the Dunning-Kruger Effect was present.
Learning Objectives:
Discuss SLP’s role in evaluating, diagnosing, and treating dysphagia
Explore refinement options that will improve undergraduate and graduate curriculum for students entering the SLP field
Explore the impact of the Dunning-Krugger Effect on SLPs perceived skills in treating dysphagia
Disclosures: McCormick
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Rodriquez
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Jones
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Blackwell
No relevant financial or nonfinancial relationships to disclose.
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Kiara Williams, B.A.
Brenna McCormick, B.S.
Track: SLP-Pediatric
Instructional Level: Introductory
Abstract:
This literature review analyzes the research and use of orofacial myofunctional therapy (OMT) for treating various types of orofacial myofunctional disorders (OMDs) as outlined by speech-language pathologists (SLPs), dentists, orthodontists, and other clinicians who treat this group of disorders. The researchers found that while OMDs are highly prevalent in the general population in the form of ankyloglossia, breathing disorders, and inappropriate resting postures of the mouth, there is a lack of current research regarding its efficacy and use. The most significant research done on OMDs spans back to the 1970-1990s. It was during this time period when ASHA deliberated their position on OMDs, first stating that OMT should not be used to treat OMDs, then reversing their statement in 1990 to say that the treatment of OMDs is within the scope of practice for SLPs (ASHA, 1990). Even though ASHA had reversed their statement, many clinicians discredited OMT due to this position statement (Mills, 2011). The findings also show that there is a significant lack in funding and research towards the efficacy of OMTs that is peer-reviewed, recent, and accurate (Pierce, 2001). This comes at a time when many SLPs are practicing OMT as part of their treatment for articulation, feeding, swallowing, or breathing disorders. Though there is budding research in the areas of OMT relating to ankyloglossia and airway function disorders, the authors found that there is still significant research that needs to be done to prove the efficacy of OMT and the prevalence of these disorders in our population.
Learning Objectives:
Describe the difference between non-speech oral motor exercises and orofacial myofunctional therapy
Analyze the scope of practice for SLPs as it relates to OMDs
Understand the various professions involved in OMT
Disclosures: Williams
No relevant financial or nonfinancial relationships to disclose.
Disclosures: McCormick
No relevant financial or nonfinancial relationships to disclose.
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Abigail Jones, B.S.
Sarah Belton, B.S.
Track: SLP-Pediatric
Instructional Level: Introductory
Abstract:
Chemotherapy is a common treatment for pediatric cancer patients and can be ototoxic, meaning that they can cause high-frequency sensorineural hearing loss as a side effect (Bass & Bhagat, 2014; Brooks & Knight, 2018). For pediatric cancer patients, any hearing loss can have social, psychological, and financial implications and can negatively affect their quality of life (Moroe & Hughes, 2017). Hearing screening protocols may be in place across medical settings, but the variety of protocols are based on guidelines from the American Speech-Language-Hearing Association (ASHA) from 1994 and the American Academy of Audiology (AAA) from 2009 (ASHA, 1994; AAA, 2009). There is a lack of standardization of protocols stemming from outdated guidelines and there are subsequently gaps in treatment (Ganesan et al., 2018).
Learning Objectives:
Understand and define how hearing loss resulting from ototoxic chemotherapy can impact the quality of life for a pediatric cancer patient
Identify areas of weakness in monitoring guidelines for ototoxic chemotherapy
Describe collaboration of a multi-disciplined approach to the management of ototoxic chemotherapy and identify ways to improve current guidelines
Disclosures: Jones
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Belton
No relevant financial or nonfinancial relationships to disclose.
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Helena Claus, B.S.
Allyson Maroyka, B.S.
Sophia McConnell, B.S.
Anastasia Raymer, Ph.D. Speech-Language Pathology
Track: SLP-Adult
Instructional Level: Intermediate
Abstract:
Intensive language action therapy (ILAT; also CILT) is an aphasia treatment encompassing principles of neuroplasticity to promote aphasia recovery. We conducted a systematic review of studies examining neural correlates of ILAT, identifying four cases and five group studies. Following ILAT, left hemisphere activation increased in four cases and language change correlated with left activation increases in one group study. Right hemisphere activation increased in three case studies and one group study, with ILAT language correlates with activation increases in one group study and decreases in one group study. Varied patterns across studies relates in part to the considerable methodological differences employed. Both case and group studies benefit our understanding of neural correlates of ILAT.
Learning Objectives:
Describe two principles of neuroplasticity incorporated in Intensive Language Action Therapy for aphasia
Describe fMRI outcomes associated with intensive language action therapy for aphasia
Describe a critical appraisal tool for studies using fMRI for aphasia
Disclosures: Claus
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Maroyka
No relevant financial or nonfinancial relationships to disclose.
Disclosures: McConnell
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Raymer
No relevant financial or nonfinancial relationships to disclose.
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Jessica Schwartz
Track: SLP-Adult
Instructional Level: Introductory
Abstract:
Stroke survivors with aphasia report a lower quality of life and higher levels of psychological distress compared to stroke survivors without aphasia (Hilari, 2011). Community resources are often limited or not provided in an aphasia-friendly format (Briffa et al., 2022), which could negatively impact access to materials and programs that support recovery and improve quality of life. Based on anecdotal evidence, we predict that there are a number of resources that stroke survivors are not receiving from their healthcare providers. Here, we aimed to identify those resources and their preferred formatting to increase accessibility and usability. This information will be utilized to create a local (DMV area) aphasia-friendly resource guide.
Learning Objectives:
Identify the resources that stroke survivors with aphasia did not receive from their healthcare providers
Describe stroke survivors’ preferred formatting of resources
List three resources for stroke survivors in the DMV area
Disclosures: Claus
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Maroyka
No relevant financial or nonfinancial relationships to disclose.
Disclosures: McConnell
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Raymer
No relevant financial or nonfinancial relationships to disclose.
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Diana Trinidad, B.S.
Track: Audiology
Instructional Level: Intermediate
Abstract:
This study investigated the relationship between the vestibular ocular reflex (VOR) and vestibular perception in college aged dancers. Earlier studies have found that engaging in vestibular training may result in enhanced VOR suppression, attributed to top-down modulation of subcortical neuronal networks and changes in the cerebellum. Dancers use spotting techniques to help control dizziness which involve holding their gaze on a visual object at eye level as they turn. As a result of this training, dancers become habituated to vestibular stimuli leading to lower VOR responses and decreased sensations of vertigo. In this study, vestibular perception, VOR, and VOR suppression were assessed using sinusoidal harmonic acceleration (SHA). Eighteen individuals participated, 9 controls and 9 dancers. Results revealed no significant difference in VOR suppression or VOR gain between dancers and controls. Correlations between vestibular perception and slow phase eye velocity (SPV) showed that most participants in both groups perceived faster motion when higher SPV values were measured. However, there was evidence of individual dancers with more extensive dance experience who presented with robust vestibular perception but low SPV values, indicating a difference between perception and physiology following dance training. Larger sample sizes in future research are needed to examine this effect
Learning Objectives:
Describe how dancers are trained to reduce dizziness following vestibular stimulation
Define the vestibular ocular reflex, vestibular ocular reflex suppression, and sinusoidal harmonic acceleration and understand its importance in audiology
Summarize the potential effects of dance training on the vestibular ocular reflex
Disclosures: Trinidad
No relevant financial or nonfinancial relationships to disclose.
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Melanie Johnson, B.S.
Track: Audiology
Instructional Level: Introductory
Abstract:
Cervical vestibular evoked myogenic potentials measure function of the saccule and inferior vestibular nerve by evoking inhibitory electromyogram response from the sternocleidomastoid muscle using short duration stimulation. Previous research has shown that VEMP amplitude increases relative to EMG target level and latency remains constant, yet there is little to no research demonstrating the relationship between EMG target level and VEMP threshold. The objective of this study is to determine the effects of EMG activation on cVEMP thresholds and assess whether patients who generate larger tonic EMG during cVEMP testing have lower cVEMP thresholds. cVEMPs were recorded in 20 young, healthy participants between the ages of 19 to 27 years old using 500 Hz Blackman-gated tonebursts. Recordings were obtained to threshold in 5 EMG target level conditions: 150uV, 100uV, 50uV, 30uV, and 10uV. The results of this study suggest that there is not a statistically significant effect of EMG target levels on the cVEMP thresholds across EMG targets, though a statistically significant difference was noted between the 100uV and 30uV conditions.
Learning Objectives:
Describe the relationship between EMG target level and cVEMP threshold
Discuss the relationship between EMG target level and cVEMP threshold to the interpretation of cVEMPs
Identify EMG target levels which may be more optimal for recording consistent cVEMP thresholds
Disclosures: Johnson
No relevant financial or nonfinancial relationships to disclose.
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Ashton Fowlkes, B.S.
Track: Audiology
Instructional Level: Intermediate
Abstract:
"Cervical vestibular evoked myogenic potentials (cVEMPs) are used to assess the function of primarily the saccule. Clinically, cVEMPs are stimulated with transient tone bursts through air conduction. In this study, we used sustained sinusoidal bone conducted stimuli. This stimulus method allowed us to look at the possibility of a sustained cVEMP response, as well as analyze the amplitude and signal-to-noise ratio (SNR) of the responses.
Six young adults with no history of vestibular or auditory pathologies volunteered for this study. Stimuli were sinusoidal, bone-conducted tone bursts at ten different frequencies ranging from 11 to 397 Hz with a tone duration of 250 ms and delivered via a hand-held minishaker. Participants maintained a contraction of their sternocleidomastoid muscle of 50 µV. The analysis of the sinusoidal cVEMPs were used with an FFT-based approach.
Preliminary results show sinusoidal cVEMPs are present and robust in young, healthy adults. Large magnitude responses are present at the stimulus frequency and the response waveforms also contain onset and offset responses. Amplitude and SNR peak at approximately 80 Hz . Harmonic distortion products are also present.
Overall, sinusoidal cVEMPs show sustained responses with periodicity at the stimulus frequency. These cVEMPs are consistent with a vestibular origin, but can provide new information about the human otolith system that cannot be obtained with conventional transient cVEMP recordings. Specifically, the amplitude and SNR peaks are consistent with vestibular hair cells full-wave rectification in the saccule. The presence of harmonic distortion products are consistent with nonlinearities in the peripheral vestibular system."
Learning Objectives:
Describe how cVEMPs can be elicited with a sustained sinusoidal tone
List the differences between a transient cVEMP and a sustained cVEMP
Summarize the peak of the amplitude and SNR of the responses
Disclosures: Fowlkes
No relevant financial or nonfinancial relationships to disclose.
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Bailey Marks , B.S.
Maryah Mena, B.S.
Summer Scott, B.A.
Elly Cummins, B.A
Rodrigo Tobar-Fredes, PhD Psychology
Sana Smaoui, PhD, SLP(C), CCC-SLP, Reg. CASLPO
Track: SLP-Adult
Instructional Level: Intermediate
Abstract:
"One major consequence of lung transplantation is the development of swallowing
impairment or dysphagia. Little is known about the characteristics of dysphagia and
the physiological components that are ultimately impacted. This systematic review aims to
appraise and synthesize the available evidence using instrumental assessments to
outline the characteristics of post-lung transplant dysphagia and the physiological
mechanisms impacted.
Methods
Following the identification of appropriate search terms for the question, a literature
search was conducted. The literature search strategy yielded 883 studies from the electronic database search, with no additional records identified through other sources. After the removal of duplicates (n =96), a total of 787 studies were screened through title and abstracts which eliminated 775 studies. Seven studies were ultimately included in the systematic review.
Results
The selected articles included patients who underwent either single or bilateral lung
transplantation and all but one study utilized a retrospective design. Due to the
retrospective nature of the majority of the studies included in the review, a lack of
transparency regarding instrumental evaluation protocols including the number and
bolus types used during the instrumental evaluations appeared as a theme in the
studies included.
Conclusions
This review sought to describe the post-operative swallowing (patho)physiology and its
parameters following lung transplantation. We examined the results reported and the
methods utilized in obtaining these results in the existing literature. Future studies
exploring dysphagia outcomes post-lung transplant should comment on the altered
physiological mechanisms of the swallow.
Learning Objectives:
Summarize the available literature for post-lung transplant oropharyngeal dysphagia
Identify factors that exacerbate negative outcomes of post-lung transplant dysphagia
Explain the pathophysiological parameters of the swallow post-lung transplant and its relationship to oropharyngeal dysphagia in terms of safety and efficiency
Disclosures: Marks
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Mena
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Scott
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Cummins
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Tobar-Fredes
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Smaoui
No relevant financial or nonfinancial relationships to disclose.
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Emaan Dawood, B.S.
Track: Audiology
Instructional Level: Introductory
Abstract:
This study explores the underutilization of cochlear implants (CI), focusing on factors influencing access and utilization. The County Health Rankings (CHR), a system that ranks U.S. counties based on their Health Outcomes, Health Factors, and subfactors, may be able to evaluate if social determinants of health (SDOH) like income, literacy, access to clinical care etc., can predict hearing loss (HL) and CI utilization. Using the state of Virginia as a model, this study estimates the rate of moderate to profound HL and CI utilization of each county, correlating them with CHR. The rate of HL and CI per 100,000 from the All-Payer Claims Database (APCD) were analyzed for each ZIP code tabulation area (ZCTA) in Virginia from 2016-2020. County-level HL and CI rates were calculated from this data, and correlational analysis was performed with 2020 CHR. HL rates ranged from 306 to 23,434 per 100,000, while CI rates ranged from 0 to 194 per 100,000. A weak correlation was found between rates of HL and CHR of Health Outcomes (-.30), Health Factors (-.19), Health Behaviors (-.18), Clinical Care (.10), Social and Economic Factors (-.08), and Physical Environment (-.10). Weak correlations were also found between rates of CI and the same CHR categories. CI is largely underutilized, and current available public metrics of SDOH do not strongly correlate with HL and CI utilization, emphasizing the need for further research on other states and factors to advance equity in hearing health resource utilization.
Learning Objectives:
Identify socioeconomic factors associated with rates of hearing loss and cochlear implant utilization
Describe the extent of cochlear implant underutilization in the context of high hearing loss prevalence
Apply the County Health Ranking model to interpret hearing loss and cochlear implant rates in Virginia
Disclosures: Dawood
No relevant financial or nonfinancial relationships to disclose.
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Aniya Martinez
Brooke Modderman
Jenay Lynch
Surabhi Yadunath
Jessica Sullivan, PhD
Track: Audiology
Instructional Level: Intermediate
Abstract:
The primary purpose of this study is to enhance our understanding of the impact of age on speech recognition in noisy environments among individuals with normal hearing. By bridging the gap between controlled screening settings and real-life auditory conditions, we aim to provide valuable insights that can inform the optimization of resources for hearing testing and contribute to more accurate diagnoses and effective treatments for hearing loss. This research is intended to be used within future technology applications to further assist people struggling with hearing loss.
Learning Objectives:
Observe the discrepancies and consistencies in hearing screening results, considering the nuances of speech sounds in both decibels and frequencies
Evaluate how participants speech recognition in various sound environments simulate real- life auditory conditions to better understand how hearing is affected
Understand the impact of age on speech recognition in noise among individuals with normal hearing
Disclosures: Martinez
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Modderman
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Lynch
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Yadunath
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Sullivan
No relevant financial or nonfinancial relationships to disclose.
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Emily Moore, B.S.Ed.
Track: SLP-Pediatric
Instructional Level: Introductory
Abstract:
Providing high quality early intervention (EI) to young children with disabilities requires a dedicated team of collaborative practice-ready professionals. Therefore, training programs must equip EI providers with the knowledge and skills to collaborate effectively. Although the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) requires that graduate programs incorporate interprofessional education (IPE) and collaborative practice (IPP) into the curricula, speech-language pathologists (SLPs) report they feel unprepared to collaborate in EI. Recent research on IPE at the pre-service level for SLPs is limited and consists primarily of workshops and case-based learning activities. Less is known about practice-based IPE, which may offer a more authentic learning experience. This study investigates readiness for IPP in pre-service SLPs. Participants included 3 graduate students who engaged in an innovative practice-based IPE experience in an early childcare setting through a university-community partnership. Results indicate that participants increased their readiness to collaborate and enhanced their perception of collaborative competence. A focus group revealed that participants gained interpersonal skills and improved their understanding of how collaboration may benefit children with disabilities in the early childcare setting. Participants also reported increased comfort with knowledge sharing and advocating for their profession. Challenges to collaboration included limited time and space as well as initial role confusion. Further research is needed to better understand the influence of power hierarchies on collaboration between pre-service SLPs and the early childcare workforce. These findings may inform practice-based IPE program development for university personnel.
Learning Objectives:
Explain the role of interprofessional education and collaborative practice as it relates to professional standards in the field of speech-language pathology
Identify the benefits and challenges of interprofessional collaborative practice in the early childcare setting between pre-service SLPs and in-service early childcare providers
Describe how interprofessional collaborative practice in the early childcare setting supports high-quality early intervention services
Disclosures: Moore
No relevant financial or nonfinancial relationships to disclose.
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Erin Davisson B.S.
Nicole Kirk, B.S.
Brandy Hollins, Au.D.
Erin G. Piker, Au.D., Ph.D., CCC-A
Track: Audiology
Instructional Level: Introductory
Abstract:
Balance disorders such as dizziness and vertigo are more common in children with hearing loss than in children with normal hearing. Moreover, balance deficits affect development and quality of life through delayed gross motor development and lower self-esteem. For this reason, it is important to have accurate vestibular (balance) diagnostic assessments for all children. Current vestibular assessments measure physiologic reflexes, but there is some evidence that reflex testing does not reveal balance problems reported through a patient’s dizzy symptoms. Although assessing perception of stimuli is common practice for senses like hearing and vision, quantifying an adult’s vestibular perception of movements and speeds is much more novel. Little is known about adult vestibular perception and even less is known about vestibular perception in the pediatric population. Additionally, there are complications that come with research of a pediatric population, like limited attention span. Due to these limitations, there are currently no studies that attempt to assess children’s vestibular perception. The current project was a one-participant pilot study that aimed to create, test, and propose one possible pediatric vestibular perception protocol in the rotary chair based on the adult protocol. The purpose of this study was to inform future research and eventually aid in more accurate diagnosis of balance disorders in children.
Learning Objectives:
Describe the need for pediatric assessment of vestibular perception
Identify the differences between vestibular reflexes and vestibular perception
Connect the differences between adult and pediatric audiometry to the differences between the adult vestibular perception protocol and the proposed pediatric protocol
Disclosures: Davisson
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Kirk
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Hollins
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Piker
No relevant financial or nonfinancial relationships to disclose.
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Megan Harris, B.S.
Amelia McCall, M.S., CCC-SLP
Track: SLP-Pediatric
Instructional Level: Introductory
Abstract:
Approximately 2 to 3 per 1,000 children in the US are hard of hearing or Deaf (CDC, 2007). More than 90% of these children are born to hearing parents (Mitchell & Karchmer, 2004). Language access impacts a child’s language development (Hall, 2017). Assessment of narrative skills has been a well-established standard for differentiating between typical language development and Developmental Language Disorder (DLD) (Botting, 2002; Winters et al., 2022). Few American Sign Language (ASL) narrative language assessments exist, particularly for older students. SLPs often use English assessments to assess children who use ASL (Asad et al., 2013; Cravens, 2013). This study aims to explore what considerations are needed when creating an ASL adaptation of the Test of Narrative Language, 2nd Edition (TNL-2) to effectively measure narrative language skills in American Sign Language. Narrative differences between ASL and English will be discussed, as well as recommendations for creating an ASL adaptation of the TNL-2. One clinical implication of this research is the need for SLPs to acquire a higher degree of cultural and linguistic sensitivity to ASL and the Deaf community. SLPs can benefit from understanding the specific linguistic differences between English and ASL. Future directions include (a) secondary data analysis of the ASL adaptation of TNL-2 records from Deaf/hard of hearing adolescents who use ASL as their primary language and (b) psychometric analysis of the TNL-2 ASL adaptation will include item difficulty, diagnostic accuracy, and internal validity.
Learning Objectives:
Describe linguistic and cultural characteristics of ASL
Identify linguistic narrative differences between ASL and English
Identify whether the ASL adaptation of the TNL-2 is a valid measure for narrative language assessment
Disclosures: Harris
No relevant financial or nonfinancial relationships to disclose.
Disclosures: McCall
No relevant financial or nonfinancial relationships to disclose.
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Lauren Calvin
Track: SLP-Adult
Instructional Level: Introductory
Abstract:
A significant portion of research on caregivers and infants, particularly in the context of joint attention, tends to concentrate solely on mother-infant interactions, overlooking the father-infant perspective. Prevailing stereotypes often emphasize the primary caregiver, typically the mother, as the singularly influential figure in an infant's life (Cabrera et al., 2018). A review of the literature found that there is minimal research on fathers, reinforcing the stereotypical focus of primary caregivers being the only parents contributing to the infant’s language and communication development. Even when the titles of research articles suggest an inclusive focus on both parents, we found that research often centered around mothers (Cabrera et al., 2018).
This study analyzed 5-minute interactions between one infant and both the mother and father. To expand our understanding of joint attention differences, we coded interactions for symmetrical (turn taking), asymmetrical, unilateral, and disruptive patterns. The coding framework was established by Hsu and Fogel (2001). Our data suggest that there are differences among mothers and fathers within joint attention. Fathers demonstrate enhanced independent communication skills by employing a more mature vocabulary. In contrast, mothers initiate increased joint attention with infants, and employ more infantilized communication. We can infer from our data that parents target different aspects of the infant's language.
Learning Objectives:
Understand the differences in how mothers and fathers interact with their infants
Discuss how differences in parent interactions potentially impact language development
Learn the meaning behind joint attention and how it can be coded within videos
Disclosures: Calvin
No relevant financial or nonfinancial relationships to disclose.
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Thessalia Nikolaidis
Hope Connelly
Elly Cummins
Jessica Milo
Melanie-Joy Dorn, PhD
Track: SLP-Adult
Instructional Level: Introductory
Abstract:
"Artificial Intelligence (AI), in particular ChatGPT, is a rapidly growing entity that will greatly impact the way that we function as a society, including the way that we deliver healthcare services across a variety of specialties. One of the more popular ways that ChatGPT is currently being used by the general public is to create novel pieces of writing based on an idea or prompt entered into the system. The software uses this prompt to create conversational, human-like text which has been a source of controversy across a variety of settings. Despite this controversy, AI and ChatGPT have the potential to create positive change in the healthcare system, specifically in the Speech-Language Pathology (SLP) field, and increase the quality of care that patients receive as well as their quality of life.
This study provides a detailed account and analysis of the use of ChatGPT by a stroke patient, KD, to enhance daily life and functional communication with others. The case study was completed through an interview with the patient presenting with aphasia in addition to attending a lecture given by KD and a discussion with the patient following. Responses to questions were recorded and categorized.
There is currently little research on the use of ChatGPT in patients with stroke, particularly regarding how it can be applied to daily life and functional communication. The present study serves to provide an example of the effectiveness of this software in enhancing daily life in those who have experienced a stroke.
Keywords: speech-language pathology, stroke, aphasia, AI, ChatGPT, functional communication, AAC "
Learning Objectives:
Describe what AI is and how it was used in this case study
Employ the resources needed to implement AI in their professional practice as speech-language pathologists
Identify the vast opportunities AI provides as a method in aphasia management
Disclosures: Nikolaidis
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Connelly
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Cummins
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Milo
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Dorn
No relevant financial or nonfinancial relationships to disclose.
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Sydney Brown, B.S.
Hannah Richardson, B.S.
Track: Audiology
Instructional Level: Intermediate
Abstract:
"Background: Ocular vestibular evoked myogenic potentials (oVEMPs) are produced by highly synchronous bursts of extraocular muscle activity in response to stimuli. These responses reflect utricular function and can be recorded using surface electromyography electrodes. Traditional analysis of oVEMPs is limited to time-domain waveform measurements, such as amplitude and latency of response peaks. Objective synchrony-based measures have not yet been applied to the analysis of oVEMPs, particularly in the comparison of synchrony across gaze angles.
Method: We followed the new time-frequency method of analysis developed by Clinard et al. (2022) that was successfully applied to cervical VEMPs to quantify response synchrony. Air-conducted oVEMPs were recorded from twenty-one young, healthy participants at a neutral gaze and +30° gaze angle using a 500 Hz tone burst. Responses were analyzed using intertrial coherence and compared between gaze angles.
Results: Analysis of intertrial coherence was successfully applied to oVEMPs. Response latency and amplitude behaved as expected in the two gaze conditions. ITC values increased with upward gaze. Mean ITC increased from 0.53 ±0.05 with neutral gaze to 0.63 ±0.05 with upward gaze in the left ear, and 0.48 ±0.04 (0°) to 0.66 ±0.05 (30°) in the right ear.
Conclusions: Evidence of increased amplitude and ITC value as a function of gaze elevation suggest increased muscle activation may contribute to a more synchronous response. This method of analysis may be helpful to differentiate synchrony from response amplitude in individuals believed to have asynchronous neural activity.
Learning Objectives:
Identify and define the time-frequency characteristics of oVEMPs based on gaze angle
Compare traditional VEMP analyses to synchrony-based measures as they apply to oVEMPs
Describe the effect of gaze angle on oVEMP synchrony based on intertrial coherence measures
Disclosures: Brown
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Richardson
No relevant financial or nonfinancial relationships to disclose.
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This poster sessions has been withdrawn.
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Caitlyn Lewellen
Dr. Emily Zane ,Ph.D., M.Phil., M.A., B.A.
Track: SLP-Pediatric
Instructional Level: Introductory
Abstract:
In the United States, there are over 2 million individuals who do not or cannot use verbal language to communicate with others (ASHA, n.d.). One method that these people use to communicate is through Augmentative and Alternative Communication (AAC). AAC can be as low-tech as a word-choice board or as high-tech as an electronic tablet with communication software installed. Whatever the form, AAC is an incredibly important tool for people who or cannot do not communicate with their voice, offering them an effective method for expressing themselves to others. However, research analyzing the conversation quality between AAC users and others finds that people do not talk to/about AAC users the way they do to/about people who use spoken language, and, unfortunately, the features of these conversations suggest that people consider AAC users less desirable conversation partners and even less competent, generally, than spoken-language users (Vidal et al., 2021). This project uses a novel interview format and technique to ask an AAC user about his own firsthand experience talking to others and gauging their perceptions of him. By analyzing themes among his answers, we find patterns suggesting people (even teachers and family members) view him differently from spoken language users and, importantly, that his mode of communication contributes to this view. We hope findings can alert clinicians to beware of subtle signals in their own responses to AAC-using clients that may similarly suggest implicit biases.
Learning Objectives:
Identify what variables contribute to negative views of alternative and augmentative communication use
Describe how others factors not explored in this project may also contribute to negative feelings about AAC user’s communication use
Explain the impact of the studied themes have on the AAC user’s perception of himself and his communication use
Disclosures: Lewellen
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Zane
No relevant financial or nonfinancial relationships to disclose.
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L. Iman Scott, M.S.
Track: SLP-Pediatric
Instructional Level: Introductory
Abstract:
The intersection of Hispanic identity with the diagnosis of DHH is an under-researched phenomenon. The purpose of the study is (1) to explore and understand the lived experiences of Hispanic parents with d/Deaf children in their interactions with Speech-Language-Hearing Professionals (SLHPs) and to investigate and uncover how Hispanic parents of d/Deaf children view cultural transmission in their household This study investigates the dynamics in a multilingual household between a d/Deaf child and their hearing parent. The current ongoing study uses a qualitative phenomenological design to explore the experiences of these families from the parent's perspective. Phenomenological studies are to observe a shared lived experience and describe what those who lived it have in common. In this design, the researcher will begin by collecting the narratives from those who have lived through this phenomenon. Then, the researcher will analyze the narratives and identify recurring themes. Finally, the results and the implications of the results will be discussed (Creswell 2013). In particular, the study will explore how culture and language are passed down and what support SLHPs can offer to support these families. It highlights the crucial role of clinicians in providing culturally responsive care, acknowledging the profound impact of cultural acceptance and communication access on these children's lives.
Learning Objectives:
1. Describe the barriers to cultural transmission for DHH children in a bilingual household
2. Identify ways to support multilingual families with DHH children better
3. Assess the way ways in which cultural identity and societal perceptions intersect with a DHH diagnosis
Disclosures: Scott
No relevant financial or nonfinancial relationships to disclose.
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Mackenzie Brown, B.S.
Emma Greenwood, B.S.
Tara Cuthrell, B.S.
Track: SLP-Adult
Instructional Level: Introductory
Abstract:
"Prior research has proven Melodic Intonation Therapy (MIT) to be beneficial for non-fluent aphasic patients. There is adequate information provided to support the efficacy, but it is unknown whether it is being used sufficiently to treat patients who would benefit from it. The aim of this research is to gain perspective on how prevalent MIT is in the field and also to get a better idea of the knowledge base of those using it. A survey was developed and distributed to Speech Language Pathologists using Qualtrics. The survey included questions focusing on their background in the profession, their confidence level using MIT in the field, and their knowledge of the therapy, followed by a knowledge based test.
Learning Objectives:
Describe melodic intonation therapy and the potential benefits for individuals with non fluent aphasia.
Analyze speech language pathologist’s preferred methods for treating nonfluent aphasia as well as their confidence in providing these services, specifically melodic intonation therapy.
Explain different methods for treating patients who present with aphasia and confidence levels of SLPs providing these services.
Disclosures: Brown
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Greenwood
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Cuthrell
No relevant financial or nonfinancial relationships to disclose.
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Jamilah Odeh
Track: Audiology
Instructional Level: Introductory
Abstract:
"Introduction: Listening effort is challenging to measure, partially due to variability from person to person and from task to task. There are few reports of listening effort in Neurodiverse (ND) persons.
Aims: Investigate the perceived mental workload in Neurotypical (NT) versus ND listeners in two distracting and one quiet listening task. Also evaluate any correlation between the subjective and objective scores, does more effort yield better thresholds?
Methods: 55 young-healthy adults participated. 18 identified as NT, 20 suspected Neurodivergence, and 45 were diagnosed ADHD (ND). Three listening tasks were performed in random order: Speech-on-Speech Masking in three levels of difficulty, Informational Masking (IM) following Alexander & Lufti repeated 8 times, and Absolute Thresholds of 11 tones in the IM task. Following completions of the three tasks, subjects rated subjective efforts on 6 scales from the NASA task load inventory.
Results: Significant (p<.001) interaction and main effects in repeated measures ANOVA of 3 tasks and the 6 NASA scales basically showing low overall physical effort and more frustration in IM, but no difference between NT and NDs. All 18 scores were positively corrected, 54 of the 153 pairs significantly. Discriminate analysis showed that a combination of temporal and performance in the IM task plus frustration in the Speech and IM tasks separated NT from ND listeners (t42=4, p<.001)
Conclusions: No one score separated our NT from ND listeners. A combination of scores, however, including frustration as well as time and performance anxiety in the IM task, separates our groups. "
Learning Objectives:
List differences in subjective reports of listening efforts in neurotypical and neurodiverse listeners.
Assess how a combination of scores predicts neurodiversity better than any single score.
Summarize how frustration levels can differ in distracting and non-distracting listening environments and how it affects performance outcome
Disclosures: Odeh
No relevant financial or nonfinancial relationships to disclose.
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Megan Gillespie
Track: SLP-Adult
Instructional Level: Introductory
Abstract:
During a standardized dysphagia evaluation, speech pathologists ask patients to swallow predetermined volumes of liquid (e.g., 5-10ml) to determine the adequacy of the oropharyngeal response. However, these volumes are typically smaller than previously reported natural swallow volumes (12.75-25ml). Many factors affect natural swallow volume (e.g., age, body size), but it is not currently known if dysphagia symptoms affect swallow volume. This study aimed to determine if dysphagia symptoms, as measured by the Dysphagia Handicap Index (DHI), were associated with swallowing volume during both clinical swallow evaluations (water swallows) and during modified barium swallow (MBS) evaluations (thin barium sulfate swallows). Preliminary results have been collected on 11 participants with dysphagia symptoms (mean age: 73.2 years, 5 female). For patients with neurological etiologies, the association between DHI scores and sip volume was stronger for barium sulfate (r= -.60) than water (r= -.44), while patients with esophageal etiologies had a weaker positive association (r= .36 and r= .46, respectively). There was a negative correlation between age and sip volume for water swallows (r= -.56) only. Sip volume for water swallows was significantly larger than for barium sulfate swallows (p= .02, Cohen’s d= .90). This preliminary data suggests that participants with dysphagia take similar sip volumes compared to non-dysphagic individuals, but sip volume may be affected by dysphagia symptoms in certain etiologies. Sip volume may also be affected by the presence of barium compared to water. While more data is needed, this should be considered when developing MBS protocols.
Learning Objectives:
Compare the differences (or lack of) between natural sip volumes of healthy individuals, when individuals are not provided a specified volume to drink, (average range 12.75 to 25 mL, greater in males), and patients with dysphagia symptoms (i.e. food gets stuck in the upper esophageal sphincter)
Describe the impact of etiology, swallowed material, dysphagia symptoms, age, and sex on sip volumes for patients with dysphagia
Analyze efficacy of current swallow evaluation practices and protocols based on natural swallow volume (i.e. cup sips) compared to prescribed swallow volumes (i.e. 5 mL, 10 mL
Disclosures: Gillespie
No relevant financial or nonfinancial relationships to disclose.
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Gordon Hall
Jaclyn Owens
Track: SLP-Pediatrics
Instructional Level: Introductory
Abstract:
"Stuttering is a communication disorder that affects roughly three million Americans consisting of prolongations, blocks, and repetitions of sounds, syllables, and words. An implicit bias is a form of bias that occurs automatically and unintentionally, typically stemming from one’s unconscious thoughts/actions. An explicit bias is where an individual is aware of their prejudices and attitudes towards certain groups (ASHA, n.d.). Due to these implicit and explicit biases, people uninformed about stuttering often have a negative perception of stutterers. Not only does a stutter affect the fluency of speech, it also results in psychological effects (Jones, et al. 2021). Previous research on stuttering revealed common misconceptions about this disorder (Abou-Dahech, et al. 2020). Many studies have shown that people who stutter (PWS) are rated as having “undesirable personality characteristics” such as being timid, anxious, nonassertive, and shy, are reacted to with physiological and emotional discomfort, are perceived as being less employable than people who do not stutter, and are perceived as less intelligent or competent in a variety of jobs in which communication is highly valued compared with their non-stuttering coworkers (Boyle, 2017, p. 921). The current study will attempt to give more insight into undergraduate education majors and their implicit/explicit bias towards people who stutter.
Learning Objectives:
Describe the explicit bias towards adults and children who stutter
Discuss how this research on implicit and explicit bias relates to their own practice
Analyze what they have learned from this activity and apply it to real-life situations they encounter when it comes to people who stutter (PWS)
Disclosures: Hall
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Owens
No relevant financial or nonfinancial relationships to disclose.
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Dana Beranger B.A , MAT
Christian Jackson, B.A.
Christina Villiers
Jessica Sullivan, Ph.D
Track: SLP-Pediatric
Instructional Level: Introductory
Abstract:
"Within the field of speech language pathology there are limited resources available for clinicians working with bilingual children. Amongst the resources available, a vast majority are dedicated to Spanish speaking populations. Haitian Creole, French and Arabic populations are those amongst many, where resources for children are limited. Within the study we examine existing applications that could potentially be used during intervention and the effectiveness of the applications existing. The effectiveness of existing applications were rated amongst participants using a rubric that examined domains that included, user friendliness, adaptive level of complexity, feedback, and other various features. Results showed a necessity for more resources in the field of speech language pathology for bilingual children. Participants included seasoned speech language pathologists who have worked with bilingual populations. A focus group discussion was held amongst the seasoned clinicians about the resources readily available in the field of speech language pathology. Through this study we expect to find a need for more resources for clinicians who work with bilingual populations.
Key words: bilingual, resources, intervention
Learning Objectives:
Describe how the limited availability of mobile apps can impact the overall effectiveness of interventions for bilingual children
Identify the areas where existing mobile apps fail to provide the resources needed to provide adequate intervention to bilingual children
Formulate recommendations for the development of mobile apps tailored to the intervention needs of bilingual children
Disclosures: Beranger
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Jackson
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Villiers
No relevant financial or nonfinancial relationships to disclose.
Disclosures: Sullivan
No relevant financial or nonfinancial relationships to disclose.
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Billy Holden Allen, B.S.
Track: Professional
Instructional Level: Introductory
Abstract:
The purpose of this study was to investigate the receptiveness and perspectives of practicing speech-language pathologists (SLPs) toward individuals with disabilities operating as practicing professionals and/or entering SLP graduate programs. A quantitative survey using snowball and convenience sampling was used for the collection of data. Relevant social media groups as well as American Speech-Language-Hearing Association (ASHA) communities and special interest groups were used to recruit survey respondents. The majority of the 456 survey responses indicated that SLPs with disabilities are an underrepresented population in the field, there is a need for greater diversity of individuals with disabilities in the field, and there is a notable willingness to work with fellow SLPs with disabilities. Field experience was the greatest contributing factor to a professional’s preparedness for working with professionals with disabilities. SLPs stated that attempting to find jobs, accommodating work environments, and fulfilling SLP responsibilities would be harder for an individual with a disability. Most SLPs felt that their profession did not have an adequate framework for educating professionals on how to engage with fellow peers with disabilities. When asked to use positive and negative adjective descriptors to describe SLPs with and without disabilities, participants used more negative descriptors to describe SLPs with disabilities than non-disabled SLPs. Participants were divided on a disability’s role and impact on service delivery and in client relationships such as establishing rapport.
Learning Objectives:
Describe current views of practicing SLPs concerning greater inclusivity in the field for individuals with disabilities
Contrast positively- and negatively-based views of professionals towards practicing SLPs and/or CSD graduate students with disabilities
Contrast positively- and negatively-based views of professionals towards practicing SLPs and/or CSD graduate students with disabilities
Disclosures: Allen
Allen is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.
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Jaime B. Lee PhD, CCC-SLP
Rileigh Perkins, B.S.
Leiha Jeretsky
Renee Lupfer
Patrice Martin
Hermia Scarbough
Track: SLP-Adult
Instructional Level: Intermedia
Abstract:
Texting is a pervasive form of communication and an important rehabilitation target for people with aphasia. Psychometrically valid tools are needed to assess the texting abilities of people with aphasia. This poster presents the interrater reliability of the Texting Transactional Success Rating Scale, a new measure of functional texting abilities in individuals with aphasia. The comprehensive training provided to undergraduate students in Communication Sciences and Disorders will also be described. Results suggest high interrater reliability (Krippendorff’s alpha between each of the raters and the gold standard was .94). Student research assistants will share insights from their experience.
Learning Objectives:
Describe the student experience training and coding a measure of texting abilities in individuals with aphasia
Identify the inter-rater reliability findings of this new measure
Describe the importance of psychometrically valid measures for aphasia assessment
Disclosures: Lee
Leie s receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.This work is supported by by the National Institute on Deafness and Other Communication Disorders of the National Institutes of Health under award number R15DC020836. This grant mechanism aims to support students in learning about research and having paid research experiences, particularly students from minoritized backgrounds.
Perkins
No relevant financial or nonfinancial relationships to disclose.
Jeretsky
No relevant financial or nonfinancial relationships to disclose.
Lupfer
No relevant financial or nonfinancial relationships to disclose.
Martin
No relevant financial or nonfinancial relationships to disclose.
Scarbough
No relevant financial or nonfinancial relationships to disclose.