Communication Sciences and Disorders Commons^™

Developing Critical Thinking Skills In Undergraduate Csd Students Through A Case Study Project, Lydia R. Kruse, Windi Krok

Teaching and Learning in Communication Sciences & Disorders

Critical thinking skills are crucial for Speech-Language Pathologists to effectively assess, diagnose, and treat communication disorders. However, the optimal timing for teaching these skills to future clinicians remains an open question. Most of the current research is focused on developing critical thinking skills in graduate students, though there is some evidence to suggest that students should be working to develop critical thinking skills during their undergraduate education. This work describes the critical thinking skills demonstrated by undergraduate students in a Communication Sciences and Disorders (CSD program) through a case study project, as well as their self-perceptions. Results indicate relative weakness …

Development And Impact Of A Review Course For The Praxis Examination In Speech- Language Pathology, Miriam Baigorri, George Pagano

Teaching and Learning in Communication Sciences & Disorders

Abstract

The Praxis II: Subject Assessment in Speech-Language Pathology is a required national examination for certification and licensure in the United States. However, disparities in pass rates, particularly among culturally and linguistically diverse (CLD) test takers, create barriers to professional entry. This study examines students' perceptions of the effectiveness of an Examination Preparation Course, designed to enhance student success through structured content review, practice exams, and test-taking strategies. A total of 70 graduates (2018–2023) who completed the course participated in an online survey assessing their demographics, perceptions of the course’s effectiveness, and confidence levels before and after taking the course. …

The Experiences Of Children With Disabilities In Foster Care: A Scoping Review, Michelle Therrien, Ciera Lorio, Kristy A. Anderson, Emily Dolce, Kyunghye Kim

Faculty Publications – Communication Sciences and Disorders

Children with disabilities are overrepresented in the United States (U.S.) foster care system, yet their experiences and outcomes remain underexamined within the child welfare literature, particularly for children whose disabilities affect communication. Understanding foster care outcomes for children with disabilities − particularly those with communication disorders − is essential because communication differences may limit children’s ability to report harm, participate in case planning, and access services within complex child welfare systems. This scoping review synthesized existing U.S.-based research to examine the intersections between disability, safety, permanency, and well-being among children and adolescents in foster care from birth through age 23. …

Communication Access In Action: Evaluating Aac Supports For Young Children In A Community Museum, Amy L. Yacucci, Sarah L. Ballard

Faculty Publications – Communication Sciences and Disorders

This utilization-focused evaluation study aimed to describe augmentative and alternative communication (AAC) supports to enhance communication accessibility for children with significant communication support needs in a children’s museum. Most of the participants had a diagnosis of autism spectrum disorder (ASD), which informed the design and interpretation of AAC strategies implemented in the museum setting. Utilizing feedback from museum staff and parents of children with communication disabilities, the study sought to identify practical strategies to improve the effectiveness of AAC supports in creating more inclusive community spaces. A utilization-focused evaluation framework guided the assessment of embedded-aided communication supports within the museum, …

Educating Future Nurse Practitioners And Physician Associates On Pretreatment Of Swallowing In Head And Neck Cancer, Hannah M. Berk, Erin L. O'Bryan, Imran Musaji, Carly A. Thomas, Jamie Harrington

Teaching and Learning in Communication Sciences & Disorders

Head and neck cancer treatment frequently results in long-term severe swallowing deficits, often requiring feeding tube dependency. Patients who have completed swallowing exercise programs before and during cancer treatment experienced more positive swallowing outcomes, but most patients are not referred for swallowing intervention early enough in their care to prevent long-term deficits. This student research project aimed to measure health profession students’ knowledge of swallowing pretreatment for head and neck cancer patients and to investigate the impact of an educational module developed and presented by a Communication Sciences and Disorders graduate student to improve knowledge and awareness of this clinical …

The Role Of Interprofessional Education In Preparing The Next Generation Of Pre-Service Professionals: A Pilot Study, Shannon Wade Salley, Jennifer Cuchna, Tammy M. Hines, Karla Collins, Jennifer Hutchinson

Teaching and Learning in Communication Sciences & Disorders

Interprofessional practice is a growing expectation in health and human services professions, as is collaboration between education professionals, to bring the best care and services to clients and students. Future professionals need to learn about other professions and be taught how to work with others as members of an interprofessional team. This mixed-methods pilot study examined the impact of an interprofessional education experience on future education, health, and human services professionals, including speech language pathologists, teachers, and counselors. Event participants showed an increased understanding of the roles of other professionals and recognition of the benefits of working in an interprofessional …

Exploring Metacognition And Mindset In Communication Sciences And Disorders Graduate Students, Kelly Rutherford

Teaching and Learning in Communication Sciences & Disorders

Purpose: Embedding metacognition into higher education curricula can be particularly challenging in accredited communication sciences and disorders (CSD) graduate programs. Many faculty aim to promote both metacognitive development and a growth mindset among students. This pilot study explored the use of periodic "mindset check-in" surveys within a neurology course for speech-language pathology (SLP) students to examine changes in student attitudes and learning behaviors over time.

Method: This study examined metacognition and mindset in graduate CSD students through six surveys tracking attitudes, study habits, and mindset. Using varied question formats, data analysis summarized patterns and cohort growth over time.

Results: Students …

Comparing Massed And Distributed Course Formats: Effects On Outcomes In A Graduate Augmentative And Alternative Communication Course, Brandon Scott Eddy, Alli Sauerwein, Leah Meloy, Eric Sanders

Teaching and Learning in Communication Sciences & Disorders

The effects of massed versus distributed learning have been well studied in the verbal and motor learning literature, with findings suggesting enhanced outcomes from distributing learning over time. However, some studies have found limited evidence to support enhanced outcomes from distributed learning when applied to an entire academic course. The effects of course scheduling on student learning in speech-language pathology graduate coursework have received limited attention. This study compared learning outcomes between a one-week massed format and an eight-week distributed format in an online two-credit augmentative and alternative communication graduate-level course. Learning outcomes were assessed before students enrolled, immediately after …

Students’ And Faculty’S Experiences With An Objective Structured Clinical Examination: A Pilot Study, Carrie A. Axt, Jessica M. Smith, Kathie M. Stillwell

Teaching and Learning in Communication Sciences & Disorders

This study examined the implementation of an objective structured clinical examination (OSCE) as a competency-based assessment in a graduate speech-language pathology program. Although OSCEs are widely used in health professions education, they remain less common in speech-language pathology. OSCEs provide opportunities to assess clinical skills beyond traditional knowledge-based measures through simulated patient encounters across multiple stations. The purpose of this mixed-methods study was to explore student and faculty perceptions of OSCE participation, identify factors contributing to effective competency assessment, and gather feedback for future use. Fifteen first-year graduate students and four faculty members completed surveys, station rating scales, and interviews. …

Impact Of A Novel Hybrid Computer-Based Simulation Adult Dysphagia Training On The Confidence And Clinical Knowledge Of Speech-Language Pathology Graduate Students, Jaime Bauer Malandraki, Jennine Bryan, Dawn Wetzel, Allison Schaser, Bruce A. Craig, Georgia A. Malandraki

Teaching and Learning in Communication Sciences & Disorders

The purpose of this project was to examine the impact of a novel hybrid computer-based dysphagia simulation training on student confidence and clinical decision-making in the area of adult dysphagia. We developed a pilot SBT database, including computer-based simulations utilizing real-life actors who simulated standardized adult patients with dysphagia. Students completed a comprehensive bedside swallowing evaluation and analysis of a videofluoroscopic swallow study (VFSS) as part of the training. We evaluated confidence and clinical decision-making through the following outcome measures: student self-rated confidence levels using a self-efficacy survey and agreement levels with our gold standard rater on clinical evaluation forms. …

A Preliminary Survey Of Slp Students’ Language Sample Analysis Experiences, Rebecca Bawayan, Michelle H. Lenhart, Alexa Van Doren

Teaching and Learning in Communication Sciences & Disorders

Purpose: Although practicing school-based speech-language pathologists (SLPs) report that most of their training in language sample analysis (LSA) comes during their educational program, SLP students’ experiences with LSA in their training program have not been investigated. The purpose of this study was to gather information on the LSA use, methods, and contexts in addition to perceived knowledge and skills of speech-language pathology undergraduate and graduate students.

Method: Undergraduate and graduate students studying speech-language pathology responded to an invitation to complete an online survey related to LSA knowledge and experiences.

Results: Results indicated that most students gain experience with LSA …

Problem-Based Learning In Speech-Language Pathology Programs: A Scoping Review, Michelle P. Phoenix, Roohit Grewal, Kayla Brissette, Maya Albin, Minseo Kim

Teaching and Learning in Communication Sciences & Disorders

Purpose: Problem-based learning (PBL) promotes student-centered, active learning and has been applied in many health disciplines, including speech-language pathology (SLP). There is some SLP literature outlining how PBL has been applied and its components, however, how PBL is applied across SLP programs worldwide is yet to be explored. We therefore sought to answer the question, how do SLP programs apply PBL and what are the associated student outcomes?

Methods: Five databases were searched, as well as searching the grey literature for relevant articles. Covidence was used to de-duplicate, collate, and review articles. SLP program, study, PBL application, and student outcome …

Quality, Suitability, Understandability, Actionability, And Readability Of Patient Education Materials: Baseline Findings From Slp Graduate Students, Bonnie K. Slavych, Greg Williams, Lauren Siemers, Lauren E. Jones, Alana Mantie-Kozlowski

Teaching and Learning in Communication Sciences & Disorders

This study evaluated graduate SLP students’ ability to communicate complex health information, highlighting strengths and areas for improvement. A cross-sectional analysis of 28 first-semester graduate students enrolled in a voice disorders course examined the quality of patient education materials they created based on fictional scenarios. Quality and credibility were assessed using the DISCERN instrument, suitability with the Suitability Assessment of Materials, and understandability/actionability with the Patient Education Materials Assessment Tool for Printable materials. Readability was analyzed using five formulas: Flesch-Kincaid Grade Level, Gunning Fog Index, FORCAST, New Dale-Chall, and Simple Measure of Gobbledygook. DISCERN scores ranged from 17 to 31 …

Foundations Of Interprofessional Practice: The Development Of A Keystone Course For An Interprofessional Collaborative Slp, Pt, And Ot Curricular Sequence, Kathleen M. Youse, Jill D. Black, Wendy L. Wachter-Schutz

Teaching and Learning in Communication Sciences & Disorders

The purpose of this paper is to describe one university’s experience in designing a foundational course that introduces the Interprofessional Education Collaborative (IPEC) Core Competencies (IPEC, 2016) and applies those competencies to interprofessional education and interprofessional practice experiences specific to the accreditation needs of three related graduate health science programs in Speech-Language Pathology, Physical Therapy, and Occupational Therapy. Four years of student evaluation data demonstrate that the foundational course effectively meets course objectives from the student perspective and provides valued opportunities to get to know student colleagues, begin to focus on effective collaboration, and gain insights into professions other than …

Case-Based Learning For Dysphagia Continuing Education: Participant Perceptions On Facilitators And Barriers, Kalea Jones, Sarah Szynkiewicz, Grayson Hill, Courtney Broadfoot, Kendrea L. Garand, Memorie M. Gosa

Teaching and Learning in Communication Sciences & Disorders

Case-based learning (CBL) is a valuable approach to healthcare education, fostering deeper learning, clinical reasoning, and decision-making skills, especially in complex medical conditions such as dysphagia. For speech-language pathologists who manage dysphagia, a CBL approach provides interactive hands-on learning opportunities. We examined the benefits and challenges of a CBL approach to dysphagia continuing education using participant feedback. Twenty participants who attended the Alabama Dysphagia Collective Conference in September 2023 in Tuscaloosa, AL completed a Likert-style survey evaluating attitudes and opinions toward a CBL conference design. Participants also provided open-ended feedback on the facilitators, barriers, clinical practice implementation, new skills learned, …

The Effect Of Blended Training On Aac Strategy Use By Pre-Service Educational Professionals, Cheri Dodge Chin, Stephanie M. Schaaf, Jennifer Gaylord, Melissa Pebly

Teaching and Learning in Communication Sciences & Disorders

This study explored the feasibility of a blended training program model on the use of Augmentative and Alternative Communication (AAC) strategies by pre-service education speech pathology students. The training incorporated Read-Ask-Answer (RAA) and naturalistic Show-Wait-Respond (SWR) techniques, aiming to increase participants’ competence in AAC strategy application. Four graduate students participated in a single-case A-B research design. Following five baseline sessions, participants completed a one-hour asynchronous online training based on a modified ImPAACT model (Kent-Walsh & Binger, 2013; Kent-Walsh & McNaughton, 2005). The training focused on RAA and SWR strategies and included video demonstrations, written practice opportunities, and reflection activities. Following …

The Effects Of In-Depth Exposure To The Lived Experience Of Aphasia On Student Learning, Brianne Roos, Gretchen Szabo, Tami Brancamp, Elizabeth Hoover, Chaleece Sandberg, Tom W. Sather

Teaching and Learning in Communication Sciences & Disorders

Although individuals with aphasia are commonly treated by speech-language pathologists, many clinicians entering the field feel under-prepared to work with this population. Undergraduate and graduate students need appropriate training that emphasizes person-centered care mapped onto evidence-based practice, combining high-quality research evidence, clinical expertise, and client preferences. Incorporating lived experience into curricula helps shape students’ knowledge and understanding of aphasia from the perspective of patients and carepartners. Using both quantitative and qualitative methods, this study examined the impact of in-depth exposure to the lived experience of aphasia on students across six US universities. Students read the book Identity Theft: Rediscovering Ourselves …

Interdisciplinary Digital Health And Learning Survey Across Speech-Language Pathology, Technology, And Interior Design: Implications For Training In Rehabilitation And Aging-In-Place Practices, Jennine M. Harvey-Northrop, Isaac Chang, Gabriela Fonseca Pereira, Megan Cuellar

Teaching and Learning in Communication Sciences & Disorders

While the growing demand for technology integration in healthcare education and practice, technology training in speech-language pathology education is limited. Further research is warranted to investigate digital health and literacy training across interprofessional experiences. This study investigated interdisciplinary digital health and learning across speech-language pathology, technology, and interior design, as well as collaborators for virtual reality environments in rehabilitation and aging-in-place practices. Participants included 53 adult students studying speech-language pathology (N=35), technology (N=10), or interior design (N=7). The Interdisciplinary Digital Health and Learning survey was adapted from the Lin et al. (2021) for implementation across speech-language pathology, technology, and interior …

An Interdisciplinary Early Intervention Learning Community For Undergraduate Students, Ciera M. Lorio, Hannah Rudkin, Christina Rauwolf, Luminita Hartle

Teaching and Learning in Communication Sciences & Disorders

There is currently a nationwide shortage of early intervention (EI) providers in the United States, and the number of families in need of EI services is much greater than the available service providers (CEC, 2019; Barton et al., 2012). One way to increase the number of qualified service providers is to offer better and earlier preservice training in EI at the university level. To meet this need, we designed and implemented the Early Intervention Learning Community (EILC), an extracurricular experience that focused on introducing students to EI and interprofessional practice. The primary components of the EILC included self-guided learning modules, …

Using Mind Maps To Make Student Knowledge Visible In An Aac Course, Allison Sauerwein, Natalie Quinlan, Coral Viernow

Teaching and Learning in Communication Sciences & Disorders

Concept maps make students’ knowledge visible. Creating a mind map gives students an opportunity to organize their knowledge and allows instructors to visualize and assess it. When students create mind maps at multiple time points, instructors can compare the maps and use the themes, patterns, and gaps that emerge to reflect on their teaching and take action. The purpose of this study was to use concept maps in an AAC course to uncover students’ knowledge. A total of 61 graduate students created a mind map with AAC as the central concept at the beginning and end of the term in …

Speech-Language Pathology And Occupational Therapy Students’ Perceptions Of An Interprofessional Stroke Workshop: A Mixed Methods Analysis, Casey Keck, Ashley Lankford, Danika Pfeiffer, Alexandra Durfee, Rachel Guilfoyle

Teaching and Learning in Communication Sciences & Disorders

Stroke rehabilitation often necessitates coordinated intervention services; however, few studies have examined stroke-based interprofessional education (IPE) interventions for graduate speech-language pathology (SLP) and occupational therapy (OT) students. The purpose of this mixed methods study was to examine graduate SLP and OT students' interprofessional collaboration competence before, immediately, and several months after participating in an IPE stroke workshop. Participants were 38 SLP and 14 OT students who took part in a 2-hour case study workshop, completed an online survey, and participated in a 1-hour virtual focus group. Four months later, students were asked to complete the survey again to assess the …

Addressing The Theory-Practice Gap Using Case-Based Learning And Imagined Roles In The Graduate Communication Disorders Classroom, Diane L. Laverty, Carol C. Thompson

Teaching and Learning in Communication Sciences & Disorders

The American Speech-Language-Hearing Association (ASHA) Code of Ethics (2023) requires all practitioners to uphold the welfare of others without discrimination. Graduate programs in communication sciences and disorders, therefore, must guide future clinicians to apply theoretical knowledge to clinical practice equitably and inclusively. This grounded theory study investigated how an instructor in a graduate communication sciences and disorders (CSD) class used case-based learning (CBL) to fill the theory-practice gap and guide students to think equitably and inclusively for future complex cases. Audio recordings from 12 hours of instructor-student discourse during one semester were transcribed and analyzed verbatim. Three interrelated, interactional themes …

Academic And Clinical Experiences Of Au.D. Students Who Identify As Members Of Historically Marginalized Racial And Ethnic (Hmre) Groups, Annicka S. Golding, Diana C. Emanuel, Iona Ringgold, Artice Weston

Teaching and Learning in Communication Sciences & Disorders

Few qualitative research papers detail the experiential narratives of communication sciences and disorders (CSD) students from historically marginalized racial and ethnic (HMRE) groups, especially Doctor of Audiology (Au.D.) students. This study examined the educational experiences of Au.D. students from HMRE groups. A mixed methods design including a survey (n = 28) and journal narratives (n = 9) was used. Qualitative analysis of survey questions and journal entries revealed five themes: Wellness Management, Presence of Stressors, Significance of Representation, Discrimination Experiences, and Diversity Initiatives. Participant narratives revealed academic and clinical experiences are often influenced by racial and ethnic identity …

Developing Active Listening In Csd Undergraduates: A Pilot Comparison Of Computer-Based Simulations And Immersive Virtual Reality, David M. Rehfeld, Payton Demeyer, Abby Kugler, Kristin Pelczarski

Teaching and Learning in Communication Sciences & Disorders

Simulated learning experiences (SLEs) are becoming increasingly popular in communication sciences and disorders (CSD) training programs. This pilot study examines the relative effectiveness of delivering a SLE via standard computer or using virtual reality headsets for a more immersive learning experience. Seventy undergraduate CSD students were randomly assigned to complete the same SLE using one of these two modes of delivery to explore the technology’s effect on learning outcomes and self-confidence. Although no statistically significant difference in outcomes was observed, medium effects of intervention were observed on all outcomes, suggesting further is research is needed into the impact different technologies …

Meta-Synthesis Of Outcomes Of Simulated Learning Among Speech-Language Pathology Graduate Students, Haley M. Coleman, Kelly S. Hall, Debra A. Forman, Daniella G. Varela

Teaching and Learning in Communication Sciences & Disorders

Simulated learning is firmly established in health-related disciplines with a growing presence in the field of speech-language pathology. However, research on its efficacy and outcomes in this field is still emerging. A synthesis of simulated learning practices and associated student learning outcomes within the field of speech-language pathology is needed. As such, this study aims to explore perceived student learning experiences, perspectives, and the associated impact of simulated learning in speech-language pathology education. Guided by the research question of student attitudes and subjective outcomes that shape the simulated experience, the study employs criterion-based, purposeful sampling from empirical studies in peer-reviewed …

Csd Students Of Color Navigating The Graduate School Admissions Process: A Gauntlet, Marcella Cardoza Mccollum

Teaching and Learning in Communication Sciences & Disorders

Regardless of entry point, nearly all potential speech-language pathologists (SLPs) in the United States (US) share the experience of navigating the arduous application process for graduate school. For students of color, especially first-generation students, this application process can serve to cause them to question whether they belong in the field. This may be one of the key factors that manifests itself in the lack of diversity within the profession. This study followed nine undergraduate Communication Sciences and Disorders (CSD) students across nine months from application cycle through post-baccalaureate life as they shared their experiences about deciding whether to apply for …

The Performance Of Neurologically Intact Sequential Shona-English Bilingual Speakers On The Bilingual Aphasia Test, Mcloddy R. Kadyamusuma, Antony R. Joseph

Faculty Publications – Communication Sciences and Disorders

Background
Currently, no standardized culturally and linguistically appropriate assessment tools may be used to provide speech and language assessment for Shona-English bilingual speakers.

Aims
This study examined the performance of Shona-English sequential bilingual speakers on the full versions of the Shona and English Bilingual Aphasia Test (BAT).

Methods and Procedures
The adapted BAT-Sh and BAT-E were administered to 20 neurologically intact sequential bilingual individuals 30 to 40 years of age. Each participant was administered 32 tasks to facilitate a complete assessment of language skills at all levels of processing and for all modalities.

Results
The Shona-English sequential bilingual speakers performed …

Religious And Spiritual Self-Assessment For Speech-Language Pathologists, Rose T. Kirchgessner, Jamie Mahurin Smith

Graduate Independent Studies - Communication Sciences and Disorders

No abstract provided.

Biliteracy Development Of Spanish-English Bilingual Children: A Closer Look Into The Role Of Morphological Awareness, Grace Morgan, Jamie Smith

Graduate Independent Studies - Communication Sciences and Disorders

No abstract provided.

A Survey Of Early-Career Speech-Language Pathologists: Determining Perceived Readiness For Clinical Management Of Adults With Dysphagia After Completing Graduate School, Christine A. Lee, Ashwini Namasivayam-Macdonald, Zuleikha Wadhwaniya, Juliana Mclaren, Rebecca H. Affoo

Teaching and Learning in Communication Sciences & Disorders

Several studies have identified a recurring trend that speech-language pathologists (S-LPs) in countries such as the United States (Caesar & Kitila, 2020), South Africa (Singh et al., 2015), and Malaysia (Kamal et al., 2012) report lower levels of confidence in dysphagia management, whether in comparison to other practice areas or in certain skill areas within the specialty of dysphagia. No data currently exists exploring self-perceptions of Canadian S-LP graduates with regards to clinical management of adults with dysphagia. Therefore, the purpose of this study was to determine the self-reported readiness of recently graduated Canadian S-LPs who manage dysphagia. Our survey …