Communication Sciences and Disorders Commons^™

The Aphasia Recovery Cohort, An Open-Source Chronic Stroke Repository, Makayla Gibson, Roger Newman-Norlund, Leonardo Bonilha, Julius Fridriksson, Gregory Hickok, Argye E. Hillis, Dirk B. Den Ouden, Chris Rorden

Communication Sciences and Disorders Faculty Articles and Research

Sharing neuroimaging datasets enables reproducibility, education, tool development, and new discoveries. Neuroimaging from many studies are publicly available, providing a glimpse into progressive disorders and human development. In contrast, few stroke studies are shared, and these datasets lack longitudinal sampling of functional imaging, diffusion imaging, as well as the behavioral and demographic data that encourage novel applications. This is surprising, as stroke is a leading cause of disability, and acquiring brain imaging is considered standard of care. The first release of the Aphasia Recovery Cohort includes imaging data, demographics and behavioral measures from 230 chronic stroke survivors who experienced aphasia. …

Impact Of A Narrative Language Intervention On Language, Behavior, And Self-Concept Among Bilingual Children With Developmental Language Disorder, Nancy Tarshis Ma, Ms, Ccc-Slp, Kathleen Mcgrath Mss, Lsw, Ida Barresi Ma, Ccc-Slp, Risa Battino Ms, Ccc-Slp, Bcs-F, Sarah Henderson Msed, Ms, Ccc-Slp, Shankar Viswanathan Drph, Jee-Young Moon Phd, Karen Bonuck Phd

Developmental Disabilities Network Journal

The growing research on narrative interventions is promising but has gaps regarding cultural/linguistic diversity and outcomes beyond language. We evaluated whether a structured, oral narrative intervention affects narrative language, problem behaviors, and self-concept in a diverse group of children with developmental language disorder. A 10-session intervention was implemented within routine care. Baseline and follow-up data included: (a) Narrative recordings—coded by therapists using the CUBED Narrative Language Measure, (b) Child Behavior Checklist—a parent-reported behavioral assessment, and (c) the Piers-Harris Children’s Self-Concept Scale. Among the sample’s n = 33 children, aged 6-16, 55.6% were bilingual. Post intervention, participants’ narrative language scores improved …

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 …

Underrepresented Student Experiences Applying To Speech-Language Pathology Graduate Programs: Challenges And Capital, Jenna Maree P. Wong

Teaching and Learning in Communication Sciences & Disorders

This longitudinal study investigated the challenges and sources of community cultural wealth that underrepresented communication sciences and disorders (CSD) students leverage in navigating each application stage to master’s level speech-language pathology (SLP) programs. Four surveys were distributed over 11 months via Qualtrics to CSD undergraduate seniors enrolled in 12 universities in California. This study included 88 eligible participants who completed at least one round of the longitudinal survey. Applicants recognized the underrepresentation of their identities in the field which served as both a challenge and motivator for becoming a practicing, culturally competent SLP. Obtaining application-related knowledge was the most significant …

Exploring The Use Of An Interprofessional Education Session For Speech-Language Pathology And Pharmacy Students, Sophia Werden Abrams, Heather Macphee, Linnea Hodge, Justine Hamilton, Ashwini Namasivayam-Macdonald

Teaching and Learning in Communication Sciences & Disorders

Interprofessional education (IPE) occurs when students are provided the opportunity to learn with and from others of related professions to improve the potential for future collaboration. The aim of this study was to explore the perceptions of students about working with professionals from different disciplines before and after their engagement in an interprofessional learning activity and determine any changes in their willingness to work in interprofessional teams.

Doctor of Pharmacy students from the University of Manitoba and Master’s speech-language pathology students from McMaster University participated in an online inter-university and inter-provincial education module. Students were invited to complete the Interprofessional …

Student Family Navigators Promoting Language Development In Infants And Toddlers From Lower-Income Families, Abigail Delehanty, Lori Marra, Michelle Catao, Kelsey O'Connor, Marisa Ricciardi

Teaching and Learning in Communication Sciences & Disorders

The purpose of this pilot study was to develop and evaluate the feasibility of an experiential teaching and learning initiative that trained undergraduate students studying speech-language pathology to serve as family navigators promoting social communication and language development in infants and toddlers from lower-income backgrounds. Three students completed one semester of training that included multiple interactive approaches to instruction. They subsequently implemented a nine-month, online prevention and outreach program to nine mothers of infants and toddlers to promote social communication and language development. Results of formative assessments were examined and affective outcomes were explored. The intervention was implemented as intended, …

Pilot Comparison Of Reading Quiz Formats In A Graduate Speech Sound Disorders Course, Sheri Bayley

Teaching and Learning in Communication Sciences & Disorders

The purpose of this study was to explore student performance, self-ratings of learning and preference, and student comments on a variety of reading quiz formats in a first semester speech-language pathology graduate course. Students from two cohorts (n = 34) completed four types of quizzes: closed-book, open-book, open-note, and collaborative group in addition to a note review study option in self-selected order. Scores and reported preference were significantly lower on closed-book quizzes compared to other formats, but few other significant differences were observed across formats. Ranges of preferences, low variability in scores, and student comments supported the practice of …

How Literacy Coursework May Change The Perspectives Of Preservice Speech-Language Pathologists: A Pilot Study, Robyn E. Becker

Teaching and Learning in Communication Sciences & Disorders

This pilot study investigated how perspectives of preservice speech-language pathologists (SLPs) may change after completion of a graduate course in literacy in a Communication Sciences and Disorders (CSD) program. Further, the study sought to reflect upon course design and instructional delivery practices related to the class. Data was collected via online survey completed by 21 volunteer CSD graduate students. The results suggested that students' perspectives may evolve over the course of a semester-long CSD literacy class in some areas related to the components of reading, misconceptions about literacy, and the social justice implications of access to quality reading programs. Using …

Reimagining Clinical Education Practices For Autism Through The Multi-Client Multilevel Mentorship Model, George W. Wolford, Schea Fissel Brannick

Teaching and Learning in Communication Sciences & Disorders

Speech-language pathology students require comprehensive graduate education to address the needs of their future autistic clients. Despite this need, survey research suggests that students receive limited didactic and clinical graduate training that sufficiently prepares them to work with autistic clients. Contemporary research into clinical education for autism includes several features, such as more support and group-based services, that do not align with traditional clinical education in the field (Anderson, 1988; Dudding et al., 2017). The purpose of this study is to describe feasibility (by acceptability and implementation) of a new clinical education protocol, the Multi-client Multilevel Mentorship (M³) …

“Beautiful Chaos”: Clinicians’ Learning Experience In Collaborative Theater Programming, Hannah Huff, Karen Whisenhunt Saar

Teaching and Learning in Communication Sciences & Disorders

This study provides insights into speech-language pathology graduate student learning experiences during a community-based clinical rotation that targets skill development within an interdisciplinary theater program. Theater-based programming has shown some utility toward promoting pragmatic language skill development for children and teens outside of traditional clinical practice. In addition, the interdisciplinary nature of the program provides opportunities for student clinicians to engage in interprofessional collaboration with arts professionals.

The purpose of this study was to explore SLP graduate students’ experiences within a collaborative inclusion theater program. Semi-structured interviews collected from three graduate student clinicians were transcribed and analyzed according to Interpretive …

Preservice Augmentative And Alternative Communication Coursework Across 311 Speech-Language Pathology Graduate Programs, Brandon S. Eddy, Emily Sorensen, Mariel Pinto

Teaching and Learning in Communication Sciences & Disorders

Speech-language pathologists often report a lack of preparedness to provide augmentative and alternative communication (AAC) services, suggesting the need for improved graduate level training. Recent studies of AAC coursework offerings found 86% to 88% of programs offered AAC coursework, but these studies relied on survey methods with limited numbers of responses. This study examined AAC course offerings at 311 graduate programs using website and course catalog reviews, supplemented by direct contact with departments when dedicated AAC courses could not be found using online resources. Of these, 282 (90.68%) offered a dedicated AAC course, and 16 (5.14%) offered AAC in combination …

Developing Problems With Strengths In Mind: Problem-Based Learning In Introductory Csd Courses, Laura E. Arrington, Stefanie Becerril, Leilani Iem, Charlotte Clark

Teaching and Learning in Communication Sciences & Disorders

Instructors in Communication Sciences and Disorders (CSD) have used problem-based learning (PBL) for a variety of purposes across academic levels. Problem-based learning offers a framework for considering and including student strengths. In this paper, the authors describe the development of a PBL with specific utility to an introductory CSD course, explain how student strengths were considered in the problem development, and provide evidence of student strengths in outcomes of the PBL. This investigation followed 70 undergraduate students registered in introductory CSD courses across two universities as they engaged in a semester long PBL. A thematic analysis of 217 student solutions …

A Subcortical Model For Auditory Forward Masking With Efferent Control Of Cochlear Gain., Braden N. Maxwell, Afagh Farhadi, Marc A Brennan, Adam Svec, Laurel H. Carney

All Faculty Scholarship

Previous physiological and psychophysical studies have explored whether feedback to the cochlea from the efferent system influences forward masking. The present work proposes that the limited growth-of-masking (GOM) observed in auditory nerve (AN) fibers may have been misunderstood; namely, that this limitation may be due to the influence of anesthesia on the efferent system. Building on the premise that the unanesthetized AN may exhibit GOM similar to more central nuclei, the present computational modeling study demonstrates that feedback from the medial olivocochlear (MOC) efferents may contribute to GOM observed physiologically in onset-type neurons in both the cochlear nucleus and inferior …

Access To Audiology Care In Rural And Urban Communities: A Methodology Paper, Molly Whitcomb, Antony Joseph

AuD Capstone Projects - Communication Sciences and Disorders

The ability of those affected by hearing loss to access audiology care is imperative as the effects of unmanaged hearing loss are deleterious, and the prevalence is high. Despite the abundance of individuals affected by hearing loss and the implications of the condition when untreated, barriers to access to care remain primarily unresolved, affecting groups disproportionately. These barriers include knowing when a hearing problem warrants intervention, transportation, geographical barriers, a lack of hearing health care providers, affordability, and insurance coverage. Rural and urban communities are each predisposed to a unique set of social determinants of health, which affect their ability …

Clear Masks Do Not Prevent Gains During Dynamic Temporal And Tactile Cueing Treatment: An Explanatory Sequential Mixed Methods Pilot Study, Jenya Iuzzini-Seigel, Elizabeth Murray, Shelley L. Velleman, Geraldine Bricker-Katz, Donna Thomas

Speech Pathology and Audiology Faculty Research and Publications

Purpose:

This study aimed to determine the outcomes and impact of Dynamic Temporal and Tactile Cueing (DTTC) treatment when clear vinyl masks were worn. DTTC is one of the few evidence-based treatments for children with childhood apraxia of speech (CAS). Given that DTTC relies on visual, auditory, and tactile cues, it was unknown if treatment gains would be demonstrated when masks were worn and how masking would impact the therapy experience for clinicians and caregivers.

Method:

A sequential mixed methods design was used to study the efficacy of DTTC treatment in children with CAS when clear masks were worn. The …

Lcd 106: Introduction To Communication Sciences And Disorders, Yael Neumann

Open Educational Resources

This course will provide an introduction to the development and disorders of speech, language, and communication in children and adults. Disorders such as autism, aphasia, stuttering, and learning disabilities will be discussed. Differences noted in culturally and linguistically diverse communities will also be addressed. The course activities will give students an experiential appreciation of the experience of communication challenges and supporting people with those challenges. Information about the professions of Speech-Language Pathology (SLP), Audiology, and Speech and Hearing Science will be reviewed as potential career paths.

Acceptance And Commitment Therapy Versus Progressive Relaxation Training For Misophonia: Randomized Controlled Trial Protocol, Interventions, And Audiological Assessments, Emily M. Bowers, Mercedes G. Woolley, Karen Muñoz, Julie M. Petersen, Michael P. Twohig

Psychology Faculty Publications

Background: Misophonia is a disorder characterized by an intense emotional reaction to specific sounds, often leading to significant distress and impairment in daily functioning. Acceptance and commitment therapy (ACT) is a promising psychotherapy for treating misophonia, but has only been previously tested in case studies. This paper presents a protocol for the first randomized controlled trial (RCT) assessing the efficacy and feasibility of ACT supplemented by audiological interventions for misophonia versus progressive relaxation training (PRT).

Methods: The outlined protocol is a RCT with 60 adults with misophonia. After undergoing a comprehensive psychological and audiological evaluation, participants were randomly assigned to …

Speech-Language Pathologists’ Perceptions Of A Clinical Doctorate In Speech-Language Pathology: A Phenomenological Study, Dawn Mckee

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to explore the perspectives of speech-language pathologists regarding a clinical doctorate as a potential entry-level degree for practicing speech-language pathologists. The central research question sought to determine the overall attitudes of speech-language pathologists about a clinical doctorate. The theories guiding this study were social constructionism and experiential learning theory, as this study attempted to construct the perceived reality of practicing speech-language pathologists regarding clinical doctorates and involved their educational and work experiences. The methodology utilized was transcendental phenomenology and included three data collection approaches: interviews, letter-writing, and focus groups. The data were analyzed …

Long-Range White Matter Fibres And Post-Stroke Verbal And Non-Verbal Cognition, Rebecca W. Roth, Deena Schwen Blackett, Ezequiel Gleichgerrcht, Janina Wilmskoetter, Chris Rorden, Roger Newman-Norlund, Souvik Sen, Julius Fridriksson Ph.D., Natalie Busby, Leonardo Bonilha

Faculty Publications

Among stroke survivors, linguistic and non-linguistic impairments exhibit substantial inter-individual variability. Stroke lesion volume and location do not sufficiently explain outcomes, and the neural mechanisms underlying the severity of aphasia or non-verbal cognitive deficits remain inadequately understood. Converging evidence supports the idea that white matter is particularly susceptible to ischaemic injury, and long-range fibres are commonly associated with verbal and non-verbal function. Here, we investigated the relationship among post-stroke aphasia severity, cognition, and white matter integrity. Eighty-seven individuals in the chronic stage of stroke underwent diffusion MRI and behavioural testing, including language and cognitive measures. We used whole-brain structural connectomes …

Orthographic Influences On Phonological Processing In Children With And Without Reading Difficulties: An Eye-Tracking Study, Lauren S. Baron, Anna M. Ehrhorn, Peter Shlanta, Jane Ashby, Bethany A. Bell, Suzanne M. Adlof Ph.D.

Faculty Publications

Phonological processing is an important contributor to decoding and spelling difficulties, but it does not fully explain word reading outcomes for all children. As orthographic knowledge is acquired, it influences phonological processing in typical readers. In the present study, we examined whether orthography affects phonological processing differently for children with current reading difficulties (RD), children with a history of reading difficulties who are currently presenting with typical word reading skills (Hx), and children with typical development and no history of reading difficulties (TD). School-aged children completed a phonological awareness task containing spoken words and pictures while eye movements were recorded. …