2025 Convention Program Poster Presentations
Thursday, February 27
12:30 pm – 2:00 pm
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Poster 1, Accuracy and Speed Based on Depth of an AAC Keyguard
Elizabeth Head; Mary Jo Cooley Hidecker, PhD, CCC-A/SLP; Judith Page, PhD, CCC-SLP; Grace Loizou; Olivia Woodcock; Emrie Doerr, from the University of Kentucky
Keyguards can help patients with motor impairments increase the accuracy of AAC symbol selection. One characteristic of keyguards which could impact speed or accuracy of symbol selection is depth. The goal of this project was to determine speed and accuracy of message creation as a function of keyguard depth. Ten University of Kentucky college students who were at least 18, had self-reported functional hearing and vision, were proficient in spoken and written English as their primary language and lacked AAC knowledge. Participants were given nine sentences on cards and asked to type them as quickly and accurately as possible using one of the four keyguards or no keyguard. Sentence order and keyguard depth were counterbalanced to minimize order effect. Participants completed a social validation questionnaire ranking ease of use, frustration level and perceived accuracy. Speed and accuracy were determined from the recording. Inter-rater reliability was determined using point-by-point comparison.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe different features of 3D printed AAC keyguards.
- Identify and describe the accuracy of communicating with and without the AAC keyguard.
- Describe the speed of communicating with and without the AAC keyguard.
Instructional Level: Intermediate │ Poster
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Poster 2, Advancing Speech Intelligibility Assessment: Comparing School-Based Speech-Language Pathologists, Laypersons, and Speech Recognition Software
Hannah Stewart, BS, University of Louisville
Speech intelligibility is critical for functional communication, academic success, and psychosocial development in children, and reduced intelligibility can lead to delayed development in these areas or point to other potential conditions. Intelligibility is often assessed by speech-language pathologists (SLPs), either using their own perception, or by recruiting a group of unfamiliar listeners to rate intelligibility of speech samples. However, limitations still exist within these accepted forms of assessment, such as cost of and access to assessment tools, time and logistical constraints, and high rates listener variability. A new area of research has emerged, examining the use of speech recognition software to assess intelligibility and its potential to mitigate these limitations, though none have examined its application to school-based intelligibility assessment. The current study, utilizing the framework of expertise theory, sought to compare the performance of school-based SLPs, laypersons, and speech recognition software (iCSpeech) in assessing intelligibility. Per expertise theory, those with specialized training in a certain field – SLPs – should provide more accurate and reliable judgements within their field than untrained individuals. AI-generated speech samples of a child with a phonological disorder were distributed via online survey to school-based SLPs and laypersons and were then processed by the iCSpeech software. The results demonstrated statistically significant differences between the performances of the groups. The purpose of this study was to extend current literature on the use of speech recognition software in the assessment of intelligibility to encompass school-based assessment of the parameter.
Learner Outcomes: At the end of this session, participants will be able to:
- List three or more limitations to traditional methods of assessment of speech intelligibility.
- Identify the potential benefits of using speech recognition software in the assessment of speech intelligibility.
- Identify potential shortcomings of speech recognition software in the assessment of speech intelligibility.
Instructional Level: Introductory │ Poster
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Poster 3, Assessing Clear Speech Implementation in Real-World Contexts
Olivia Stevens; Olivia Shields; Keiko Ishikawa, PhD, CCC-SLP , from the University of Kentucky
Clear speech is a common therapeutic technique for speech and voice disorders, but its use in real-world settings is underexplored. This study examined whether individuals can effectively apply clear speech in naturalistic contexts. Twelve adult college students with normal voice and speech completed two tasks: counting numbers while watching a highway driving simulation and describing Diapix pictures to elicit spontaneous speech. Speech rate and intensity were analyzed acoustically, and two native English speakers conducted auditory perceptual evaluations. Results showed significantly slower speech rates and higher intensity during clear speech across both tasks. Perceptual evaluations indicated that 75% of participants distinguished between habitual and clear speech in counting and 83% did so in the Diapix task. Participants used different strategies, such as slowing speech or increasing loudness. These findings suggest that the experimental models effectively elicited clear speech, supporting their use in studying speech modification techniques in real-world scenarios.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the difference between Habitual and Clear speech.
- Describe the different approaches for clear speech production.
- Identify type of ecologically valid tasks for monitoring clinical progress.
Instructional Level: Intermediate │ Poster
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Poster 4, Changes in Pharyngeal Distension Following Chemoradiation in a Rat Model
Brittany Smiley, BS; Suzanne King, PhD, CCC-SLP, from the University of Louisville
Current treatment for oropharyngeal cancer involves chemoradiation, which can have profound effects on swallowing function. Submental muscle activity is critical for airway protection and bolus transit, but is highly susceptible to radiation-related swallowing impairments. This study examined whether chemoradiation targeting the submental muscles leads to measurable changes in pharyngeal distension during swallowing in a rodent model. We hypothesized that rats receiving chemoradiation would exhibit aberrant pharyngeal distension compared to chemotherapy-only controls. Twenty male rats underwent four cycles of cisplatin concurrently with either radiation or sham radiation. High-speed videofluroscopy swallow studies were conducted pre- and post-treatment with thin liquids to analyze pharyngeal distension, bolus area, and onset of hyoid elevation. Significant pharyngeal distension was observed at both 5- and 8-months post-treatment (p<0.001). Bolus size within the pharynx increased at 3-, 7-, and 8-months (p<0.001). The hyoid began elevating earlier relative to bolus transport starting at 2-months and persisted through 8-months (p<0.04). These findings demonstrate persistent alterations in swallowing function following chemoradiation treatment, reinforcing the need for targeted rehabilitation strategies to mitigate long-term swallowing impairments.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify how chemoradiation targeting the submental muscles affects pharyngeal distension, bolus size, and hyoid movement in a rodent model.
- Describe the persistent nature of swallowing impairments that arise months after chemoradiation treatment.
- Summarize the experimental techniques utilized to investigate swallowing function in a rat model following chemoradiation treatment.
Instructional Level: Intermediate │ Poster
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Poster 5, Comic Book Intervention for Hearing Loss: Health Behavior Change Theory
Brianna Crabtree; Makayla Baker; Anne Olson, PhD, CCC-A; Dorothy Berryman, from the University of Kentucky
After diagnosis, individuals with hearing loss often wait up to a decade to treat hearing loss. The effects of untreated hearing loss may include increased isolation, risk of falling, cognitive decline and depression. Currently, there are few interventions to address untreated hearing loss. Health Behavior Change Theory describes stages of change related to health behavior and posits that each stage of change (pre-contemplation, contemplation, preparation, action, etc.) should be addressed with targeted interventions. The purpose of this poster is to describe the effects of untreated hearing loss and share a newly designed healthcare comic strip to address persons with untreated hearing loss navigating the early stages of health behavior change.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the consequences of untreated hearing loss.
- Explain the stages of Health Behavior Change Theory and how each stage can be addressed with targeted interventions for individuals with untreated hearing loss.
- Analyze the potential impact of a health care comic strip designed to engage individuals with untreated hearing loss in the early stages of health behavior change.
Instructional Level: Introductory │ Poster
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Poster 6, CTSS Expression in the rat Mylohyoid Muscle Early After Chemoradiation Treatment
Sireen Khader; Suzanne King, PhD, CCC-SLP, from the University of Louisville
Dysphagia is a prevalent complication of chemoradiation treatment for oropharyngeal cancers, often resulting in significant quality-of-life challenges. We hypothesize that muscle damage underlies these alterations in swallowing function. The mylohyoid muscle, critical for hyolaryngeal elevation, is frequently compromised in patients with chemoradiation-induced dysphagia. Our recent gene sequencing data revealed that cathepsin-S (CTSS), a protease implicated in muscle degradation, is upregulated in the mylohyoid following chemoradiation. The purpose of this study was to further evaluate CTSS at protein level. We used a rat model receiving chemoradiation, chemotherapy alone, or no treatment, and collected mylohyoid tissue 1-month post-treatment. Western blot was performed; CTSS levels were normalized to GAPDH. Our findings showed no differences in CTSS expression among the treatment groups at 1-month post, suggesting that CTSS may not be a key factor in early-stage mylohyoid damage. Further research is underway to assess alternative biomarkers to identify therapeutic targets for improving swallowing outcomes.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe how muscle damage may underlie swallowing dysfunction post cancer treatment.
- Describe why early post-treatment findings did not support CTSS involvement.
- Identify and evaluate the experimental procedures used to assess CTSS expression in the rat mylohyoid muscle.
Instructional Level: Intermediate │ Poster
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Poster 7, Descriptions of Black Autistic Girls’ Social Communication Skills
Shayna Garrett; Jenny Burton, PhD, CCC-SLP, from Western Kentucky University
Autism spectrum disorder (ASD) is characterized by early deficits in social communication and the presence of repetitive behaviors and interests (American Psychiatric Association, 2013). One in 36 children is affected by ASD, and males are four times more likely to be diagnosed than females (Maenner et al., 2023). Due to the sex disparity, less is known about the clinical presentation of ASD in girls (Cruz et al., 2024). Moreover, there is a dearth of research related to autistic black female children despite evidence that cultural factors may impact symptom presentation (Jarquin et al., 2011). The purpose of this study was to examine descriptions of black autistic girls’ social communication skills using semi-structured individual interviews. We examined the following research question: What are the characteristics of social communication skills in black girls with ASD without intellectual disability as described by their mothers or grandmothers during individual interviews? Inclusion criteria included average cognitive abilities, a primary ASD diagnosis, and confirmation of symptoms using the ADOS-2, Module 3. Results and clinical implications for this understudied population will be shared.
Learner Outcomes: At the end of this session, participants will be able to:
- Explain the research questions and inclusionary criteria for the study.
- Describe the methods used in the study.
- Summarize the results of the study and clinical implications.
Instructional Level: Intermediate │ Poster
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Poster 8, Development of a Reaction Time Task Program for Measuring Cognitive Load in Voice and Speech Therapy
Isabelle Cramer, University of Kentucky; Keiko Ishikawa, PhD, CCC-SLP , University of Louisville
Cognitive load reflects the degree of automaticity development in learning, including the use of speech therapy techniques. It can be measured using various methods, such as self-reports, behavioral tasks (e.g., reaction time), and physiological measures (e.g., pupillometry, heart rate variability). However, existing tools to measure this load are limited. Using PsychoPy, we developed visual, auditory, and Stroop reaction time tasks to assess cognitive load associated with speech modification. These tasks were selected based on the assumption that they impose differing levels of cognitive load, with an anticipated increase across tasks: visual < auditory < Stroop. At the Convention, we will showcase the program’s interface and task sequences, highlighting its application in evaluating cognitive load during speech therapy sessions. Our overarching goal is to develop a practical tool for assessing cognitive load in clinical research, providing insights into automaticity development and supporting more effective voice and speech therapy strategies.
Learner Outcomes: At the end of this session, participants will be able to:
- List various methods for assessing cognitive load, including self-reports, behavioral tasks (e.g., reaction time), and physiological measures (e.g., pupillometry, heart rate variability), and their relevance in evaluating speech therapy techniques.
- Describe how visual, auditory, and Stroop reaction time tasks differ in cognitive load demands and how these differences relate to assessing automaticity in speech modification.
- Identify how the developed PsychoPy-based program can be used to measure cognitive load in speech therapy, supporting the design of more effective, evidence-based therapeutic strategies.
Instructional Level: Intermediate │ Poster
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Poster 9, Effect of Telepractice on Complex Syntax use in Normal-Hearing Children
Yesenia Rodriguez-Cruz; Karen Barako Arndt, PhD, CCC-SLP; Maria Kondaurova, from University of Louisville
Telepractice is increasingly being used to evaluate and treat communication disorders. Research suggests that syntactic complexity can be influenced by many factors, including communication modality. The current study examined the impact of telepractice on the productivity and use of grammatical morphology and complex syntax in normal-hearing (NH) children. Ten children (mean age = 10.4 years, age range 8-12 years) participated in four (2 in-person, 2 tele) weekly visits; order counterbalanced. At each visit, the clinician asked the children to hold a standardized conversation during a Diapix picture task. Measures of grammatical morphology were explored, such as the total number of utterances, mean length of utterance (MLU) in morphemes, and percent accuracy of the use of grammatical markers. In addition, the total percent of syntactic complexity within the sample was collected during each session. The study revealed differences in the use of tense markers across conditions. In the in-person condition, children were more likely to use present tense, while they were more likely to use past tense in the tele condition. Additionally, although total utterances with complex syntax was similar across conditions, more instances of complex syntax were seen in the tele condition, with greater use of subordinate clauses in tele compared to in-person. In both conditions, children highly relied upon subjective relative clauses for description of Diapix pictures. Results suggest that the productivity and use of grammatical morphology and complex syntax in NH children were dependent on communication type. This may impact the delivery of speech-language intervention services using telepractice.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify and define what constitutes remote (tele) and in-person speech-language intervention.
- Describe complex syntax and grammatical morphology use in normal-hearing children.
- Identify techniques for collecting measures of complex syntax and grammatical morphology in normal-hearing children during remote and in-person speech-language intervention.
Instructional Level: Introductory │ Poster
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Poster 10, Evaluating Stress Responses During Phone Calls Compared to Other Speaking Tasks
Elisabeth Renkert, MA, CCC-SLP; Brooklyn Leslie; Keiko Ishikawa, PhD, CCC-SLP, from University of Kentucky
Individuals with neurogenic voice disorders often report worsening symptoms during stressful situations, particularly phone calls. Current clinical evaluations typically rely on sentence reading and conversational speech tasks, conducted in non-stressful contexts, which may not fully capture the reported communication difficulties. This study evaluated whether phone calls induce greater stress than other speaking tasks. Ten adult females with no communication disorders completed four tasks: sentence reading, paragraph reading, storytelling and a simulated phone call (i.e., leaving a voicemail). Stress was measured using heart rate monitoring and electro dermal activity (EDA). Phone calls elicited higher EDA responses than other tasks, indicating increased stress. Stress responses varied across participants, highlighting individual differences in stress sensitivity and coping strategies. These findings suggest that simulated phone calls may enhance clinical assessments by capturing real-world speech challenges in neurogenic voice disorders. Further research is needed in clinical populations.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify the strengths and limitations of current voice evaluation tools for those with neurogenic voice disorders in the clinical setting.
- Describe how stress may be evaluated during voice production.
- Explain the suggestive relationships between stress, speech elicitation tasks, and their impact on vocal function.
Instructional Level: Introductory │ Poster
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Poster 11, Faculty Attitudes and Training on Academic Accommodations
Kyla Mitchell, EdD, CCC-SLP, Western Kentucky University
Higher education institutions have seen an increase in enrollment in students with disabilities in the United States. Students with disabilities are becoming a more considerable proportion of college students today and are enrolled full-time or part-time. It is estimated that 19% of students attending colleges or universities in the United States have a disability (National Center for Education Statistics, 2019). Faculty must be trained and knowledgeable about Americans with Disabilities Act (ADA) laws for academic accommodation for students. This study examined faculty perceptions and training received for working with students with disabilities and providing them with academic accommodations. The research setting for this study was one higher education institution in Mississippi designated as HBCU. This study explored faculty training practices as they pertain to students with disabilities and their knowledge of procedures related to disability law, accommodation requirements, institutional disability support services, and the specific needs of students with disabilities. The research explored the differences in variables such as the faculty employment status or years of service on their understanding of students with disabilities. When the faculty is adequately trained for educating students with disabilities in higher education, students with disabilities are expected to have better educational outcomes. Investigating how faculty perceives students with disabilities can give a better understanding of how to change faculty pedagogical approach without affecting academic freedom. This presentation will discuss the results obtained from this research inquiry and share practical and research recommendations from its findings.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify laws and mandates for students with academic accommodations in higher education.
- Create resources for teaching and acknowledge signs for students in need of accommodations.
- Demonstrate the use of UDL in higher education.
Instructional Level: Intermediate │ Poster
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Poster 12, Implementation of Suggestions From ECHO in Augmentative and Alternative
Madeline Ritchie; Emrie Doer; Mary Jo Cooley Hidecker, PhD, CCC-A/SLP; Judith Page, PhD, CCC-SLP; Jacqueline Kearns, EdD, from University of Kentucky
An interprofessional team at the University of Kentucky adapted the ECHO model to provide school professionals with education on augmentative and alternative communication (AAC) use with their students. The ECHO team includes experts in special education, speech-language pathology, audiology, visual impairment, physical therapy, occupational therapy, and peer mentoring. The team provides a brief training on AAC use and participants present a de-identified student case looking for next steps in AAC intervention. The ECHO team and participants provide suggestions during the ECHO session that are sent out in a written report following each session. This research analyzed the suggestions in 41 written ECHO reports from spring 2021 through spring 2024 sessions. The ECHO team will have provided inter-professional suggestions regarding AAC intervention in the following areas: Educational practices, hearing, vision, sensory issues, motor issues, behavior/relationships, and communication methods: Each suggestion was categorized by its subject area through Microsoft Excel software. We then calculated descriptive statistics using the pivot table feature in Excel, including the total number of suggestions overall and for each category, the average number per semester, and the range from each semester based on 41 ECHO reports. The total number of suggestions was 767, and the average for each semester was 105 with a range of 69 to 147. The communication category was the most represented with 480 suggestions, but each discipline was represented.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify and describe the type of AAC suggestions by the areas of interprofessional practice.
- Analyze the frequency of common AAC suggestions.
- Summarize the number of suggestions typically made for each AAC client.
Instructional Level: Intermediate │ Poster
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Poster 13, Incorporating AAC Training in Nursing Education Programs
Tessa Bradley, Murray State University
As healthcare professionals, nurses must be able to effectively communicate with their patients to ensure their health, safety, and comfort. However, this can be particularly challenging when it comes to patients with complex communication needs (CCN), where communication breakdowns can lead to sentinel events. Alternative and augmentative communication (AAC) can help those with CCN improve communication across various settings, including in healthcare. Unfortunately, there is a severe lack of training for nurses when it comes to communicating with patients with CCN and the use of AAC. Webb et al. (2024) investigated the effectiveness of a combined synchronous and asynchronous training and education program for nursing students, covering the use of AAC when communicating with patients with CCN. The results were overwhelmingly positive with participants demonstrating a significant increase in post-test performance. The purpose of the present study was to replicate the research of Webb et al. (2024) to build upon its findings. Undergraduate nursing students (n=23) were recruited to complete a combined online/asynchronous and in-person/synchronous training program over CCN and AAC. Student participants completed a pre-test before receiving training and a post-test after training was completed. Post-intervention test scores were significantly higher than pre-intervention scores, supporting the idea that combined synchronous and asynchronous communication training is an effective model for educating nursing students.
Learner Outcomes: At the end of this session, participants will be able to:
- List issues that patients with CCN are at a greater risk of experiencing while being treated in a medical setting.
- Describe the indicated effectiveness of combined AAC training on nursing students’ understanding of caring for patients with complex communication needs.
- Identify and compare the results of the present study with the pilot study conducted by Webb et. al (2024).
Instructional Level: Introductory │ Poster
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Poster 14, Increasing Teacher’s Knowledge for Supporting Children With Hearing Loss
Paige Ferguson, BS; Laura Galloway, AuD, CCC-A, from University of Louisville
Educational audiologists (Ed AuD) represent a specialized segment of the hearing healthcare field, dedicated to advocating for and supporting students who are D/deaf or hard of hearing during school hours. Only about 3% of public schools in America have an Ed AuD, often leaving provision of these services up to speech-language pathologists (SLPs) and other school staff, who often report feeling inadequately prepared for the task (Richburg& Smiley, 2009; Richburg & Knickelbein, 2011). The purpose of this study is to measure the knowledge of school-based personnel on pediatric hearing loss and its educational impact as well as hearing loss related technology (e.g., hearing aids) before and after an interactive educational presentation on pediatric hearing loss. Initial findings suggest that presentations of this nature increase knowledge and confidence around working with children with hearing loss and would be beneficial to pilot on a larger scale.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the impact of childhood hearing loss on educational and social development.
- Describe limitations to traditional amplification as well as strategies to improve understanding in children who use these and other hearing assistive technology.
- Define ways to increase knowledge and confidence in faculty and staff who work in elementary schools with children with hearing loss.
Instructional Level: Introductory │ Poster
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Poster 15, Retrospective Study for Tinnitus Patients With and Without Hearing Loss
Devyn Cunningham, BS; Yonghee Oh, PhD, AuD, from University of Louisville
Millions of individuals worldwide suffer from tinnitus, which is defined as perceived noise in the absence of external sound. Although tinnitus is not indicative of hearing loss on its own, it is well-known that tinnitus is a common indicator of hearing loss or reduced auditory sensitivity. Clinicians often utilize the THI and HHI to assess the severity of tinnitus and hearing loss respectively, and to guide treatment planning, although they focus on different issues. The THI specifically measures the degree to which tinnitus affects a person’s life, while the HHI assesses the impact of hearing loss on daily functioning. This study aims to examine the relationship between the severity of hearing loss, and its impact on the severity of perceived tinnitus handicap. Retrospective data was collected from 86 patients with tinnitus symptoms. Of those, 41 patients had normal hearing thresholds, and 45 patients had mild or worse hearing loss thresholds in one or both ears. Both THI and HHI scores were compared and analyzed with patients’ demographic information (age, sex, and pure tone averages in each ear). The Pearson correlation coefficient found a significant correlation between the THI and HHI, r (84) =.57, p<.001, indicating patients with higher THI scores would also have higher HHI scores. No significant correlation was observed between THI or HHI and patient demographic information. These findings suggest that the relationship between the THI and HHI may be explained by common factors. Further research is needed to identify these common factors.
Learner Outcomes: At the end of this session, participants will be able to:
- Define tinnitus and its relationship to hearing loss.
- Explain purpose and use of the THI and HHI.
- Analyze the relationship between tinnitus and hearing loss.
Instructional Level: Intermediate │ Poster
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Poster 16, Spanish-Speaking Patients’ Perspectives of Healthcare Access in Telehealth: Scoping Review
Abbie Verst, BS; Janine Schmedding-Bartley, PhD, CCC-SLP, from University of Kentucky
Telehealth offers a potential solution to addressing access barriers experienced by Spanish-speaking patients and can help them connect with culturally and linguistically appropriate care. This scoping review aimed to explore whether a comprehensive view of healthcare access is being considered when creating telehealth programs for Spanish-speaking patients. A literature search was conducted across three databases, resulting in 152 articles. After removing duplicates, articles were screened by title, abstract, and full text. Articles were included in this review if they were empirical studies, published in English, conducted in the United States, included a Spanish-speaking population, and reported quantitative data regarding patient perspectives. Thirteen articles met inclusion criteria. Quantitative survey and interview questions from the thirteen articles were extracted for analysis to determine the corresponding dimension or ability of access, as defined by the Levesque framework (Levesque, 2013). Of the 126 total questions extracted, appropriateness was the most examined dimension or ability, while approachability and ability to perceive were the least examined.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe barriers to healthcare access experienced by Spanish-speaking patients.
- Identify components of the Levesque Conceptual Framework of Access to Health Care.
- List telehealth modalities that are currently being used to provide services to Spanish-speaking patients.
Instructional Level: Introductory │ Poster
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Poster 17, Student Audio Journals: A Method to Analyze Learning about Stuttering
Charles Hughes, PhD, CCC-SLP; Maria Bane, PhD, CCC-SLP, from Eastern Kentucky University
This poster presentation will focus on describing an approach used to collect data from college students in communication sciences and disorders related to their academic education in stuttering. The approach used was in relation to data collected from student audio journals during a portion of a college level course in stuttering. A qualitative analysis will be described that will analyze student audio journals from a section of the course. The presentation will describe how audio journals were incorporated into the course and present available preliminary findings at the time of the presentation. Benefits of using audio journals to reflect upon how students in communication sciences and disorders are learning about stuttering will be discussed. Finally, clinical implications of using this type of methodology will be discussed.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe at least three steps that were conducted to analyze audio journals.
- Identify at least three clinical and/or academic implications of the findings as it relates to clinical education in stuttering.
- List at least three preliminary findings related to the use of audio journals to reflect upon learning about stuttering.
Instructional Level: Intermediate │ Poster
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Poster 18, The Impact of Yoga on Self-Perception in People with Aphasia
Meta Riley Hurm, Western Kentucky University; Amy Engelhoven, PhD, CCC-SLP, Western Kentucky University; Lauren Bislick, PhD, CCC-SLP, University of Central Florida
Aphasia results in receptive and expressive language impairments that can result in reduced quality of life. These impairments can lead to negative self-perceptions, maladaptive coping mechanisms, and reduced life participation. Recently, the implementation of complementary and integrative approaches to patient care, such as yoga, have been explored to improve general wellness, increase mindfulness practices in PWA, and promote healthy coping with chronic anomia. As such, there is potential for yoga to help foster positive self-perceptions and self-acceptance. Previous phenomenological explorations have identified themes suggesting that yoga promotes confidence, calm and positivity, among others. The purpose of this phenomenological study is to further explore self-acceptance, emotional health, and mindfulness of individuals who have and continue to actively participate in a virtual group yoga club at Aphasia House at the University of Central Florida. Participants will be interviewed using semi-structured interviews in focus groups of 2-3 individuals and are encouraged to discuss their perceptions regarding self-acceptance, emotional health, and mindfulness prior to participating in a virtual yoga club and since their participation in the yoga club. Interviews are currently underway for transcription, coding, and sorted for thematic analysis. Recent research of virtual yoga groups at Aphasia House has revealed improved resilience, relationship mutuality and physical well-being. It is hypothesized that the current study will illustrate positive changes in self-perception, emotional health and mindfulness.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe how participation in a yoga club contributes to change in self-acceptance.
- Describe how participation in a yoga club contributes to changes in emotional health and
- Describe how participation in a yoga club contributes to changes in sense of community.
Instructional Level: Introductory │ Poster
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Poster 19, The Influence of Speaking Rate on Reaction Time
Jennifer Yeatts, MS, CCC-SLP; Brooklyn Leslie; Isabelle Cramer; Keiko Ishikawa, PhD, CCC-SLP, from University of Kentucky
Optimizing cognitive load during speech modification is essential for effective speech therapy. Prior research shows that reaction time (RT) for a visual secondary task increases during clear speech, typically spoken at a slower rate, raising questions about whether this reflects cognitive load or motor synchronization. This study investigated which factor primarily influences RT during speech at varying rates. Six healthy female American English speakers (ages 19–21) completed a visual RT task while counting numbers at slow, habitual, and fast speaking rates. Results showed mean RTs of 0.47 s (Slow), 0.44 s (Habitual), and 0.51 s (Fast), with a significant effect of speaking rate on RT, F(2, 2665) = 17.50, p < .001. Fast speech led to longer RTs than both slow and habitual speech. These findings suggest that increased cognitive load, rather than motor synchronization, drives RT differences, with fast speech imposing the greatest cognitive demands.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe cognitive load associated with speech modification.
- Describe the relationship between reaction time (RT) and cognitive load.
- List possible applications of proposed method to a clinical context.
Instructional Level: Intermediate │ Poster
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Poster 20, Understanding the Implications for Oral Feeding in Infants of Diabetic Mothers
Jamie Adkins, MS, CCC-SLP; Kellie Lozano, MS, CCC-SLP; Anne Olson, PhD, CCC-A, from University of Kentucky
The occurrence of diabetes before or during pregnancy can significantly increase the risk of perinatal complications and mortality. Infants born to diabetic mothers (IDMs) are prone to conditions such as macrosomia, hypoglycemia, respiratory distress syndrome, cardiac anomalies, and other developmental abnormalities. Interdisciplinary professionals such as physicians, nurses, and speech language pathologists often face challenges in supporting IDMs with oral feeding. Difficulties in oral feeding can result in extended hospital stays as providers work to address issues such as inadequate oral intake and need for supplemental feedings. However, the underlying causes of feeding delays in IDMs remain unclear and are not universally observed among all affected infants. The purpose of this scoping review was to identify the current body of literature about IDM and oral feeding and length of stay so that authors could describe the extent and range of literature available as well as any gaps in knowledge about this population
Learner Outcomes: At the end of this session, participants will be able to:
- Identify the potential complications for infants born to diabetic mothers and the potential feeding challenges in this population.
- Describe the implications of oral feeding delays in IDMs, including prolonged hospital stays and the need for supplemental feeding devices.
- Describe the current gaps in understanding the causes of oral feeding delays in infants of diabetic mothers and how these challenges may vary among individuals.
Instructional Level: Introductory │ Poster