2024 Convention Program Poster Presentations
Thursday, February 15
1:00 pm – 2:30 pm
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Poster 1, Visualizing Communication Disorders Through Art
Adriana Reyes, Western Kentucky University
This art series visualizes the signs, symptoms and intervention strategies of various speech and language disorders. The illustrations were lightly sketched onto the canvas and oil-based paint was used as the medium. In the art series, the disorders covered are childhood apraxia of speech (CAS), dysarthria, articulation disorder and aphasia. The public and parents may be uninformed or have misconceptions about communication disorders. Therefore, it is important to educate the public and parents about communication disorders in order to construct a network of support, respect and learning different ways to communicate since speech and language disorders make a profound impact on a person’s life.
Learner Outcomes: At the end of this session, participants will be able to:
- List intervention strategies for childhood apraxia of speech (CAS), dysarthria, articulation disorder, and aphasia.
- Identify common markers of the disorders by making connections with the visual representations of each disorder.
- Describe how the intervention strategies can aid the individual with the pictured disorder.
Instructional Level: Introductory │ Poster
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Poster 2, Respondent Burden and Readability of Self-Reported Outcome Measures for Caregivers
Charles Hughes, PhD, CCC-SLP, Eastern Kentucky University
Amy Engelhoven, PhD, CCC-SLP, Western Kentucky University; Lauren Bislick, PhD, CCC-SLP, University of Central Florida; Angela Ziegler, MA, CCC-SLP, University of Central Florida; Rebecca Hunting Pompon, PhD, University of Delaware
Self-report measures (SRMs) are commonly used to measure well-being in caregivers of left-hemisphere stroke survivors. SRMs are usually written questionnaires wherein the respondent needs adequate cognitive and literacy skills to understand and respond to questions. The purpose of this study was to analyze SRMs for respondent burden and readability. Twenty-two SRMs were identified and analyzed and nearly all failed to meet cognitive accessibility standards to reduce respondent burden. Fifteen of the SRMs exceeded the nationally recommended reading level of fifth-sixth grade. Understanding the well-being of caregivers helps to identify challenges that may present clinically in our patients. Careful selection of SRMs to ensure what is being measured is valid is of utmost concern.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify and define variables that contribute to increased respondent burden.
- List linguistic variables that enhance health literacy.
- Describe self-report outcome measures that contribute to cognitive accessibility.
Instructional Level: Intermediate │ Poster
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Poster 3, Implementation of the Communication Function Classification System (CFCS) by Professionals
Madalyn Mavigliano; Maddie Ritchie; Judith Page, PhD, CCC-SLP; Mary Jo Cooley Hidecker, PhD, CCC-A/SLP , from the University of Kentucky
The Communication Function Classification System (CFCS) describes everyday communication using one of five levels (Hidecker et al., 2011). The CFCS also provides a section where all communication methods used by the individual can be selected. Originally developed for individuals with cerebral palsy, the CFCS is now used to describe communication performance for individuals with any communication disability. This implementation research surveyed professionals who are familiar with the CFCS and identified any concerns and/or suggestions they had about the utilization of the CFCS. The goal was to discover which sections of the CFCS are used by professionals when determining a CFCS level, any areas of concern, as well as suggestions to improve the CFCS. 40 participants familiar with the CFCS completed the 10-minute Qualtrics survey anonymously. The survey included 12 multiple choice questions and 6 optional textboxes about the use of CFCS. Results: 40 adults had backgrounds in education (n=4), occupational therapy (n=4), physical therapy (n=11), psychology (n=3), research (n=5), and speech-language pathology (n=12). Of the 40 participants, 39 collected the CFCS level and 29 collected the individual’s communication methods when using the CFCS. One of the most prominent concerns raised by participants included the distinction between sender and receiver roles when using the CFCS.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the five CFCS levels.
- Explain CFCS communication methods.
- Describe suggestions professionals provided on ways to improve the utilization of the CFCS.
Instructional Level: Intermediate │ Poster
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Poster 4, UK Rehab Makerspace: Making Weighted Stuffed Animals
Megan Simmons; Corinne Davies; Karly Schneider; Kayla Fitzgibbons; Gina Huber; Elizabeth Baumrucker; Lauren Cahill; Patrick Kitzman; Mary Jo Cooley Hidecker, PhD, CCC-A/SLP, from the University of Kentucky
Assistive technology is any rehabilitative device for individuals with disabilities. Finding affordable and accessible assistive technology is a challenge faced by many individuals with disabilities and their families. This project is making cost-effective assistive technology for the Toys with a Purpose Lending Library (Kitzman) by creating weighted stuffed animals for use with individuals needing sensory input. The goal of the research was to determine the feasibility of altering the weight of pre-existing stuffed animals. This project has successfully created affordable and accessible weighted stuffed animals for individuals with disabilities.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe why play is essential for child growth and why toys are important for play.
- Describe the necessity for access to cost-effective weighted stuffed animals, to support play in children with sensory issues.
- Describe how to create weighted stuffed animals including the items needed for this adaptation.
Instructional Level: Intermediate │ Poster
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Poster 5, Functional Communication for Individuals With Aphasia: A Literature Review
Sydney Hopper, BS; Jaclyn Meredith, BS; Christen Page, PhD, CCC-SLP, from the University of Kentucky
Communicating thoughts to family, friends and acquaintances is an obstacle for individuals with chronic aphasia. Day-to-day interactions often diminish, reducing communication opportunities and confidence. Speech-language pathologists aim to restore communication abilities to reduce the potential for isolation and social withdrawal. However, these communication obstacles often persist after dismissal from therapy. Therefore, additional information is needed to update and guide clinicians in designing therapy sessions and measuring outcomes of functional communication approaches to enhance life participation for individuals with aphasia. This systematic literature review addresses the effectiveness of a functional communication approach to therapy for persons with aphasia after the first six months post-stroke. Three trained researchers reviewed the effects of functional communication on persons with aphasia (PWA) and communication, PWA and quality of life, and caregivers and quality of life. We examined peer-reviewed articles published between 2012 and 2022 in the United States within three electronic databases. Each study targeted functional communication. For PWA, outcomes showed significant changes in linguistic measures as well as improved quality of life. Caregivers reported less caregiver burden. Results show that a variety of functional communication strategies impact life participation for individuals with aphasia and their caregivers.
Learner Outcomes: At the end of this session, participants will be able to:
- Define functional communication for individuals with aphasia.
- Describe functional communication interventions currently used by speech-language pathologists in the United States.
- Examine outcomes of functional communication interventions for persons with aphasia and caregivers.
Instructional Level: Introductory │ Poster
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Poster 6, Overcoming Communication Barriers Between Dentists and Patients With Aphasia
Maya Feaheny Moskal; Lyndsey Parmelee; Reece Sears; Christen Page, PhD, CCC-SLP, from the University of Kentucky
Overall health and wellbeing require consistent oral care and hygiene. Many people have extreme anxiety around the dentist, leading to a lack of oral care. Much of the time, fear is conversationally alleviated between the patient and the dentist; however, for people with conversational hardships such as aphasia, this is limited. Part of the issue is a lack of knowledge on the provider side of effective methods of communication. The most influential and tangible way to reduce this discrepancy between communication and understanding is to educate dentists on ways to constructively interact with their patients. This presentation will provide a person with aphasia’s perspective of receiving dental care as well as communication strategies. This information can be shared with dental care providers to enhance consistent oral care for persons with aphasia.
Learner Outcomes: At the end of this session, participants will be able to:
- List examples of the view of a person with aphasia when receiving dental care.
- Identify and assess effective communication strategies associated with dental care.
- Create a treatment plan to increase life participation associated with dental care.
Instructional Level: Introductory │ Poster