Poster Presentations

2023 Convention Program Poster Presentations

Thursday, February 16
1:00 pm – 2:30 pm

• Poster 1, Attitudes about Voice Therapy in Patients PVFM

  Riley Steele, BS, University of Louisville

  Individuals with paradoxical vocal fold motion (PVFM) disorder are frequently referred for behavioral treatment by a speech language pathologist. PVFM is often misdiagnosed for months or years leading to unnecessary medical treatments and procedures, which may negatively shape a patient’s attitude toward treatment and other clinicians. The study presented in this poster presentation will examine attitudes about voice therapy prior to initiation of treatment with a focus on patients with PFVM. Further understanding in this area will potentially improve clinical understanding of patient expectations, perceptions, and attitudes toward voice therapy.  Preliminary data collection and clinical observations suggest that attitudes about voice therapy in patients with PVFM may be poorer than patients referred for other voice disorders.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Recognize attitudes about voice therapy as a possible predictive measure for adherence to therapy in patients with PVFM.
  • Identify potential demographic factors that may relate to a patient’s attitudes towards voice therapy in patients with PVFM.
  • Describe the differences between attitudes about voice therapy in patients with PVFM to other voice patient populations prior to initiation of therapy.

  Instructional Level: Introductory │ Adult SLP

• Poster 2, Clinical Education in Stuttering: A Systematic Review and Future Directions

  Charles Hughes, PhD, CCC-SLP, Eastern Kentucky University

  This poster presentation will review literature which has examined teaching and learning approaches in stuttering, student perceptions of their training and discuss areas of need related to clinical education in stuttering. Results will be organized related to themes which emerge from the literature review. Future directions and practical suggestions will be provided for clinical education approaches in stuttering.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Identify at least 3 major findings from the literature in clinical education related to stuttering.
  • List at least 3 practical educational strategies to support students in speech-language pathology in their clinical education related to stuttering.
  • Identify at least 3 areas where additional literature is needed related to clinical education in stuttering.

  Instructional Level: Intermediate │ Multi-Interest

• Poster 3, Could Healthy Eating Prevent Hearing Loss?

  Camille Overley; Anne Olson, PhD, CCC-A, from the University of Kentucky

  Hearing loss and nutrition is not a well-understood topic with very limited research focused on diet in the United States. Research suggests that hearing loss and nutrition are related and a healthful diet could delay the onset of age-related hearing loss. This is an important topic to explore to aid in the understanding of additional prevention strategies. This poster explores the concept that a healthier diet and lifestyle appear to reduce the risk of hearing loss or delay the onset of age-related hearing loss.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Identify additional prevention strategies in relation to hearing conservation.
  • Apply content related to nutrition and hearing to future clinical settings in persons with hearing loss.
  • Describe the relationship between nutrition and hearing.

  Instructional Level: Introductory │ Multi-Interest

• Poster 4, Igniting a Speech Spark in a Left Ventricular Assistive Device Program: The Role of the Speech Pathologist from Consultation to Implantation

  Kacie Gamm, MS, CCC-SLP; Desiree Weirich, MA, CCC-SLP, BCS-S, from St. Elizabeth Medical Center

  Heart failure (HF) occurs when the heart is unable to pump enough blood to meet the body’s needs. In some patients, a left ventricular assistive device (LVAD) is needed for short or long term mechanical circulatory support.  An LVAD is a small implantable device that helps the heart pump blood from the left ventricle to the ascending aorta. In post operative cardiothoracic patients, pneumonia is the most common major infection and can be related to mechanical ventilation, prolonged TEE placement, or recurrent laryngeal nerve injury. Specifically, patients post LVAD implantation were found to have the greatest pneumonia risk due to higher patient acuity, longer OR times, and longer TEE placements. With nursing dysphagia screens lacking sensitivity in cardiothoracic patients, post operative instrumental swallow evaluations are necessary to identify dysphagia and reduce risk of potential aspiration that could complicate recovery. Additionally, research shows that 40% of HF patients have mild cognitive dysfunction due to impaired cerebral perfusion. The speech language pathologist plays an important role in preoperative work up for implantation by evaluating cognitive-linguistic skills to identify potential deficits in memory, attention, reading and listening comprehension that would negatively impact post operative outcomes. These evaluations provide information to other members of the LVAD team on how the patient learns best for consideration during patient education. The purpose of this poster presentation is to highlight the role of the SLP in a new LVAD program and provide guidelines for pre/post operative evaluation and rehabilitation in this population for optimized patient outcomes.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Identify the members of an LVAD program and the role they play.
  • Describe the importance of the Speech Pathologists pre and post operative evaluations and what we should be looking for.
  • Describe what an LVAD is and why these patients are at an increased risk of cognitive deficits and swallowing difficulty.

  Instructional Level: Intermediate │ Adult SLP

• Poster 5, Improving Diagnostic Outcomes for Hispanic Individuals With Autism Spectrum

  Bethany Waddey; Leisa Hutchison, MS, CCC-SLP, from Western Kentucky University

  Despite the importance of early identification and intervention of autism spectrum disorder (ASD), Hispanic children have a significantly lower prevalence of ASD in comparison to non-Hispanic, white children (Pederson et al., 2012). The Center for Disease Control (2019) reported that the number of white Americans diagnosed with autism was 1.2 times higher than the number of Hispanic Americans diagnosed with autism in 2014. The purpose of this research is to determine the barriers that may contribute to why autism is underdiagnosed in Hispanic children, how to mitigate these barriers, and the levels of autism awareness in the Hispanic community in Bowling

  Green, Kentucky. Current research suggests numerous factors that may contribute to why ASD is diagnosed at disproportionately lower rates in Hispanic individuals compared to non-Hispanic white individuals. These factors include, but are not limited to, lack of access to services, lack of ASD knowledge within the Hispanic community, lack of advocacy, language barriers, socioeconomic status, cultural beliefs, and immigrant status (Colbert et al., 2017). Additional research is ongoing utilizing a translated version of the “Autism Spectrum Knowledge Scale-

  General Population Version”, a standardized research tool that measures levels of autism awareness, administered on the Hispanic community in Bowling Green to assess the levels of autism awareness within this community, while also assessing what this population believes can mitigate these barriers.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Demonstrate awareness of the racial disparities in autism identification.
  • Identify barriers that may contribute to why autism is diagnosed at disproportionately lower rates in Hispanic individuals.
  • Describe strategies that will mitigate barriers to autism identification in the Hispanic community.

  Instructional Level: Introductory │ Professional Issues

• Poster 6, Reciprocal Social Interaction, Communication and Repetitive Behaviors and Interests in Girls With Autism Spectrum Disorder and Average IQ

  Jenny Burton, PhD, CCC-SLP, Western Kentucky University; Nancy Creaghead, PhD, CCC-SLP, University of Cincinnati; Allison Breit-Smith, PhD, CCC-A/SLP, University of Cincinnati; Sandra Grether, PhD, University of Cincinnati; Amie Duncan, PhD, Cincinnati Children’s Hospital Medical Center; Noah Silbert, PhD, Tubi

  This study aimed to investigate symptoms of reciprocal social interaction, communication, and repetitive behavior and interests in girls with ASD and average IQ compared to girls who are typically developing on gold standard assessment measures utilizing structured observation and parent report. No significant differences were observed on most items from the subdomains of reciprocal social interaction and communication based on structured observation and parent report. Girls with ASD were less likely to demonstrate repetitive behavior and interests based on structured observation, but presence of these symptoms were endorsed based on parent report.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Describe the measures used to assess reciprocal social interaction, communication, and repetitive behavior and interests.
  • Describe and explain the inclusion criteria for the study.
  • Describe the results of the study and implications for clinical practice.

  Instructional Level: Intermediate │ PEDs School Based

• Poster 7, Remote Administration of the Scan-3:A: A Pilot Project

  Elizabeth Loy, BS; Brian Weiler, PhD, CCC-SLP; Allison Hatcher, PhD, CCC-SLP, from Western Kentucky University

  Many standardized assessments in speech-language pathology can be easily administered via telepractice. Best practice guidelines recommend proper training and modifications of testing tasks; however, the literature is limited on reporting the equivalency of assessment administration between in-person and remote for many assessments. The Test for Auditory Processing Disorders in Adolescents and Adults (SCAN-3:A) is widely used by practitioners, such as speech-language pathologists and audiologists, to screen APD. The SCAN-3:A consists of three categories of tests, all of which use similar input and output demands during testing. Normative data for the SCAN-3:A were collected only for in-person assessment. Additionally, the publisher has not released specific remote administration guidance. With no evidence in the literature or specific recommendations for remote administration, it is difficult to determine best-practice methods for remote administration. This study aimed to utilize current research on other standardized assessments with similar task types in regard to modifications for remote administration. Additionally, this study compared in-person and remote administration results. Results show that administering and scoring the SCAN-3:A subtests remotely demonstrated adequate reliability when compared to in-person. Test-retest reliability of the CW-FR and AF-G screening tests using intraclass correlation coefficient(ICC) estimates indicated moderate reliability at .595 and .549 (ps < .05), respectively. Effects of administration type (in-person, remote) and order (first, second) were nonsignificant. Some technical challenges were reported as well as other logistical limitations associated with remote administration. Authors suggest improvements that might be made in order to have more of a reliable screening of APD via telepractice.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Describe general recommendations for remote administration. for assessment via telepractice.
  • Identify and explain how specific test tasks can be modified in order to administer the SCAN-3:A test remotely.
  • List two ways that the SCAN-3:A subtests when administered via telepractice compare to a traditional in-person environment in regard to reliability.

  Instructional Level: Introductory │ Multi-Interest

• Poster 8, The Effect of Inspiratory Muscle Training on Inspiratory Pressures

  Allison Lyman, BA; J. Nikki Gaylord, EdD, CCC-SLP, from Murray State University

  The purpose of this study was to determine the effectiveness of inspiratory muscle training by measuring the effect on maximal inspiratory pressure, maximal expiratory pressure, maximum phonation time, and quality of life related to dyspnea in an individual with exercise-related dyspnea. In this single-subject A-B-A research study, inspiratory muscle training was completed by one female participant with a medical diagnosis of exercise-induced laryngeal obstruction over six weeks. The level of difficulty of inspiratory muscle training was increased each week. Maximal inspiratory and expiratory pressures were measured two times per week and maximum phonation time was measured one time per week. The Dyspnea Index (Gartner-Schmidt et al., 2014) was administered prior to and after intervention. After six weeks of inspiratory muscle training, the subject demonstrated significant improvements in maximal expiratory and inspiratory pressures.  She also demonstrated a significant change in dyspnea Index scores with reported anecdotal information indicating reduced need to stop exercising due to dyspnea.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Describe the benefits of inspiratory muscle training on maximal inspiratory and expiratory pressures in adults with exercise-induced laryngeal obstruction.
  • Identify and explain when it would be appropriate to use inspiratory muscle training with an individual as a part of therapy.
  • Describe the use of the Dyspnea Index to demonstrate measurable gains in quality of life as it relates to dyspnea.

  Instructional Level: Intermediate │ Adult SLP

• Poster 9, A Novel Model of Dysphagia Following Spinal Cord Injury

  Michael Brennan, BA, Michael Frazure, MS, CCC-SLP, Kimberly Iceman, PhD, Clinton Greene, Dena Howland, PhD, Teresa Pitts, PhD, CCC-SLP, from the University of Louisville

  Dysphagia is a common consequence of cervical spinal cord injury (cSCI) with impairments in pharyngeal constriction, hyoid elevation, and laryngeal vestibular closure. Our aim is to identify pathophysiological factors that may contribute dysphagia in a novel cat model of cSCI. We hypothesized swallow phase-ratios and maximum pharyngeal and esophageal distension would change after cSCI consistent with an increase in penetration and/or aspiration. Following training puree and thin consistencies were voluntarily ingested during videofluoroscopic swallowing studies (VFSS) before and after (4-weeks) a C3 lateral spinal cord hemi section. During weeks 1 and 2 there was trending decrease in maximum pharyngeal and esophageal distension with puree. By week 3 there was a significant increase in penetration and aspiration with thin liquid, but with no significant differences in 1) oral-pharyngeal or pharyngeal-esophageal phase ratios, or 2) pharyngeal and esophageal maximum distension. During normal feeding (thin vs puree) there are significant differences in oral-pharyngeal and pharyngeal-esophageal phase ratios, and this also remained consistent after injury. These finding indicate that following cSCI there are identifiable features of dysphagia in our novel cat model, but lateral view VFSS may not be the best tool for identifying measurable changes in swallow motor pattern.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Identify and describe dysphagia symptoms related to spinal cord injury (SCI).
  • Identify factors of SCI which contribute to dysphagia.
  • Differentiate how bolus type influences the swallow.

  Instructional Level: Intermediate │ Multi-Interest

• Poster 10, Identifying a Treatment for Opioid Induced Dysphagia and Respiratory Arrest

  Michael Frazure, MS, CCC-SLP, University of Louisville; In Morimoto, MS, University of Electro-Communications; Kimberly Iceman, PhD, University of Louisville; Clinton Greene, University of Louisville; Teresa Pitts, PhD, CCC-SLP, University of Louisville

  Aspiration pneumonia occurs at a higher rate among chronic opioid users. We hypothesized that opioid administration would result in decline of pharyngeal swallow function. Experiments were performed on healthy adult cats and rats. A) Female cats were trained to feed during videofluoroscopic swallow studies (VFSS). Animals underwent ovariohysterectomy and received 0.015 mg/kg buprenorphine for 48 hours post-operatively. VFSS were performed after the last dose of buprenorphine and compared to control feeding assessments. 50% of cats demonstrated large volume silent aspiration, and 75% demonstrated decline in airway protection on buprenorphine. B) Bipolar electromyography (EMG) wires were inserted into various muscles to measure breathing and swallowing behaviors in male and female Sprague Dawley rats anesthetized with sodium pentobarbital. Swallow trials elicited fewer, smaller amplitude swallows following buprenorphine administration, and female rats were more sensitive to respiratory depression than male rats. C) We tested buspirone, an FDA approved drug that acts on the serotonin system (primarily a 5-HT1A agonist), in female rats. Animals were treated with 2.5 mg buspirone and given buprenorphine in doses previously shown to produce apnea in female rats. Animals treated with buspirone maintained breathing following buprenorphine administration, and breathing was abolished by the serotonin 5-HT1A antagonist WAY 100635 (1 mg/kg). In conclusion, the opioid buprenorphine depresses swallowing before breathing; post-operative opioid administration is associated silent aspiration and related complications; and buspirone, a widely available FDA approved drug, may be utilized to prevent respiratory arrest, the main cause of death following opioid overdose.

  Learner Outcomes: At the end of this session, participants will be able to:

  • List two aerodigestive behaviors affected by opioid administration.
  • List three muscles involved in swallowing.
  • List two muscles involved in breathing.

  Instructional Level: Intermediate │Adult SLP

• Poster 11, Maternal Communication and Children With Down Syndrome: Evaluating the Evidence

  Ashby Weatherholt, BS; Kile White, BS; Brian Weiler, PhD, CCC-SLP, from Western Kentucky University;

  The purpose of this study was to evaluate the research evidence for maternal communication style differences in mothers of children with Down syndrome as compared to mothers of typically developing children. Using a clinical scenario PICO question format, four research articles were appraised for strength of evidence following guidelines from Gillam and Gillam (2008). In three of these studies, differences were found in the communication styles of the two groups of mothers. Specifically, mothers of children with Down syndrome used a smaller proportion of decontextualized language, less grammatically complex utterances, and fewer numbers of different words. Additionally, there were significantly more questions, descriptions, and gestures in the form of signs used compared to mothers of typically developing children. However, in the fourth study, no differences were found between the two groups regarding responsiveness to child gesture use. These four studies received emerging research evidence appraisal scores.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Describe the benefits of the PICO format for framing and answering a clinical question according to an appraisal of the available research evidence.
  • Identify the factors involved in evaluating the strength of evidence in quantitative group design studies.
  • Identify differences in the communication styles of mothers of children with Down syndrome, as compared to mothers of typically developing children.
  • Summarize the research evidence related to communication styles of mothers of children with Down syndrome, including possible clinical applications.

  Instructional Level: Introductory │ Multi-Interest

• Poster 12, Autism Classification Function System Algorithm

  Kelli Capps, University of Kentucky; Mary Jo Cooley Hidecker, PhD, CCC-A/SLP, from University of Kentucky

  Classification systems are important because they focus on an individual’s strengths, are feasible for users such as parents and clinicians, and help to explain an individual’s capability given a disorder (Rosenbaum et al., 2014). The Autism Function Classification System (ACFS) was created to provide a ranking system for individuals with autism. This system ranks individuals on a level I-V based on their social communication. Level I is most functional while level V is least functional. Other classification systems have algorithms to help users more easily find a classification level such as the CFCS and MACS. The ACFS is missing an algorithm for quick usability. This research was designed to test the usability of an ACFS algorithm that was created from the ACFS manual. The development of this algorithm was divided into two phases: creating the ACFS algorithm and testing its usability using Qualtrics. Using the current ACFS instructions and level descriptions, an algorithm of questions that leads the user to each of the five ACFS levels was created and uploaded to Qualtrics. To test the usability, five participants were asked to complete the algorithm using the Think Aloud method (Jaspers, 2009).Once input from the five participants was obtained, their comments were analyzed to make changes to the future ACFS algorithm. Participants noted a lack of clarity in the algorithm wording and had difficulty deciphering the differences in some of the questions. Positive remarks were made addressing the level descriptions and their usefulness.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Identify and create awareness of the ACFS
  • Identify the need for an algorithm
  • Describe the steps made to create the algorithm

  Instructional Level: Introductory │ Multi-Interest

• Poster 13, Effects of Bolus Size During Swallowing in Rats Treated With Chemotherapy/Chemoradiation

  Brittany Smiley; Suzanne King, PhD, CCC-SLP, from University of Louisville

  Dysphagia is a common problem following cancer treatment, which can negatively affect a person’s quality of life. Contraction of the submental muscles (i.e. mylohyoid and geniohyoid) play a vital role during the pharyngeal phase of swallowing to protect the airway and provide a bolus path. Radiating the submental muscles has been shown to increase the risk for developing radiation-induced dysphagia. A chemoradiation rodent model has been developed to study the mechanism underlying radiation-induced dysphagia. The purpose of this study was to assess the effects of bolus transit in response to chemoradiation treatment to submental muscles. We hypothesized that rats treated concurrently with cisplatin chemotherapy and radiation targeted to the submental muscles will exhibit changes in their bolus transit/size during swallowing. Twelve Sprague-Dawley male rats were treated with radiation targeted to the submental muscles (12 fractions of 5.5Gy given three days a week for four weeks) or sham treatment. Four cycles of 1mg/kg of cisplatin were given concurrently with treatment. Videofluoroscopic swallow studies (VFSS) were performed pre- and post-treatment. Rodents were given chocolate milk with 40% w/v barium and video recordings were taken at 250 frames per second with a customized c-arm. The following parameters were analyzed: bolus area within the vallecula, inter-swallow interval, mean pharyngeal transit time, and swallow frequency. Significant increases in bolus size were observed 1-week post treatment to 4-weeks post. These changes were similar in both treatment groups, suggesting that alterations in bolus size could be related to a systemic response to chemotherapy.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Describe methods for studying swallowing after cancer treatment in the rat model
  • Describe swallowing bolus transit outcomes after chemotherapy
  • Describe the effects of bolus size after chemotherapy or chemoradiation in the rat

  Instructional Level: Intermediate │ Adult SLP

• Poster 14, Evaluating the Evidence for Premature Infant Oral Motor Intervention (PIOMI)

  McKenzie Rodgers, BS; Brian Weiler, PhD, CCC-SLP, from Western Kentucky University

  The purpose of this study was to determine if premature infant oral motor intervention (PIOMI) is an effective intervention for preterm infants. Using a clinical scenario PICO question format, three research articles were appraised for strength of evidence following guidelines from Gillam and Gillam (2008). In one study, the intervention group reached the first oral feeding earlier than the control group. In another study, infants who received the once-daily PIOMI transitioned from their first oral feeding to total oral feedings 5 days sooner. In the third study, full oral feeding was achieved significantly earlier, milk leakage decreased significantly, and weight was significantly higher for the study group. Across all three studies, length of hospital stay was significantly shorter for the preterm infants receiving PIOMI. All three research studies demonstrated strong evidence to support that PIOMI is an effective intervention for preterm infants.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Describe the benefits of the PICO format for framing and answering a clinical question according to an appraisal of the available research evidence.
  • Identify the factors involved in evaluating the strength of evidence in quantitative group design studies.
  • Identify benefits of using premature infant oral motor intervention for preterm infants.
  • Summarize the research evidence related to the PIOMI intervention method.

  Instructional Level: Introductory │ PEDs EI

• Poster 15, Exploring Voice Therapy Through Experiential Learning

  Cierra Jones, BA; Charles Hughes, PhD, CCC-SLP, BCS-F; Maria Bane, PhD, CCC-SLP, from Eastern Kentucky University

  Previous research suggests that although voice/ resonance is the sixth most common condition treated in adult populations, speech-language pathologists feel underprepared to work with individuals with voice disorders. One possible solution to this problem is to explore pedagogical techniques that are effective and promote retention of learned knowledge and skills related to management of voice disorders. While a variety of educational approaches have been used in the clinical preparation of future health care professionals, experiential learning asks students to “learn by doing” and by reflecting on their experience. We suggest that experiential learning opportunities may facilitate clinical competence and preparedness in the area of voice disorders in future speech-language pathologists. This study examined the learning process of 28 undergraduate students enrolled in a voice disorders course. Students engaged with one evidence-based voice therapy program, Vocal Function Exercises, in three phases: traditional instruction involving reading and lecture; participation in a hands-on workshop; and teaching vocal exercises to an acquaintance. Students engaged in self-rating and self-reflection of skills and knowledge following each experience. Preliminary findings suggest that experiential learning tasks improved knowledge and skills and promoted higher levels of learning according to Bloom’s taxonomy. For instructors in higher education, time spent modeling and demonstrating specific skills may augment more traditional learning approaches. Opportunities to practice and reflect upon skill performance may improve student learning outcomes and promote clinical reflection.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Define experiential learning and its role in promoting clinical competence in the area of voice disorders.
  • Identify the benefits of experiential learning on student learning outcomes.
  • Describe one way of implementing experiential learning within a collegiate level voice disorders course.

  Instructional Level: Introductory │ Higher Education

• Poster 16, Feeding and Swallowing Outcomes Associated With Tethered Oral Tissue

  Drew Wheeker, BS; Alan Smith, EdD, CCC-SLP; Teresa Pitts, PhD, CCC-SLP; Liz Cash, PhD, CCC-SLP; Rhonda Williams, EdD, CCC-SLP, from University of Louisville

  Tethered oral tissue (ToT) has the potential to affect feeding and swallowing, but to date evidence has largely been based on subjective observation relating to breast feeding. This study aims to examine oropharyngeal deficits in infants and toddlers with ToT based on objective evaluation of bottle feeding. A retrospective review of videofluoroscopic swallow study reports of infants and toddlers with observable ToT, referred for instrumental evaluation of swallowing at Norton Women’s and Children’s Hospital from April 2016 to December 2022, was performed and results were analyzed. Descriptive analysis was performed to determine the frequency of oral phase deficits, penetration, and aspiration. The relationship among the variables and in relation to prematurity was analyzed using cross-tabulation. Penetration and aspiration occurred more frequently among infants with oral phase deficits and among those who were premature. A larger sample size will help determine the significance of these findings.

  Learner Outcomes: At the end of this session, participants will be able to:

  • List three feeding and swallowing problems associated with ToT.
  • Describe the association between oral phase deficits and penetration/aspiration in infants with ToT.
  • Describe the association between prematurity and penetration/aspiration in infants with ToT.

  Instructional Level: Introductory │ PEDs EI

• Poster 17, Manipulating Swallowing Responses Using Gaussian Probabilistic Surface Electrical Stimulation

  In Morimoto, PhD; Michael Frazure, MS, CCC-SLP; Kimberly Iceman, PhD; Teresa Pitts, PhD, CCC-SLP, from University of Louisville

  Techniques to stimulate the sensory nervous system have been investigated as possible rehabilitation methods to activate the entire swallowing reflex circuit. We hypothesized that electrical stimulation of intercostal sensory afferents from surface stimulation on the back can facilitate swallow. We placed stimulating electrodes on the back or neck of each male and female adult rats, and these four groups (n=4 per group) were compared. Using a stochastic paradigm, Gaussian probability electrical stimulation was applied to each site. Natural swallow was evoked by oral water infusion, and swallow activity was recorded with electromyogram (EMG) wires placed in three swallow-related muscles: mylohyoid (laryngeal elevator), thyroarytenoid (laryngeal adductor), and thyropharyngeus (pharyngeal constrictor). A total of four 120-second electrical stimulus trials were applied with a median frequency of 300 Hz. EMG amplitudes during control and after each stimulus were compared. Results showed stimulator placement on the back facilitated all three muscles (mylohyoid, thyroarytenoid, and thyropharyngeus) in all males and half of the females. The most activated muscle was the thyropharyngeus muscle in males and the thyroarytenoid muscle in females. Stimulation placed on the lateral neck affected only the thyropharyngeus in males, and only the thyroarytenoid in females. In conclusion, our finding that Gaussian electrical stimulation of the back activated a complement of swallowing muscles in male rats suggests that this may represent a novel swallowing treatment method. This work was supported by NIH grants HL 111215, HL 103415 and OT20D001983, the Craig H. Neilsen Foundation Pilot Research Grant 546714, Kentucky Spinal Cord and Head Injury Research Trust, and the Commonwealth of Kentucky Challenge for Excellence.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Identify differences in swallow outcomes following electrical stimulation between male and female rats.
  • Identify a novel placement for electrical stimulation to target swallowing.
  • Identify anatomic and physiologic rationale for stimulating the back to target swallowing.

  Instructional Level: Intermediate │ Adult SLP

• Poster 18, Neglect of the Deaf Community in Film: Improving Film Accessibility

  Alex Farris, Eastern Kentucky University

  Film is a large part of mainstream culture enjoyed by millions, yet film is not equally accessible to all. In the late 1800s and early 1900s, when silent movies were the norm, Deaf and hearing communities enjoyed similar movie-going experiences. With the advent of talkies, the mainstream movie-going experience began its divide. Although closed captioning was made mandatory by law in 1958, dialogue is not the only important information conveyed by sound. For example, filmmakers use music and non-speech sounds to elicit specific emotions in viewers and/or to convey the intentions of characters.  Accessibility of films may be improved through better-written descriptions of music and auditory cues, user-friendly assisted devices, and increased emphasis on visual storytelling and non-auditory cues.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Identify and describe the impact of auditory cues in storytelling on the Deaf community.
  • Describe the function of music and sound in film.
  • Describe the limitations of closed captioning services.

  Instructional Level: Introductory │ Multi-Interest

• Poster 19, Outcomes Associated With Enteral Nutrition and Alternative Sources: Implications for Patients With H/N Cancer

  Amelia Greer, BS; Alan Smith, EdD, CCC-SLP; Rhonda Mattingly Williams, EdD, CCC-SLP, from University of Louisville

  Individuals receiving chemoradiation for head and neck cancer suffer a multitude of severe symptoms, which negatively impact swallowing function, adequate nutrition, and quality of life. Due to decreased swallowing function during treatment, H/N cancer patients often receive a Percutaneous Endoscopic Gastrostomy (PEG) to deliver adequate nutrition. Enteral nutrition has been linked to various gastrointestinal issues such as nausea and/or vomiting, diarrhea and/or constipation, and reflux. The occurrence of such gastrointestinal problems, in addition to other treatment related toxicities has a devastating effect on appetite and swallowing. A review of the literature relating to alternative sources of enteral nutrition that may result in decreased negative gastrointestinal outcomes across populations was performed. Implications for patients with head and neck cancer are discussed.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Identify symptoms associated with enteral tube feeding in patients with H/N cancer
  • Recognize the influence of negative gastrointestinal symptoms on oral intake in patients with H/N cancer
  • Describe alternative enteral nutrition sources to commercial formula

  Instructional Level: Intermediate │ Adult SLP

• Poster 20, Scoping Review of Interventions for Adults Who Use AA

  Abbie Borgstrom; Judith Page, PhD, CCC-SLP, University of Kentucky; Mary Jo Cooley Hidecker, PhD, CCC-A/SLP, from University of Kentucky

  Background: Adults with developmental disabilities who use or need alternative and augmentative forms of communication (AAC) struggle to find helpful resources available to them. The aim of this scoping review is to examine the interventions for adult AAC users to become functional communicators in their everyday environments. Methods: First, we decided to search the literature within the Cumulative Index to Nursing and Allied Health Literature (CINAHL) because CINAHL indexes all articles in all of the ASHA journals and the Perspectives of the Special Interest Groups (SiGS).  Second, we found the controlled vocabulary used in CINAHL to answer our aim. We reviewed the resulting articles’ abstracts to select those that met our inclusion criteria. The exclusion criteria was to exclude systematic reviews.  However, existing systematic reviews were used to identify additional research articles. A data-charting form was developed by undergraduate student (AB) to determine which information to extract.  AB read and charted the data. In the next stage, a second reviewer will read and independently chart each article. Results: Eighteen articles were selected for data charting. The following data was extracted from included records: study design, participant descriptions, type of intervention, and length of intervention, data collection methods, and outcome measures. Conclusion: Most of the intervention articles used single-subject experimental designs. Types of interventions included (a) caregiver training, (b) Picture Exchange Communication System (PECS) training.  Future research is needed to support adult AAC training.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Describe types of AAC interventions used with adults who have one or more developmental disabilities.
  • List outcomes from the AAC interventions.
  • Identify future research needed in this area.

  Instructional Level: Introductory │ Adult SLP

• Poster 21, Scoping Review on Eye-Gaze as an Access Technique for AAC

  Sara Elise Craig; Katie Kielman; Ashleigh Mounkes; Maddie Ritchie; Elly Head; Mary Jo Cooley Hidecker, PhD, CCC-A/SLP; Judith L Page, PhD, CCC-SLP, from University of Kentucky

  The purpose of this research was to conduct a scoping review on eye-gaze as an access technique for augmentative and alternative communication (AAC).  The aim of this eye-gaze access scoping review was to determine what communicative competencies are targeted in interventions and/or measured in outcomes.  Initial search of the literature across five databases revealed 76 articles, and an additional 13 were identified through citation searching.  Once records were screened and duplicates removed, 16 studies were selected to be included in this review.  Although eye-gaze is not typically the preferred access technique due to slow speed of communication, populations including those with cerebral palsy (CP), Rett syndrome (RS), and amyotrophic lateral sclerosis (ALS) may use it due to motor limitations necessitating an alternative access method as opposed to touching with fingers.  The presenter will discuss findings from this scoping review and propose a framework for eye-gaze access interventions.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Identify a reason a person may use eye-gaze as an access technique.
  • List and define communicative competencies.
  • Describe a framework for eye-gaze access interventions.

  Instructional Level: Introductory │ PEDs School Based

• Poster 22, SLP Student Perspectives on Telepractice Following a Graduate-Level Course Elective

  Allison Hatcher, PhD, CCC-SLP; Hannah Kate Divine, BS, from Western Kentucky University

  The purpose of this qualitative study was to compare graduate students’ self-reported perceptions of telepractice within the field of speech-language pathology before and after completion of a specially-designed, online course elective focusing on telepractice for the SLP. The course included instruction on a variety of topics and hands-on assignments and projects related to telepractice service delivery. This study used a qualitative research methodology, specifically thematic analysis, to answer the research question: How did students’ views about telepractice as a service delivery model in speech-language pathology change from pre-term to post-term after completing a course in telepractice? Graduate students completed pre- and post-term surveys which included open-ended questions using Qualtrics. The post-term survey was taken after completion of the 5-week course. Thematic analysis of participants’ text responses for the selected open-ended question on the questionnaire revealed several views and biases pre-term and how those views changed by post-term. Five main themes emerged from text analysis: Clinical effectiveness; client candidacy; quality of services; clinical skill set required; and therapy materials. Direct quotations from the student participants are used to support these themes. Taken together, participants believed their knowledge of evidence-based practices and skills for telepractice service delivery improved and biases changed. Findings from this study provide some guidance for graduate-level programs in speech-language pathology related to the need for knowledge and skills training in telepractice.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Describe two evidence-based practices related to telepractice.
  • List three specific skills an SLP should possess to be an effective tele-practitioner.
  • Describe one way in which students’ views about telepractice in speech-language pathology changed from pre-term to post-term after completing a course in telepractice.

  Instructional Level: Introductory │ Higher Education

• Poster 23, The Effect of Adapted Cardio Drumming in Adults With Down Syndrome

  Aaliyah Van; Janice Smith, PhD, CCC-SLP, from Western Kentucky University

  In this Communication Disorders & Exercise Science collaboration, we led a fun, moderate to vigorous exercise modality for a group of individuals with DS. This novel exercise had participants using pool noodle floats as “drum sticks” and yoga balls as “drums” to complete “cardio drumming”. The project began in late January and continued over the course of ten weeks. Sessions were held twice weekly over nine weeks and lasted for approximately thirty minutes. Participants will be given their own set of “cardio sticks” at the end of the study for their effort and participation. Activity level and physical characteristics were measured and monitored by KRS collaborators throughout the study using their equipment that estimated BMI and wrist units that tracked physical exertion.  Cognitive skills were assessed prior to the first session using a standardized measure, The Peabody Picture Vocabulary Test, which will help estimate mental age (Dunn & Dunn, 2016). Executive function was measured through the administration of the Delis Rating of Executive Functions – Adult (D-REF), and two skills tasks: a modified card sorting task to assess ability to change cognitive tasks, and a response inhibition task based on the Knock-Tap task (Korkman et al. 1998). Data was collected at three points in the study: before ACD was implemented, after the eighth session, and after the last session.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Identify the impact of adapted cardio drumming on the cognitive skills of adults with Down syndrome
  • Identify the effect of adapted cardio drumming on the executive functioning skills in adults with Down syndrome.
  • Identify the effectiveness of ACD as an intervention tool to increase physical activity and executive function for sedentary adults with Down syndrome.

  Instructional Level: Introductory │ Multi-Interest

• Poster 24, UK Rehab Makerspace Making 3D Printing Accessible

  Natalie Huseman; Catherine Kremer; Elise Craig, BA; Katie Kielman; Megan Cerar; Sarah Deaton; Chloe Drake; Ashleigh Mounkes; Cameron Anenberg; Kinsey Roberts; Emily Davis; Mary Jo Cooley Hidecker, PhD, CCC-SLP, from University of Kentucky

  The purpose of this research was to learn how to 3D print assistive technology devices for augmentative and alternative communication purposes. The main focus was simplifying the use of 3D printers so that anyone had the ability to use it by reading a set of directions. Assistive technology and technology used with augmentative and alternative communication can be extremely costly, and making it accessible can decrease the price burden. The UK Rehab Makerspace as a whole focuses on assistive technology in several areas, including Toys with a Purpose, interactive switches, and keyguards. The presenter will discuss how the general process of 3D printing works, benefits of 3D printing, and affordability and accessibility of 3D printing.

  Learner Outcomes: At the end of this session, participants will be able to:

  • Describe the 3D printing process
  • Identify the parts of a 3D printer
  • Describe assistive tech
  • List 3D printing instructions

  Instructional Level: Introductory │ Multi-Interest