Thursday, February 19
\n12:30 pm \u2013 2:00 pm<\/p>\n
Linden King, BS; J. Nikki Gaylord, EdD, CCC-SLP; Megan Smetana, MS, CCC-SLP; Kelly Vaughan, MS, CCC-SLP, from Murray State University<\/p>\n
The purpose of this single subject research study was to determine the efficacy of SPEAK OUT! therapy in improving loudness, rate of speech and quality of life for individuals who have hypokinetic dysarthria due to Parkinson\u2019s Disease. In this A-B-A design, five weeks of SPEAK OUT! therapy was provided twice a week to four individuals with a diagnosis of Parkinson\u2019s disease. Results demonstrated an increase in loudness in conversation and improved quality of life measured by statistical and visual analysis. These findings contribute to the research behind the use of SPEAK OUT! therapy for individuals with hypokinetic dysarthria due to Parkinson\u2019s disease.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to:<\/p>\n
Instructional Level: Intermediate \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n
Katrina King; Stephanie Schaaf, EdD, CCC-SLP, from Murray State University<\/p>\n
This poster examines an exploratory study examining the preparedness of pre-service educators in the facilitation of augmentative and alternative communication (AAC). AAC is a type of assistive technology that aids in communicative limitations. According to federal law (IDEA), public school students who use AAC must be supported and included in their classrooms and this often falls on general educators. Existing literature suggests that educators are not adequately prepared for this responsibility. This study sought to better understand the skill level, knowledge level and attitudes of pre-service educators regarding AAC facilitation. This information was gathered through semi-structured interviews with undergraduate students in a teacher preparation program. Findings indicate that pre-service educators in this teacher preparation program have a low knowledge and skill level of AAC facilitation. This may be linked to lack of AAC education in their required coursework. These students have confidence in their ability to learn how to facilitate AAC to support their students in any way possible. They hold a positive attitude towards AAC and see the value in AAC education.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to:<\/p>\n
Instructional Level: Introductory \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n
Emma Penewit; Joneen Lowman, PhD, CCC-SLP; Mary Beth Allen, MS, CCC-SLP, from University of Kentucky<\/p>\n
Telehealth has the potential to ameliorate barriers to accessing rehabilitation. A rehabilitation facility\u2019s website serves as a primary point of entry for many individuals seeking rehabilitation services (Cuadros et al., 2023). For a patient to access a telehealth rehabilitation service, they must first be aware of the service’s existence, understand the eligibility\/technology requirements, assess its affordability, schedule\/interact with the service and engage with it. Research investigating telehealth access within rehabilitation is scant. Since websites serve as a primary point of access, a need exists to systematically examine website content to identify facilitators and barriers to accessing telerehabilitation services. The study conducted a deductive content analysis of the 26 qualifying websites of private practice rehabilitation companies in Kentucky that offered telehealth, in accordance with methods for artifact review of secondary sources (Braun & Clarke, 2013; Braun, Clarke, & Gray, 2017). This study used Levesque\u2019s framework of access (2013), which identifies five provider domains and five patient domains that work in tandem to promote access to healthcare. Findings revealed that most websites\u2019 telehealth information was up to date. All 10 domains in Levesque\u2019s access framework were addressed to some degree, with variances noted across websites. For instance, five websites mentioned providing telehealth services but did not include further information. Information specific to scheduling a telehealth visit and technology requirements appeared on 33 of websites. This study is a first step in identifying minimum standards to guide the development of rehabilitation content that provides patients with the relevant information required to access telerehabilitation services.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to:<\/p>\n
Instructional Level: Intermediate \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n
Daniella Hudgins, BS; Taylor Diamond, BS; Allison Hatcher, PhD, CCC-SLP; Judith Page, PhD, CCC-SLP, from University of Kentucky<\/p>\n
Adults with traumatic brain injury (TBI) commonly experience memory deficits that interfere with activities of daily living and participation. External memory aids are frequently incorporated into cognitive rehabilitation; however, clinicians require clear evidence to support their use. This critically appraised topic was developed to evaluate the effectiveness of external memory aids for adults with TBI-related memory impairments. This project was completed in partial fulfillment of graduate coursework at the University of Kentucky. A critically appraised topic was completed using a PICO-based clinical question. A systematic search of relevant databases identified peer-reviewed studies meeting predefined inclusion criteria. Eligible studies were critically appraised for methodological quality, level of evidence and relevance to the clinical question to inform clinical decision-making. Four studies met inclusion criteria, representing a total of 32 participants. Across studies, use of external memory aids was associated with improvements in memory performance and functional memory use in adults with TBI. Findings from this critically appraised topic support the use of external memory aids as an effective, evidence-based intervention for addressing memory deficits in adults with traumatic brain injury. These results inform clinical decision-making and support the application of external aids in cognitive rehabilitation for individuals with TBI.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to:<\/p>\n
Instructional Level: Introductory \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n
Alyssa Land, BS; Mary Campbell, BS; Judith Page, PhD, CCC-SLP, from University of Kentucky<\/p>\n
Natural Language Acquisition (NLA) has gained increasing attention as a neurodivergent-affirming approach to support language development in autistic children who are identified as gestalt language processors (GLPs). Compared to Analytic Language Development (ALD), which emphasizes rule-based language instruction, NLA prioritizes the communicative value of echolalia and scripted language. Despite growing clinical interest, the evidence base comparing NLA and ALD remains limited. This critically appraised topic examined whether NLA is more effective than ALD in promoting spontaneous, self-generated language in preschool-aged children with autism who use gestalt language. A critically appraised topic was completed using a PICO-based clinical question. A systematic search of relevant databases identified peer-reviewed studies meeting predefined inclusion criteria. Eligible studies were critically appraised for methodological quality, level of evidence, and relevance to the clinical question to inform clinical decision-making. Findings indicate limited empirical evidence directly supporting the superiority of NLA over ALD. One empirical study demonstrated positive effects of naturalistic language intervention on spontaneous language production, while qualitative research highlighted meaningful communicative functions of echolalia. Reviews emphasized variability in definitions and limited consensus. Overall, current evidence supports recognizing echolalia as valid communication but underscores the need for further high-quality research comparing NLA and ALD interventions.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to:<\/p>\n
Instructional Level: Introductory \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n
Ashley Hansen, BA; Karen Barako-Arndt, PhD, CCC-SLP, from University of Louisville<\/p>\n
Stuttering has been an area of focus for assessment and treatment for many years within the field of communicative disorders. Stuttering prevalence is approximately 1.5%, with school-aged children representing one of the most affected age groups (Lee, 2023). Speech-language pathologists frequently treat clients who stutter, yet more research is needed to understand which therapeutic strategies individuals most commonly use during stuttering moments. Recent studies have emphasized stuttering-affirming therapy as an important approach, as it reframes stuttering to be a natural part of an individual\u2019s identity (Yaruss, 2025). Although there is increasing support for stuttering-affirming therapy, the number of individuals who stutter that are currently receiving stuttering-affirming therapy remains unclear. This non-experimental study intends to analyze survey responses from adults who stutter (AWS) and have received stuttering therapy using multiple choice and brief open responses (if applicable) to identify which therapy techniques have been taught to AWS and to analyze whether there is a correlation between participants\u2019 age (or recency of therapy) and the use of stuttering-affirming therapy. There will be questions that include brief demographic data (gender, age, length of stutter and treatment), along with content-related data questions. These findings aim to contribute to a better understanding of current clinical practices and generational trends in stuttering intervention. The researchers hypothesize that there will be a correlation between age of the individual and which therapy techniques have been taught in therapy. The data collection is still in process and the results are pending.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to:<\/p>\n
Instructional Level: Intermediate \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n
Christen Page, PhD, CCC-SLP; Talbot Crafton; Ella Machenheimer; Carlie Royal, from University of Kentucky<\/p>\n
Aphasia has been proven to take a toll on the social lives of those impacted by aphasia. They tend to avoid social gatherings and participate less in previously enjoyed activities. Environmental and social factors impact persons with aphasia more than physical factors. The purpose of this study was to identify the impact of educational training on community members’ knowledge of aphasia, as well as the communication strategies they plan to use with individuals with aphasia. Across two semesters, first semester graduate students partnered with individuals with aphasia to develop an educational training about aphasia for the community. After participating in the educational training, community members completed a survey about knowledge gained as well as communication strategies learned. A total of 148 individuals completed the survey; 52 community members completed the survey in 2024 and 96 completed the survey in 2025. In total, 99.1% of participants defined aphasia with two or more criteria. As a whole, participants provided 19communication strategies with speaking slowly and patience as the most frequently mentioned strategies. Results showed that with an increased number of settings, more participants had correct definitions of Aphasia. All participants are now aware that Aphasia does not impact intelligence but interferes with reading and writing. Beyond the knowledge of Aphasia, participants provided usual communication strategies. Future studies will target specific community audiences, such as restaurants, to develop an online training for current and future employees.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to:<\/p>\n
Instructional Level: Intermediate \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n
Christen Page, PhD, CCC-SLP; Sophie Dranick, from University of Kentucky<\/p>\n
Group therapy is often preferred by individuals with aphasia because it provides opportunities for social connection and communication practice in naturalistic contexts. Research has demonstrated that group participation can enhance speech-language performance, functional communication, community participation, and psychosocial well-being. However, facilitating effective group discussions for people with aphasia (PWA) requires skills distinct from individual therapy, including the strategic use of supported conversation techniques and total communication approaches. This study aimed to train speech-language pathology (SLP) graduate students in group facilitation strategies and to examine the relationship between facilitators\u2019 behaviors and the level of interaction among PWA during group therapy sessions. Fourteen first-year graduate students and ten PWA with varying aphasia severities participated. Graduate students led 14 two-hour group sessions focused on life participation activities. Prior to facilitation, students received structured training on total communication and resource allocation strategies. Three sessions across the semester (early, mid, late) were analyzed. Undergraduate observers rated PWA interaction using the Interaction Competence Scale (ICS) and tallied graduate students\u2019 use of 17 predefined facilitation strategies. All raters achieved at least 90% reliability. Descriptive results indicated increased interaction for PWA across sessions, with individual ICS score changes ranging from 1.86 to 5.43. Individuals with more severe aphasia demonstrated the greatest gains. Group-level interaction increased by31 points from the first to the final observation. The greatest improvement was observed in the variety of communication functions used by PWA. Graduate students\u2019 use of total communication strategies remained consistent across sessions, with frequent use of wait time, personally relevant topics, and open-ended questions. Findings suggest that consistent implementation of trained facilitation strategies, alongside increased familiarity among group members, supports greater interaction for PWA. Future research should examine the relative impact of specific strategies and include comparison groups to further establish effectiveness.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to:<\/p>\n
Instructional Level: Intermediate \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n
Allison Lennon; Allison Hatcher, PhD, CCC-SLP, from University of Kentucky<\/p>\n
Early language and emergent literacy skills form the foundation for later academic success. Multisensory instructional approaches are frequently recommended in early intervention (EI); however, the extent to which empirical evidence supports their use remains unclear. This literature review was conducted using databases and citation searching, resulting in several peer-reviewed studies examining multisensory early language and emergent literacy interventions for children from birth to six years of age. Studies were selected based on predefined inclusion criteria. Studies were included if they targeted early language or emergent literacy outcomes, incorporated at least three multisensory components (visual, auditory, tactile, kinesthetic, etc.) and were delivered by EI providers, speech-language pathologists, early childhood educators, or parents coached by professionals. Interventions occurred across home and school-based settings as well as one-on-one or small-group delivery models. Across selected studies, multisensory interventions were associated with positive outcomes in vocabulary development, phonological awareness, narrative skills, print knowledge, and caregiver\u2013child interaction. Shared book reading and play-based activities combining visual and auditory input were the most common multisensory formats, with several interventions also integrating tactile or kinesthetic elements. Parent coaching emerged as a consistent mechanism for supporting generalization and engagement. Findings support the use of multisensory approaches within EI and highlight the role of SLPs in intentionally integrating emergent literacy targets alongside early language goals. Implications for practice include embedding multisensory strategies within natural routines, prioritizing caregiver coaching and collaborating with early childhood educators to support early communication and literacy development.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to:<\/p>\n
Instructional Level: Introductory \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n
Sarah Hawkins-Lear, EdD, BCBA-D; Lowman Joneen, PhD, CCC-SLP, ASHA-F, FNAP; Caroline Gooden, PhD; Allison Hatcher, PhD, CCC-SLP, from University of Kentucky<\/p>\n
This poster presentation will provide an overview of a preservice program focused on training early childhood educators and speech-language pathologists to work with young children with neonatal abstinence syndrome (NAS) and their families. Information on the needs of the population will be provided, along with how faculty created shared experiences to increase scholar competencies in working with the population.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to:<\/p>\n
Instructional Level: Introductory \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n
Jillian Winn, BA; Lonnie Sears, PhD; Grace Kuravackel, PhD, Karen Barako Arndt, PhD, CCC-SLP, from University of Louisville<\/p>\n
This study examines how cognitive-linguistic ability relates to subjective quality of life in young adults with autism. Verbal intellectual skills are frequently considered when SLPs and interdisciplinary teams make diagnostic, eligibility and treatment-planning decisions, yet the connection between these skills and autistic individuals\u2019 own reports of wellbeing remains unclear. In this project, fourteen young adults with autism completed a standardized verbal IQ assessment (KBIT) and self-report measures of wellbeing using the PROMIS framework. Correlational analyses will explore associations between verbal IQ scores and PROMIS t-scores. By linking cognitive-linguistic performance to self-reported quality of life, this study aims to inform how SLPs interpret verbal ability within a person-centered, neurodiversity-affirming model of care. Findings may guide clinicians in prioritizing functional, participation-focused goals and in advocating for supports that enhance communication autonomy and overall life satisfaction for autistic young adults.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to: <\/p>\n
Instructional Level: Introductory \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n\r\n
Kate Herrmann, Murray State University<\/p>\n
Roughly 30% of autistic individuals are nonspeaking, meaning they do not (or very minimally) communicate with speech (DiStefano et al., 2016). The purpose of this study was to examine the attitudes of speaking individuals toward nonspeaking autistic people through a survey measuring stigma toward nonspeaking people, autistic people, and disabled people, respectively. Predictors of attitudes, such as contact, knowledge, gender and psychological inflexibility were examined. Correlations and hierarchical regressions were performed, analyzing predictors of stigma. The results found that disability stigma was negatively correlated with disability knowledge and disability contact and was positively correlated with psychological inflexibility. Autism stigma was negatively correlated with autism knowledge. Nonspeaking stigma was positively correlated with psychological inflexibility. Implications for future research and stigma prevention approaches were also discussed.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to: <\/p>\n
Instructional Level: Introductory \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n
Audrey Deterding, PhD, University of Louisville<\/p>\n
The clock drawing test has long been used as a standard test of language ability first used to assess aphasia and then cognitive assessment in the latter part of the 20th century. The 20th century saw an explosion of technological advances including time in a digital format. Digital format is so common that many younger people in the 21st century cannot tell time on analog clocks. Generation Z, those born between 1995 -2012 may be the cut off between the generations that can read and comprehend analog and the generation that cannot. A newer cognitive test, known as the Pizza test was initially developed to address education and literacy discrepancies that may impact a person\u2019s ability to draw the clock. The current study administered an Analog Clock Literacy Questionnaire (ACLQ) and then the CDT and Pizza test to Generation Z participants (n= 84). Results showed that participants scored substantially higher on the Pizza test than on the CDT, t(83) = 15.06, p < .001. The mean difference of 4.30 points (95% CI [3.73, 4.87]) represents a large effect, Cohen\u2019s d = 1.64. This result supports the first hypothesis (H1) and indicates that Generation Z adults performed markedly better on a test that does not require analog clock knowledge. Generation Z adults perform better on the Pizza test than on the CDT, and self-identified analog-clock literacy has only a modest influence on CDT performance and virtually no influence on Pizza test performance\n\nLearner Outcomes: At the end of this session, participants will be able to: \n\n\n
Instructional Level: Intermediate \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n\r\n
Lauren Murphy, BS, University of Louisville<\/p>\n
Neurodiversity-affirming care is based on the idea that neurological differences represent natural human variation rather than deficits to be fixed and speech-language pathologists (SLPs) are increasingly encouraged to base clinical judgment through this lens. This study was conducted to determine SLPs\u2019 attitudes toward neurodiversity and how these attitudes varied across practice settings, specifically comparing healthcare-based and non-healthcare-based clinicians and whether caseload composition influenced their attitudes. To identify differences in attitudes toward neurodiversity, this study utilized the Neurodiversity Attitudes Questionnaire (NDAQ) developed by Schuck, Choi, Baiden, Dwyer, and Uljarevi\u0107 (2024). The NDAQ assesses attitudes toward neurodiversity through a five-factor structure that measures attitudes across diversity and inclusion, fitting in, cross-neurotype interactions, medical model, and listening and reflecting. No significant differences were found between healthcare-based and non-healthcare-based SLPs; however, caseload composition was significantly related to clinicians\u2019 attitudes. Those with the highest caseload of neurodivergent clients reported less affirming attitudes overall. Identifying SLPs with negative attitudes toward neurodiversity will indicate areas where individuals may benefit from additional education to improve these attitudes and ultimately increase the quality of life of the neurodiverse individuals they are serving.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to: <\/p>\n
Instructional Level: Introductory \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n\r\n
Heather Gaddis, MS, CCC-SLP, CDP, Baptist Health Lexington<\/p>\n
Cognitive decline involves progressive deterioration of mental functions such as memory, attention, reasoning and problem-solving. By 2030, adults aged 65 and older will comprise 20% of the U.S. population, with increased longevity raising concerns about cognitive health. While mild forgetfulness is common with aging, further deficits may indicate mild cognitive impairment, affecting post-retirement independence and quality of life. Speech-language pathologists can assess and treat cognitive-communication disorders, providing early detection and intervention. Their role supports both patients and caregivers through evidence-based strategies that promote resilience and reduce burden. This mixed methods study explored the lived experiences of individuals over 65 with cognitive decline (Repeated Battery for the Assessment of Neuropsychological Status scores >69). Interviews addressed physical activity, social engagement and emotional well-being. Anxiety and depression were assessed using the Visual Analogue Scale and the Generic Depression Scale. Participants\u2019 (N=24) mean age was 75.4 years; 54.2% were male. Most exercised weekly, averaging 4.3 days and 45 minutes per session. Mean anxiety and depression scores were 4.4 (SD 2.1, range 0-8) and 3.8 (SD 2.8, range 0-11), respectively. Social activities included family interaction, church, golf, YMCA outings and hobbies. This mixed-methods study examines cognitive changes following retirement, with particular attention to motivation for independence, socialization, physical activity, adaptability and consistent family or caregiver support. Quantitative findings suggest that engagement in cognitively and physically stimulating activities is associated with preserved functional abilities, while qualitative data reveal that motivation to maintain independence influences participation in post-retirement routines. Socialization emerged as a critical protective factor, supporting cognitive engagement and emotional well-being during the transition out of the workforce. Participants demonstrated adaptability by modifying daily activities and problem-solving strategies in response to cognitive changes. Consistent support from family members or caregivers facilitated sustained engagement in meaningful activities, reinforced autonomy and mitigated the functional impact of cognitive decline. Together, these findings underscore the importance of integrated behavioral and social supports in promoting cognitive health following retirement. Anxiety levels across almost all participants ranged from minimal to moderate, while overall cognitive test total scores showed less than 1% in extremely low range. However, analysis of specific cognitive-linguistic domains revealed 41% had immediate recall skills in the extremely low range and 45% had delayed recall abilities in the Extremely low range. These findings support the clinical importance of domain-level assessment rather than reliance on total scores alone. From a speech-language pathology perspective, preserved recall skills may contribute to maintained functional communication and daily participation post-retirement, guiding strengths-based assessment, intervention and individualized treatment approaches.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to: <\/p>\n
communication.<\/p>\n
Instructional Level: Intermediate \u2502 Poster<\/p>\n<\/div><\/li>\r\n\r\n
Zoe Graham, Western Kentucky University<\/p>\n
This examined the social communication skills of young adults aged 18 to 24 years of age, dually diagnosed with autism spectrum disorder (ASD) and hearing loss. Despite the large number of individuals co-occurring ASD and hearing loss, limited research has explored how these combined conditions influence social communication, including conversational participation and functional communication. The purpose of this project is to develop a survey to identify self-reported strengths and challenges in social communication and explore how hearing loss may contribute. Results and clinical implications will be discussed.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to: <\/p>\n
Instructional Level: Introductory \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n
Charles Hughes, PhD, CCC-SLP, BCS-SCF, Eastern Kentucky University<\/p>\n
This poster reviews literature on the use of mindfulness activities in university academic programs in speech-language pathology. Using a systematic review process, literature was organized related to a description of the methodology, general findings, and suggestions for future research. In addition, implications of using mindfulness activities in academic and other professional development programs in speech-language pathology are discussed in connection with the literature review. Other factors, such as professional burnout and the use of self-care strategies among speech-language pathologists, were integrated into the literature review.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to: <\/p>\n
Instructional Level: Intermediate \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n
Jaelyn Bruce; Graycee West; Jenny Burton, PhD, CCC-SLP, from Western Kentucky University<\/p>\n
Autism spectrum disorder is characterized by deficits in social communication skills. Boys are three to four times more likely to be diagnosed with autism than girls. Recognition of early challenges in social communication is critical for timely and accurate diagnosis and an important area of treatment provided by SLPs. This qualitative investigation analyzed maternal descriptions of early social communication skills in pre-teen girls (n=9; M=10 years, 4 months) with autism without intellectual disability using semi-structured individual interviews. Interview results and clinical implications will be discussed.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to: <\/p>\n
Instructional Level: Introductory \u2502 Poster<\/p>\n<\/div><\/li>\r\n\r\n
Gracee Spears; Haley Deegan; Avery Peltcs; Emily Rouff; Ginny Spalding; Reilly Watson; Janine Schmedding-Bartley, PhD, CCC-SLP, from University of Kentucky<\/p>\n
Play is a critical context for children\u2019s motor, cognitive, social and communication development. Many toys are not designed to support children with diverse developmental, sensory, or physical needs. Understanding the types of toys children already use can inform inclusive adaptation strategies. This study sought to identify types of toys commonly used by children in Kentucky and how those toys could be adapted to promote inclusive and developmentally supportive play. Fifty-nine caregivers from across rural (n = 27) and suburban (n = 32) Kentucky communities completed survey providing information about their child\u2019s favorite toys. Caregivers provided information about their child\u2019s favorite toys. All reported toys (n = 179) were extracted from the survey results and coded into one of 27 broader categories of toys. Caregivers most frequently reported toys within the categories of sports equipment, learning tools, dolls, stuffed animals and toy vehicles. Further analysis revealed that the most frequently reported specific toys were Legos, Barbies, video games, basketballs and baby dolls. Researchers explored ways to adapt these five toys so that children with different developmental, sensory, physical and communication needs could engage with the toys. This project will show how common toys can be adapted for more inclusive play by adjusting materials for easier grasping, adding visual or tactile supports, simplifying or expanding play routines and embedding opportunities for communication and social interaction. Grounding adaptation in toys families already use provides caregivers, educators and rehabilitation professionals with practical tools to create more inclusive play.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to: <\/p>\n
Instructional Level: Introductory \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n\r\n
Colleen Mahoney, BA, University of Louisville; Melanie Townsend, MD, Advent Health; Suzanne King, PhD, CCC-SLP, University of Louisville; Elizabeth Cash, PhD, University of Louisville<\/p>\n
Subglottic stenosis is heterogeneous airway disorders associated with high recurrence rates and negative post-operative consequences affecting respiration, voice and swallowing. Optimal management remains controversial due to variability in etiology, disease extent and response to treatment. A narrative review of seventeen peer-reviewed studies was conducted to evaluate etiologies, surgical and endoscopic treatment strategies, adjunctive therapies, recurrence rates and emerging biological mechanisms underlying subglottic stenosis. Latrogenic injury was the most common etiology across both adult and pediatric populations, while idiopathic subglottic stenosis (iSGS) predominantly affected caucasian women aged 30\u201350 years and was frequently associated with gastroesophageal reflux disease. Among surgical interventions, cricotracheal resection demonstrated the lowest recurrence rates (5\u20138.7%) and the greatest long-term success. Endoscopic dilation was associated with higher recurrence rates but showed improved outcomes when combined with adjunctive medical therapies including glucocorticoids and mitomycin-C. Radiation-based therapies, including external beam radiation therapy and endobronchial brachytherapy, demonstrated high success rates in refractory cases with acceptable safety profiles that included 100% of patients experiencing improved voice quality. Emerging molecular studies using single-cell RNA sequencing have identified profibrotic fibroblast populations, plasma cells and Schwann cells exhibiting increased extracellular matrix production within iSGS tissue. Management of subglottic stenosis should be individualized based on etiology, anatomic characteristics and patient-centered outcomes. Although cricotracheal resection remains the most feasible option, endoscopic and adjunctive therapies can provide effective disease control with improved voice and quality-of-life outcomes in select patients. Advances in molecular profiling offer promising targets for future biologically driven therapies in iSGS.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to: <\/p>\n
Instructional Level: Advanced \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n\r\n
Jenny Burton, PhD, CCC-SLP; Adriana Reyes, BA, from Western Kentucky University<\/p>\n
This study explored mothers\u2019 description of their school-aged autistic daughter\u2019s nonverbal communication skills. Eight mothers were interviewed and asked various questions related to their daughter\u2019s use of nonverbal communication skills. Interviews were transcribed and coded. Themes were developed. Emerging themes revealed that autistic girls demonstrated varying abilities to use and understand nonverbal communication skills, as well as some strengths in this area. Results and clinical implications for SLPs will be discussed.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to: <\/p>\n
Instructional Level: Introductory \u2502 Track: Poster <\/p>\n<\/div><\/li>\r\n\r\n\r\n
Anna Leigh Durham, BS; Brittany Brose, AuD, CCC-A; Yonghee Oh, PhD, from University of Louisville<\/p>\n
Vestibular assessment involves a multidimensional diagnostic process that integrates patient-reported symptoms with objective test results. Here, a detailed case history is critical for guiding test selection and forming a diagnostic protocol. However, symptom reporting is inherently subjective and may lack the specificity needed to differentiate among vestibular disorders. To address this challenge, the Dizziness Symptom Profile (DSP) was developed in 2019 by Vanderbilt University Medical Center as a structured tool to help patients articulate symptom characteristics relevant to differential diagnosis. This study evaluates the level of agreement between DSP results and findings from objective vestibular function testing. A retrospective chart review was conducted on 100 adult patients evaluated at the University of Louisville Audiology Clinic. Inclusion criteria required completion of the DSP and a comprehensive vestibular test battery, including oculomotor evaluations, rotary chair, positional and positioning maneuvers, caloric testing, vestibular evoked myogenic potentials (VEMPs) and electrocochleography (ECoG). DSP subscale scores were mapped to diagnostic categories derived from instrumental vestibular assessment. Categorical analysis was utilized to determine the agreement between patient-reported dizziness characteristics and objective functional deficits. Preliminary analyses showed moderate-to-strong agreement between DSP classifications and objective test findings, particularly in cases of peripheral vestibular hypofunction and central vestibular involvement. The DSP demonstrates clinical validity as a structured, patient-centered cross-check to instrumental assessment. By correlating subjective reports with functional deficits, the DSP aids in differential diagnosis and helps clinicians optimize test battery protocols.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to: <\/p>\n
Instructional Level: Intermediate \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n
Ryleigh Board, BS; Laura Galloway, AuD, CCC-A, from University of Louisville<\/p>\n
Hearing loss is one of the most common health conditions in the United States and nearly 70%of children with hearing loss are educated in general education settings where spoken language is the primary mode of communication. Consistent access to sound is essential for spoken language development and depends on properly functioning hearing technology. In school settings, daily listening checks and routine maintenance are necessary; however, a shortage of educational audiologists often places these responsibilities on other educational personnel who report limited training and confidence. This study aims to assess hearing technology knowledge, skills and comfort among educational personnel working with children who are deaf or hard of hearing (DHH) and to evaluate the impact of a hands-on training intervention. Outcomes were measured using a modified Hearing Aid Skills and Knowledge Inventory (HASKI-clin) administered immediately post-training. Findings will contribute to the development of school-based training initiatives designed to enhance hearing technology management and promote consistent auditory access for students who are DHH.<\/p>\n
Learner Outcomes: At the end of this session, participants will be able to: <\/p>\n
Instructional Level: Introductory \u2502 Track: Poster<\/p>\n<\/div><\/li>\r\n\r\n\r\n<\/ul>\n","protected":false},"excerpt":{"rendered":"
2026 Convention Program Poster Presentations Thursday, February 19 12:30 pm \u2013 2:00 pm<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1553","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/ksha.info\/index.php\/wp-json\/wp\/v2\/pages\/1553","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ksha.info\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ksha.info\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ksha.info\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ksha.info\/index.php\/wp-json\/wp\/v2\/comments?post=1553"}],"version-history":[{"count":0,"href":"https:\/\/ksha.info\/index.php\/wp-json\/wp\/v2\/pages\/1553\/revisions"}],"wp:attachment":[{"href":"https:\/\/ksha.info\/index.php\/wp-json\/wp\/v2\/media?parent=1553"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}