Student Poster Presentation
Saturday, April 17, 2010 7:30 a.m.-8:30 a.m.
Poster Session Part I
SP1 Comparison of Language Development and Fluency
Ashley Dyer, B.S., Southeast Missouri State University
Abstract:
The
purpose of this study was to examine the relationship between language
development and fluency. In order to determine if a significant
relationship exists, the Language Environment Analysis (LENA) results
were analyzed to determine if there is a significant difference
between the language skills of triplets, including two dysfluent
participants as compared to one fluent participant. LENA is the
world's first automatic language collection and analysis tool which
allows one to easily collect, process, and analyze language
development data for children.
Learner Outcomes:
(1)
Identify if a significant relationship exists between language
development and fluency (2) Justify possible uses for the Language
Environment Analysis device (3) Evaluate LENA results of fluent
children as compared to dysfluent children
Level of Instruction:
Intermediate
SP2 The Effects of Educational Kinesiology on Learning Disabled
Children
Abigail Jones, B.S., Southeast Missouri State University
Abstract:
The
purpose of this research project was to implement an educational
kinesiology program adapted from the
Bal-A-Vis-X and Brain Gym programs to determine the effects on
performance in cognitive functioning tasks and overall improvement in
learning ability. The research was based on a between-subjects
experimental design and used educational kinesiology with 5
sixth-eighth-grade learning disabled (LD) students; their achievement
was compared to that of a control group of 5 sixth-eighth-grade LD
students who did not use educational kinesiology. The performance of
both groups was measured and compared.
Learner Outcomes:
(1)
The
participant will be able to list several educational kinesiology
activities (2) The participant will be able to perform three different
educational kinesiology activities (3) The participant will be able to
identify three benefits of an educational kinesiology program
Level of Instruction:
Intermediate
SP3 AAC and At Risk Populations
Aaron Doubet, M.A., Fontbonne University;
Rebecca Somers, B.S., Fontbonne University
Abstract:
The
poster presentation will focus on the early use of Augmentative
Communication and Assistive Technology with those children who are
considered at risk for not developing verbal communication.
Populations to be the focus of the presentation will consist of
children diagnosed with Autism Spectrum Disorder, Cerebral Palsy, and
Down Syndrome.
Learner Outcomes:
(1)
Identify the benefits of early AAC use with at risk children (2)
Identify the at risk populations that will benefit the most from AAC
(3) Differentiate between high tech. and low tech. AAC options
Level of Instruction:
Introductory
SP4 Using Social Stories to Modify Behavior in a Child with Down
Syndrome
Melissa Eddy, B.S., Southeast Missouri State University
Abstract:
Social Stories are short stories that are written specifically for a
certain child in order to teach appropriate behavior during a given
social situation. The subject is a 6-year-old boy with Down syndrome
in the first grade who participates in language therapy at a
mainstream school in southeast Missouri. The purpose of this project
was to determine if Social Stories were effective in improving
vocabulary acquisition, use of two word utterances, and following
one-step directions. The progress of language therapy along with
Social Stories was compared to the progress of language therapy
without applying Social Stories to language therapy.
Learner Outcomes:
(1)
Describe the concept of Social Stories (2) Provide examples of Social
Stories (3) Differentiate the types of statements that must be
included in Social Stories
Level of Instruction:
Intermediate
SP5 Oropharyngeal Cancer Resulting from Human Papillomavirus
Ellen McNamara, B.S., Fontbonne University; Ashley Kreyling, B.S.,
Fontbonne University
Abstract:
Cancers of the oropharynx have been extensively researched by
professionals in the field of speech-language pathology; however, only
recently has attention been paid to those cancers caused by human
papillomavirus (HPV). A review of available literature will be used
to raise awareness of the need for further research and patient
education regarding the prevalence, prevention, and treatment of HPV-related
cancer.
Learner Outcomes:
(1)
State the prevelence of HPV-related oropharyngeal cancer (2)
Differentiate HPV-related cancer from other oropharygneal cancer (3)
Describe risk factors for HPV-related cancer
Level of Instruction:
Introductory
SP6 Identification and Treatment of Dysphagia In A School Setting
Kelly Herbst, B.A., Fontbonne University
Abstract:
In
the last decade, several states have made an effort to implement
guidelines for serving students with dysphagia. This poster will
introduce new professionals to school-based swallowing evaluations.
This poster will include types of school-based dysphagia teams, the
process for school-based dysphagia qualification, and assessment
process for students with swallowing disorders.
Learner Outcomes:
(1)
Identify three different types of dysphagia teams in a school setting
(2) Describe the process for school-based dysphagia qualification (3)
Describe the necessary steps in the assessment process
Level of Instruction:
Introductory
SP7 Rethinking Expressive Language in Down's syndrome
Melton Ellen, B.S., Fontbonne University;
Sharon Powers, B.S., Fontbonne University
Abstract:
Adolescents with Down syndrome typically have moderate to severe
expressive language abilities. Recent literature studies suggest that
expressive language skill do not plateau as previously thought,
continuing to improve with specific speech and language intervention.
This poster will describe the techniques available to speech-language
pathologists to assist clients with Down syndrome develop skills in
the areas of vocabulary, syntax, topic maintenance and oral narrative
skills.
Learner Outcomes:
(1)
Explain current research findings related to the developmental
expressive language in children with Down syndrome (2) Differentiate
the types of expressive language skills that are necessary for
adolescents with Down syndrome in middle and high school (3) Describe
specific treatments that have the greatest impact on expressive
language
Level of Instruction:
Introductory
SP8 Development of Spelling Skills for Students Who Are Blind and Use
Braille
Melanie Stinnett, B.S., Missouri State University
Abstract:
The
purpose of this study was to describe linguistic properties found in
spellings produced by students with visual impairments (VI) and
compare these to spellings used by sighted peers. Student spellings
have traditionally been scored as correct or incorrect. However, this
study used a scoring system that is more sensitive to subtle changes
in smaller segments of words. This study provides pilot data in an
area not thoroughly researched. Information gained will provide
insight into the nature of literacy acquisition for students with VI,
as well as provide evidence upon which to base assessment and
instructional procedures for this population.
Learner Outcomes:
(1)
Distinguish between three types of spelling errors that could be major
concerns for students with visual impairments (2) Recall the
differences in spelling errors produced by students with visual
impairments versus sighted students (3) Identify two areas of interest
for future research in the area of visual impairment related to
spelling skills
Level of Instruction:
Introductory
SP9 Developmental Trends in Spelling and Reading Fluency in the Early
Elementary Years
Erin
Thomas, B.S., Missouri State University
Abstract:
RtI
is the primary tool of No Child Left Behind for improving education in
the public schools. The purpose of this study was to examine the
usefulness of experimental measures of reading fluency and spelling
for documenting literacy development in early elementary grades. The
experimental measure of reading fluency used was based on silent
reading and group administration. The experimental spelling
assessment included tailored lists and a sensitive scoring matrix.
Administration occurred at the beginning and end of the fall semester
in Grades 1 through 3. Results regarding the ability of the measures
to adequately document progress will be presented.
Learner Outcomes:
(1)
Identify important developmental trends in reading fluency and
spelling in early elementary grades (2) Differentiate between
traditional and more sensitive measurements (3) Recall ways that
reading fluency and spelling interact and how this could impact
literacy intervention and instruction
Level of Instruction:
Intermediate
SP10 Lee Silverman Voice Treatment Program (LSVT) and the Aging Voice
Katy
Gift, B.S., Central Missouri State University
Abstract:
The
Lee Silverman Voice Treatment Program (LSVT) was utilized to treat a
seventy-two year old female exhibiting difficulty sustaining
sufficient loudness and not being heard in noisy situations. She
indicated her
voice difficulties strongly affected her communication abilities and
she needed to use twice the normal vocal effort to speak. The client
exhibited vocal fold bowing, an increase in oral airflow during voiced
sounds, and reduced conversational loudness. The study was completed
to determine if the LSVT program would positively affect the client's
symptoms, allowing her to maintain a desired loudness level during
conversation in a noisy environment.
Learner Outcomes:
(1)
The participant will be able to list the steps of the LSVT program (2)
The participant will be able to identify the symptoms of the aging
voice (3) The participant will be able to identify outcomes the LSVT
program has on the aging voice
Level of Instruction:
Intermediate
SP11 Developmental Changes in Spelling and Reading Fluency
Alyssa Watson, M.A., Missouri State University
Abstract:
The
purpose of this study was to examine the usefulness of an experimental
measure of reading fluency and an experimental metric of spelling
accuracy for documenting literacy development in the third through
fifth elementary grades. We used an experimental measure of reading
fluency based on silent reading and group administration. We used a
sensitive spelling measure to document accuracy in spelling with
varying degrees of linguistic complexity. Our experimental measures of
reading fluency and spelling were administered at the beginning and
end of the fall semester. Results regarding the ability of the
measures to adequately document progress will be presented.
Learner Outcomes:
(1)
The participant will identify developmental trends in spelling and
reading fluency (2) The participant will list two sensitive scoring
systems for spelling and reading fluency (3) The participant will
identify the linguistic components involved in spelling and reading
fluency
Level of Instruction:
Intermediate
SP12 Conversational Prompt Cards for Severe Dysfluencies
Megan Safley, B.S., Truman State University
Abstract:
The
purpose of this study was to see if the use of conversational prompt
cards would increase the number and complexity of messages used in
conversation by a life-long fluency client. The client was a
60-year-old male who presented with severe dysfluencies. A multiple
baseline study across speakers was implemented to see if the client
would use these conversational prompt cards to generalize use when
speaking to different people. The speakers consisted of a familiar
listener, a semi-familiar listener, and an unfamiliar listener. The
results and clinical implications will be presented.
Learner Outcomes:
(1)
Describe one single-subject design used in clinical research (2)
Summarize the results of a study involving the use of conversational
prompt cards (3) Describe clinical implications of this project
Level of Instruction:
Introductory
SP13 Effectiveness of a computer program on the phoneme /z/
Brittany O'Saben, B.S., Truman State University
Abstract:
The
purpose of this study was to see if the computer program, Articulation
II, was effective over multiple baselines (words, phrases, sentences)
on the acquisition and maintenance of the phoneme /z/ in all positions
of words. A 61 year-old male with mild mental retardation
participated in this study. Results and implications will be
presented.
Learner Outcomes:
(1)
Describe one single subject design used in clinical research (2)
Summarize the results of a study involving a computer-based
articulation program (3) Describe the clinical implications of this
project
Level of Instruction:
Introductory
SP14 Cognitive Demands and the Written Discourse of Normal Adolescents
Ashleigh Zumwalt, B.S., Fontbonne University
Abstract:
Seventeen normal adolescents provided written discourse samples in
response to three picture stimuli with varying degrees of complexity.
Measures used were productivity (total number of communication units
(CUs) per sentence), efficiency (average number of words used to
express each CU), global coherence (connectedness of ideas to the
overall topic), and local coherence (successive connectedness of ideas
to one another). Samples were divided into top and bottom halves.
Comparisons of the discourse measures for discourse samples elicited
by the three picture stimuli were made. The relationships between the
cognitive measures (working memory, and executive functioning) and
discourse performance were also investigated.
Learner Outcomes:
(1)
Describe measures that can be used to evaluate written discourse (2)
List three cognitive skills necessary when planning written discourse
(3) Identify demands on cognition which may impact the execution of
certain discourse tasks
Level of Instruction:
Introductory
SP15 The Four-Legged Therapist
Shelly Mendoza, B.A., Central Missouri State University
Abstract:
George H. Mead theorized that the mind and sense of self develop from
social interactions through language and play (1934). However, for
some individuals, social interactions are affected by communication
disorders. This presentation explores an innovative approach to
eliciting speech productions through the use of Animal Assisted
Therapy, its history, current trends, and how animals, especially dogs
may be utilized in speech-language therapy to motivate and elicit
speech productions from clients of all ages and stages of life.
Learner Outcomes:
(1)
Define the terms: Animal Assisted Therapy, companion animal, therapy
animal, and service animal (2) Identify three or more uses for Animal
Assisted Therapy related to the treatment of communication disorders
(3) List three or more benefits to clients from combining Animal
Assisted Therapy with speech-language therapy
Level of Instruction:
Introductory
SP16 Listening and Spoken Language Specialist (LSLS) Certification
Keenyn Rhodes, B.A., Fontbonne University
Abstract:
In
2005 the Alexander Graham Bell Association for Listening and Spoken
Language established a certification process designed to distinguish
professionals who have extensive supervised practice in auditory
verbal therapy techniques and intensive continuing education regarding
the development of listening and spoken language in children who are
deaf or hard of hearing. This poster presentation will summarize the
LSLS certification process and explain its importance.
Learner Outcomes:
(1)
Explain the steps in pursuing LLSLS certification (2) List three
benefits to obtaining LSLS certification (3) Identify three sources
for additional LSLS certification information
Level of Instruction:
Introductory
SP17 Treatment Selection for Naming Disorders in Aphasia
Janelle Webb, Undergraduate Student, Central Missouri State University
Abstract:
Naming Disorders are the most prevalent language deficit found among
individuals with Aphasia; and because the disorder manifests itself
differently in each individual, selecting a treatment plan resulting
in improved naming becomes a difficult challenge. The intent of this
presentation is to discuss the prevalence and symptomatic nature of
naming disorders in individuals with Aphasia. Also, two different
treatment programs, Hierarchical Complexity of Stimulus Items and Copy
and Recall Treatment, will be discussed in terms of a description of
each treatment procedure and the evidence supporting the treatment.
Learner Outcomes:
(1)
Readers will be able to define naming disorders and identify the
symptomatic nature of the disorder (2) Readers will be able to
describe the treatment procedures for Hierarchical Complexity of
Stimulus Items and Copy and Recall Treatment (3) Readers will be able
to describe the evidence supporting each treatment program
Level of Instruction:
Intermediate
SP18 A Comparative Study of the Validity of Different Speech Rate
Measures
Maureen Darby, B.S., Missouri State University
Abstract:
This
study compared three methods of determining speech rate, that is,
syllables per minute, stressed vowels per minute and perceptual
ratings. Twelve normal speakers recorded monologues that were
subsequently analyzed to determine the validity of each of these
measures. Speech rate is typically measured by determining syllables
per minute. Perceptual ratings and measured speech rates were not
highly correlated. There was a close correlation between syllables per
minute and stressed vowels per minute; therefore, stressed vowels per
minute could replace syllables per minute for determining speech rate.
This opens the possibility for developing automated computerized
strategies for speech rate determination.
Learner Outcomes:
(1)
Make informed choices about speech rate measures (2) Recognize the
importance of choosing valid methods for determining speech rate (3)
Select effective speech rate measures in the assessment and treatment
of speech fluency disorders
Level of Instruction:
Intermediate
SP19 Eating Behaviors in Individuals with Dementia: A Study on
Quality of Life
Elizabeth Rogers, B.S., Southeast Missouri State University
Abstract:
The
purpose of this study was to determine quality of life in individuals
with dementia based on their eating behaviors. Thirty participants
with mild to moderate dementia (ages, 60-90 years) were observed
during mealtimes at a local skilled nursing facility. Results of the
study indicated that eating and drinking behaviors were significantly
different amongst various groups of individuals with dementia. Also,
differences were noted across given food textures. Analysis of
SWAL-QoL results obtained from each participant further substantiated
specific oral-preparatory stage problems evidenced by individuals with
dementia.
Learner Outcomes:
(1)
Compare and contrast specific eating and drinking behaviors in
individuals with mild and mild-moderate dementia (2) Identify specific
behaviors that hinder the oral-preparatory stages of swallowing while
ingesting various food textures (3) Correlate eating behaviors and
quality of life in individuals with dementia
Level of Instruction:
Intermediate
SP20 Utilizing CPAP in Treatment of Hypernasality
Shanna Plont, M.A., Central Missouri State University
Abstract:
This
presentation will give participants an opportunity to learn about and
discuss a treatment process for strengthening the velopharyngeal
system in clients with excessive hypernasality through the utilization
of continuous positive airway pressure, or CPAP. Based on the research
and methodology of Kuehn (1991, 1993, 2001), CPAP was utilized to
generate a resistive force for strengthening the muscles responsible
for velopharyngeal closure through the principles of exercise
physiology over an 8-week period. Discussion will include the
evaluation of current evidence supporting the effectiveness of the
treatment.
Learner Outcomes:
(1)
Participants will be able to explain continuous positive airway
pressure (CPAP) as a strengthening technique for hypernasality (2)
Participants will be able to summarize results of current studies
related to CPAP as a treatment for hypernasality (3) Participants will
be able to apply information gained in the presentation to treatment
of clients with hypernasality related to velopharyngeal impairment
Level of Instruction:
Intermediate
SP21 Preventing the Misidentification of Culturally and Linguistically
Diverse Students
Andrea Mejia, B.A., Missouri State University
Abstract:
It
is important that culturally and linguistically diverse (CLD) students
not be over or under diagnosed for speech-language disorders because
professionals lack adequate knowledge regarding CLD students. The
goal of this presentation is to review information on the language
acquisition of children who are culturally and linguistically diverse
and best practices for working with these children. Presentations
created to provide information to educators and pre-educators will be
discussed. In addition, individuals who attended these presentations
were asked to provide feedback regarding on the material presented and
their feedback will be shared.
Learner Outcomes:
(1)
Distinguish between language differences and language disorders (2)
Recall instructional strategies to use with culturally and
linguistically diverse students (3) Identify falsehood to commonly
held myths relating to CLD students (4) Identify resources available
for educators and speech-language pathologists related to working with
CLD students
Level of Instruction:
Introductory
SP22 The Benefits of Interactive Storybook Reading and Storytelling in
Preschoolers
Lainee Sybert, B.S., Missouri State University
Abstract:
Interactive storybook reading is a well known tool for story time in
the preschool classroom. Storytelling, however, may not be as
frequently used, but can also be a beneficial learning tool. The
purpose of this project is to describe both interactive storybook
reading and storytelling and to demonstrate the benefits of using both
in the preschool classroom. This project will also give you ideas and
resources to enhance story time through story book reading and
storytelling to help your students become better readers, writers, and
narrators.
Learner Outcomes:
(1)
List the benefits of both interactive storybook reading and
storytelling (2) Walk away with tools to create fun storytelling
events for preschoolers (3) Walk away with resources to enhance
interactive storybook reading
Level of Instruction:
Introductory
SP23 Decreasing Inappropriate Loudness Using Visual Biofeedback
Sara
Hines, B.A., Truman State University
Abstract:
The
purpose of this study was to determine if visual biofeedback aided in
reducing the vocal amplitude in a subject with a hearing loss. An ABA
withdrawal study was conducted, measuring the amount of vocal
inadequacies each session (how many times the client spoke too loud).
A 53 year old adult male aural rehabilitation client participated in
this study. Results and implications will be presented.
Learner Outcomes:
(1)
Describe one single subject design used in clinical research (2)
Summarize the results of a study involving computer-based visual
biofeedback (3) Describe the clinical implications of this project
Level of Instruction:
Introductory
SP24 Comparison of Prosody Training and Articulatory Cueing in Adult
Apraxia of Speech: A Case Study
Victoria Forester, B.S., Southeast Missouri State University
Abstract:
The
purpose of this retrospective single-subject study was to compare the
outcomes of two treatment approaches (prosody training method and
articulatory cueing) in a 57-year old female with acquired apraxia of
speech and left CVA. The participant engaged in five treatment
sessions focused on production of bisyllabic words, trisyllabic words,
and phrase stimuli for each treatment method. Significant differences
in speech intelligibility and generalization scores were not noted
between the two treatment approaches; however, a significant
difference was present regarding phonetic deviations between and
within approaches as well as generalization scores for words versus
phrase stimuli within each treatment approach.
Learner Outcomes:
(1)
Compare and contrast prosody training and articulatory cueing methods
for improving speech intelligibility in AOS (2) Identify the nature of
participant responses in terms of phonetic deviations of target speech
stimuli across various treatment sessions (3) Rate speech
intelligibility using a perceptual rating scale to document treatment
outcomes
Level of Instruction:
Intermediate
SP25 Children's Literature In Therapy
Jamie Chamness, B.S., Fontbonne University; Katie Tucek, B.S.,
Fontbonne University
Abstract:
This
poster presentation will describe how to use children's literature to
promote language and literacy skills among preschoolers and
adolescents. Using literature as a tool in language therapy can
benefit the development of phonology, semantics, syntax, pragmatics,
and cognition. Examples of lesson plans will be utilized to
demonstrate how to design therapy around the book.
Learner Outcomes:
(1)
Describe the benefits of using literacy in language therapy (2)
Identify appropriate activities for using children's literature for
both preschoolers and adolescents (3) Explain the interaction between
language and literacy
Level of Instruction:
Introductory
SP26 Low Socio-Economic Status, Hearing Loss, and Access to Services
Margaret Ebeling, B.A., Fontbonne University; Jennifer Van Horn, B.A.,
Fontbonne University
Abstract:
This
poster session will address the high incidence of hearing loss in
children of low socio-economic status (LSES). It is imperative for
professionals to understand this co-occurrence and implement
strategies to maximize outcomes for these children. Positive outcomes
for children with hearing loss are dependent upon access to
appropriate technology and high quality early intervention services.
It is important for professionals to help LSES families access these
services by acting as a link between families and the technology,
funding and programs necessary to help their
Learner Outcomes:
(1)
Identify challenges faced by children of LSES and the implications for
children with hearing loss (2) Apply strategies to overcome challenges
faced by children of LSES (3) Identify services available to LSES
children who are deaf or hard of hearing
Level of Instruction:
Introductory
SP27 Family Matters: Communication Development of Children with
Hearing Loss
Tiffany Lekas, B.A., Fontbonne University
Abstract:
This
poster session focuses on family factors that affect communication
development of children who are deaf/hard of hearing. Research has
shown that several family factors are vital for communication
development for both hearing and non-hearing children. A review of
several studies from the past 20 years, a parent interview, and web
findings revealed seven key factors relating to the family that come
up time and again. These include: mother's self advocacy and
self-efficacy, family's ability to adapt to child's deafness, social
support for the family, presence of the father, high expectations of
children, commitment to the family, and family involvement.
Learner Outcomes:
(1)
List important family factors that contribute to communication
development and later success of children who are deaf and hard of
hearing (2) Identify social support needs of families with children
who are deaf and hard of hearing (3) List 3 ways professionals can aid
families and increase success in early intervention programs for
children
Level of Instruction:
Introductory
SP28 Clinical Preparation for SLP Graduate Students
Allison Slone, B.S., Missouri State University
Abstract:
A
survey was conducted of SLP graduate students to determine their main
concerns as they prepared for their first client as a graduate
student. Based on feedback from this survey, additional resources
were provided for incoming SLP graduate students as they prepared for
their first client. These students were surveyed on the effectiveness
of the resources provided to determine what was helpful and what areas
needed improvement. This poster session will highlight the findings
from each survey as well as the resources used; discussing the primary
needs of SLP graduate students as they prepare for work with their
first client.
Learner Outcomes:
(1)
Identify areas of difficulty for SLP graduate students as they prepare
for work with their first client (2) Recall resources that were
beneficial to first year SLP graduate students (3) Infer what skills
SLP graduate students need additional training and support with as
they begin their graduate clinical work
Level of Instruction:
Introductory
SP29 The Impact of Hearing Loss on Siblings
Meghan Wolf, B.S., Fontbonne University; Erin Walker, B.S., Fontbonne
University
Abstract:
This
poster will describe how hearing siblings are affected as a result of
having a child with hearing loss in the family. The various emotions
that are associated with having a sibling who is deaf or hard of
hearing will be explained. Both the positive and negative impacts
this has on siblings of a child with hearing loss will be explored.
Recommendations and strategies for parents of children with hearing
loss and professionals working with these children will be referenced.
Learner Outcomes:
(1)
Identify the positive impacts/emotions on siblings of children who are
deaf/hard of hearing
(2)
Identify the negative impacts/emotions on siblings of children who are
deaf/hard of hearing (3) Explain recommendations for parents of
children with hearing loss and professionals working with these
children
Level of Instruction:
Introductory
SP30 SLP Role in Effective Mainstreaming of Children with Cochlear
Implants
Robyn Huber, B.S., Fontbonne University;Jessica Gilham, B.S.,
Fontbonne University
Abstract:
When
working with children with cochlear implants in an inclusive setting,
the speech-language pathologist should be prepared to collaborate with
the child’s family, teachers, and other students. This poster will
inform on the effectiveness of inclusion in the child’s social and
academic success and how these are equally important to his overall
performance in school. In addition, it will identify the advantages
and disadvantages of a push-in versus a pull-out model for
intervention. The poster will provide strategies for regular
communication with the parents and teachers to collaborate effectively
and to promote the student’s success.
Learner Outcomes:
(1)
State the advantages and disadvantages of a push-in and pull-out model
(2) Plan a collaboration strategy with the child’s family, teachers,
and other students (3) Identify factors that will contribute to the
child’s challenges and success in an inclusive setting (i.e. assistive
technology)
Level of Instruction:
Intermediate
SP31 Dialogic Reading Strategies for Clinicians, Parents, and Teachers
Jordan Liesemeyer, B.S., Missouri State University
Abstract:
The
purpose of this project was to develop handouts and resources to
assist in the implementation of dialogic reading. Materials created
include a handout featuring examples of dialogic reading strategies as
well as phonological awareness, and print awareness/letter knowledge
activities for selected books. In addition, the project includes a
list of articles that provide information on emergent literacy as well
as strategies for reviewing and discussing these articles with student
clinicians. Finally, the project provides resources and materials for
assisting parents in incorporating dialogic reading strategies into
their shared storybook reading activities.
Learner Outcomes:
(1)
Participants will be able to list strategies of dialogic reading and
give examples of how these strategies and related activities can be
used with selected books (2) Participants will have knowledge of
strategies for training parents and teachers to incorporate dialogic
reading into shared storybook reading activities (3) Participants will
be able to locate emergent literacy resources and materials
Level of Instruction:
Introductory
SP32 Emergent Literacy: Creating Literacy Rich Environments
Kimberly Freeman, B.S., Missouri State University
Abstract:
The
purpose of this project was to provide parents, educators and
clinicians with a comprehensive guide on emergent literacy assessment
and intervention including formal and informal assessments and provide
assessment and intervention ideas for many early literacy skills that
have found to be important in the reading success of children. In
addition, multiple resources and activities from internet websites,
journal articles and books are provided to help in early literacy
intervention and in creating a literacy rich environment.
Learner Outcomes:
(1)
Define emergent literacy and give examples of early literacy skills
(2) List and describe formal and informal emergent literacy
assessments (3) Provide examples of early literacy activities and
resources
Level of Instruction:
Introductory
SP33 What Are The Degrees of Awareness and Knowledge of The Fluency
Disorders Cluttering and/or Stuttering In Latin America Countries And
What Cultural Attitudes, If Any, Are Present Toward Those Who Clutter
and/or Stutter?
Christina Wilkerson, B.S., Missouri State University
Abstract:
Purpose of the research was to discover the levels of awareness and
knowledge of the fluency disorder "Cluttering" in Latin American
countries. An additional component was to determine the multicultural
aspects of cluttering within those countries. Methods included
translation of a Public Opinion Survey of Human
Attributes-Experimental Edition into Spanish with a distribution
targeted for a variety of Latin American countries' universities and
the general populace. The survey contained lay definitions of the
fluency disorders cluttering and stuttering. The survey requested
demographic information and whether or not they knew anyone who
cluttered or stuttered or they themselves cluttered or stuttered.
Learner Outcomes:
(1)
At the culmination of the session the participant will be able to
identify three characteristics of cluttering (2) At the culmination of
the session the participant will be able to list three differences
between cluttering and stuttering (3) At the culmination of the
session the participant will be able to identify three difficulties
experienced by individuals with cluttering in Latin American countries
Level of Instruction:
Intermediate
Student Poster Presentation = Part II
Sunday, April 18, 2010 8:00 a.m. -9:00 a.m.
SP34 Semantic Category Learning over Time in Children with SLI and
Peers
Jessica Colwell, University of Missouri-Columbia
Abstract:
One
type of partial word knowledge children develop in learning the
meanings of words is knowledge of the semantic category (e.g., action
word vs. object word). When children encounter unfamiliar words in
text, both the context and the orthographic form of the word can
provide clues as to its category. The purpose of this study was to
compare children with specific language impairment to age- and
gender-matched peers in their semantic category learning over time,
and to examine whether orthographic cues assist the children to
arriving at decisions about the semantic category.
Learner Outcomes:
(1)
Compare prior work in the area of word learning in SLI to the goals of
the present study
(2)
Distinguish the patterns of learning observed between the two groups
(3) relate the ways in which cues were effective in children’s
semantic category learning through text
Level of Instruction:
Intermediate
SP35 Orthographic Word Learning over Time in Children with SLI and
Peers
Margaret Miller, University of Missouri-Columbia
Abstract:
Children with specific language impairment (SLI) have been observed to
show some difficulty in accruing lexical knowledge compared to their
peers. The purpose of the present study was to compare SLI children’s
knowledge of the orthographic form, given multiple exposures over
time, to that of their age- and gender-matched peers. Children read
stories containing unfamiliar words three times; orthographic
knowledge was assessed at pretest, after each of the three exposures
to the words, and two days later. Findings revealed different
patterns of knowledge growth over time. Research and clinical
implications will be presented.
Learner Outcomes:
(1)
Compare prior work in the areas of word learning with the goals of the
present study
(2)
Distinguish the patterns of learning observed between the two groups
(3) Speculate about potential clinical implications from this and
future studies in this area
Level of Instruction:
Intermediate
SP36 Musical Activities for Phonological Awareness Skills
Susan Eberly, B.S., Truman State University
Abstract:
The
purpose of this research was to determine the effect of musical
activities on phonological awareness skills. A Multiple Baseline
Across Behaviors Design was implemented with a five-year,
six-month-old female phonology client to determine if the use of
musical activities would increase her percent accuracies of
syllabification, detection of rhyme, and production of rhyme. The use
of a rhythm instrument, such as a drum, was used in syllabification
activities to increase percent accuracies. The use of songs containing
rhyming lines and the songs’ corresponding books were used to increase
rhyming skills. Results and implications will be presented.
Learner Outcomes:
(1)
Describe one single subject design used in clinical research (2)
summarize the results of a study involving the use of musical
activities in phonological awareness therapy (3) Describe the clinical
implications of the project
Level of Instruction:
Introductory
SP37 Adult and Peer Responses to Stuttered and Fluent Speech in
Triplets
Casey Peters, B.S., Southeast Missouri State University
Abstract:
The
purpose of this study was to directly explore the social impact of the
stuttered and fluent speech of preschoolers in various situations, at
home and in the preschool setting. The participants were
three-year-old triplets. Two participants currently stuttered, and one
participant was normally fluent. The researcher utilized Language
Environment Analysis (LENA Pro) devices to collect continuous speech
data from the participants and the adults and peers with whom they
interacted. The researcher evaluated all responses which the
participants received from the adults and peers with whom they
interacted, and whether or not specific stuttering characteristics
elicited negative responses.
Learner Outcomes:
(1)
Differentiate between preschoolers' stuttering patterns during
interactions at home and in the preschool setting (2) Distinguish
between positive, negative, and neutral responses to stuttered speech
(3) Identify the social impact of stuttered and fluent speech of
preschoolers in various settings
Level of Instruction:
Intermediate
SP38 Reinforcing Conversational Repair with Token Reinforcement
Kaycee Lukach, B.A., Truman State University
Abstract:
Using a changing criterion design, I worked with an adult male client
being seen for aural rehabilitation on his use of conversational
repair strategies. The purpose was to use token reinforcement to
increase his use of conversational repair strategies when a
communication breakdown occurred. Results and implications will be
presented.
Learner Outcomes:
(1)
Describe one single-subject design used in clinical research (2)
summarize the results of a study involving token reinforcement (3)
Describe the clinical implications of this project
Level of Instruction:
Introductory
SP39 Effects of Memory/Attention Tasks on Name Recall in Dementia
Jessica Frerking, B.S., Missouri State University; Marianne Reichert,
B.S., Missouri State University
Abstract:
Dementia describes the breakdown of cognitive processes later in life
that results in greater impairment than what is seen from normal aging
processes. Individuals with dementia exhibit deficits in
communication skills, and an inability to recall names is especially
disruptive for communication. In these studies, the effects of various
tasks on name-recall abilities in individuals with dementia are
examined. Across seven sessions, six individuals with dementia
completed an attention task, a memory task, or a combined
attention-memory task before recalling names of individuals in
pictures. A single-subject multiple baseline design was utilized to
isolate effects of different conditions.
Learner Outcomes:
(1)
Identify the components of various tasks utilized in these studies (2)
Describe potential factors that influence the effectiveness of memory,
attention, and/or combined memory-attention tasks on name recall
ability in individuals with dementia (3) Perform the combined
memory-attention task used in these studies
Level of Instruction:
Intermediate
SP40 Speech Pathology in Costa Rica
Mandy Sullivan, B.S., Fontbonne University
Emily Dalton, B.S., Fontbonne University
Abstract:
In
March 2009, speech-language pathology faculty and graduate students
from Fontbonne University initiated a project, Socios, to support the
needs of children with hearing loss living in San Jose, Costa Rica.
The students and faculty members collaborated with audiologists, deaf
educators, and speech-language pathologists in San Jose to evaluate
the current services available. The project included obtaining hearing
loss in Costa Rica. Professionals and students from both Costa Rica
and Fontbonne University will continue to collaborate in order to
support the development of services.
Learner Outcomes:
(1)
Identify the needs for continued support for auditory, speech, and
language development for children with hearing loss in Costa Rica (2)
Identify the needs of professionals and children with hearing loss in
Costa Rica (3) List the future goals for the Socios Project (4)
Identify the positive outcomes from the Socios Project
Level of Instruction:
Introductory
SP41 Improving Sound- Symbol Knowledge in Aphasia
Cara
Stanley, B.S., Truman State University
Abstract:
A
single subject study was implemented to determine the effect of
repetition of word-initial phonemes on retention of phonics skills in
an adult with Aphasia and Apraxia. A multiple baseline design across
tasks was used. The subject was a 65-year-old male who had a left
hemisphere CVA in November of 2007. The independent variable in this
study was the repetition of word-initial phonemes. The dependent
variable was the number of correct phoneme productions when presented
with a grapheme. The results and implications will be presented.
Learner Outcomes:
(1)
Describe one single subject design used in clinical research (2)
Summarize the results of a study involving repetition of word-initial
phonemes (3) Describe the clinical implications of this project
Level of Instruction:
Introductory
SP42 A Review of Social Skill Treatment Approaches for Children with
Autism
Beth
Stachecki, B.S., Fontbonne University
Abstract:
Children with Autism Spectrum Disorder (ASD) are often characterized
as having deficits in the social use of language. This impairment can
result in reduced attempts to communicate or respond to persons in the
child's environment. Because this impacts their ability to
participate in a classroom setting, SLPs typically target these
behaviors during treatment. Several treatment approaches addressing
social skills have recently emerged in the literature that appears to
have positive outcomes for children with ASD. The purpose of this
presentation is to compare/contrast four of these commonly used
approaches, including social stories, video modeling, pivotal response
training, and peer-mediated interventions.
Learner Outcomes:
(1)
Differentiate between four commonly used approaches for the treatment
of social skill deficits in children with Autism Spectrum Disorder: to
include social stories, pivotal response training, video modeling, and
peer-mediated interventions (2) Distinguish whether implementing one
approach will be more appropriate than another based on the target
child's characteristics and the treatment setting (3) Identify the
advantages and disadvantages of implementing each approach (4)
Identify areas of focus for future research
Level of Introduction:
Introductory
SP43 Development of a Learning Assessment for Individuals with
Asperger's Syndrome
Central Missouri State University
Abstract:
The
purpose of this project is to develop a tool to examine learning
styles of individuals with Asperger’s syndrome. Interviews will be
conducted with three individuals with diagnoses of Asperger’s syndrome
who are identified as having the three types of “thinking” theorized
by Temple Grandin. The three participants will be given the “How Do
You Think?” survey. The survey will be modified based on the
interviews and will be given to approximately 20 participants ranging
in age 14-29. These participants will be asked to complete the survey
again in no less than six weeks to determine reliability of the
survey.
Learner Outcomes:
(1)
Determine the “How Do You Think?” assessment of learning styles as a
reliable measure of learning styles for individuals with Asperger’s
syndrome and high functioning autism (2) Determine the “How Do You
Think?” assessment of learning styles as a valid measure of learning
styles for individuals with Asperger’s syndrome and high functioning
autism (3) Differentiate between the three different types of thinkers
among individuals with Asperger’s syndrome and high functioning autism
as theorized by Temple Grandin
Level of Introduction:
Intermediate
SP44 Visual Bio-feedback to Increase Loudness in an ESL Child
Katie Sloan, B.A., Truman State University
Abstract
An
interaction deletion design was used to assess the treatment package
of visual bio-feedback and social cues to increase the vocal loudness
in English as a second language twelve-year-old client. The purpose
of this study was to determine the effectiveness of the visual
bio-feedback in increasing vocal loudness during conversational
speech. The results and implications will be presented and discussed.
Learner Outcomes:
(1)
Describe one single subject design used in clinical research (2)
Summarize the results of a study involving visuaul bio-feedback and
socal cues (3) Describe clinical implications of this project
Level of Instruction:
Introductory
SP45 Building Pronoun Use in Structured and Unstructured Activities
Katie Nevins, B.S., Truman State University
Abstract:
Multiple baseline design across productions of "he," "she," and
"they." The purpose is to see if the number of productions increases
in an unstructured activity after treatment in a structured activity.
Results and implications will be presented. The client is a
six-year-old female with Downs.
Learner Outcomes:
(1)
Describe one single subject design used in clinical research (2)
Summarize the results of a study involving structured and unstructured
activities to build pronoun use (3) Describe the clinical implications
of this project
Level of Instruction:
Introductory
SP 46 Using a Stop-Watch Incentive for Oral Reading Fluency
Laura Winkelman, B.A., Truman State University
Abstract:
The
purpose of the study was to determine the effectiveness of using a
stopwatch with the Read Naturally Program to increase oral reading
fluency. An interaction deletion design was used. The independent
variable of the study was the use of a stopwatch and the dependent
variables of the study were the cold readings and the practiced
readings. A nine-year-old client who presented with a
language/literacy disorder participated. Results and implications will
be presented.
Learner Outcomes:
(1)
Describe one single-subject design used in clinical research (2)
Summarize the results of a study involving using a stopwatch to
increase oral reading fluency (3) Describe the clinical implications
of this project
Level of Instruction:
Introductory
SP47 Client-Facilitated Prosodic Intervention for an Individual with
Chronic TBI
Brooke Howlett, B.S., Southeast Missouri State University
Abstract:
The
purpose of this study was to determine how a client-facilitated
therapy program, conducted through the use of self recorded
song-singing and repetition of stimulus sentences with various
intonation patterns, would affect prosodic impairment in an individual
with head trauma. The rationale for designing this as a
client-facilitated program is the need for chronic TBI individuals who
are in the plateau phase of recovery to be situated in their natural
environment and hopefully elicit a more smooth generalization of
appropriate prosody in other social situations.
Learner Outcomes:
(1)
Determine if a client facilitated program involving “song-singing” and
repetition of intonational patterns has a significant effect on
prosody (2) Identify if a significant change exists in speaking
fundamental frequency after an 8-week prosodic intervention (3)
Justify possible uses for song-singing intervention in patients with
other disorders or diseases
Level of Instruction:
Introductory
SP48 An Analysis of Verbal Output of an Infant with Beckwith-Wiedemann
Syndrome
Sara
Ziegler, B.S., Southeast Missouri State University
Abstract:
Beckwith-Wiedemann syndrome (BWS) is a genetic disorder that is
characterized by abdominal wall defects, gigantism, and macroglossia.
The purpose of this study was to collect and analyze the verbal output
of an infant with BWS, and compare this data to that of a typically
developing age and gender control. This study also examines the
effectiveness of using the Language Environment Analysis (LENA Pro)
system to
collect and analyze the verbal output of infants in their natural
environment.
Learner Outcomes:
(1)
List the characteristics of infants with BWS as well as expected
speech and language delays that may exist with this population (2)
Identify verbal output differences that may be present between a
typically developing infant and an infant with BWS (3) Identify
possible differences in phonemic development that exists between a
typically developing infant and an infant with BWS (4) List the
positive benefits of utilizing the LENA Pro system to collect and
analyze the verbal output of infants in a naturalistic environment
Level of Instruction:
Introductory
SP 49 Identifying and Managing Dysphagia Following Head and Neck
Cancer
Michelle Reale, B.S., Fontbonne University
Abstract:
Individuals who have been treated for head and neck cancer often
experience swallowing difficulties due to the measures taken to manage
their cancerous growth(s). To better serve these clients the speech
pathologist needs to have a thorough understanding of the anatomical
structures of swallowing, the treatment methods used to remediate
cancer, the complications that can arise after treatment affecting the
swallow, and the different therapeutic techniques used to manage
dysphagia. This presentation will provide a summary of what causes
dysphagia and how to treat a client who is experiencing swallowing
problems due to head and neck cancer.
Learner Outcomes:
(1)
Identify swallowing problems associated with head and neck cancer (2)
Describe the different techniques used to rectify head and neck cancer
(3) List different treatment options used to manage swallowing
difficulties in clients with head and neck cancer (4) Identify the
anatomical structures of the swallowing mechanism and identify how
they can be altered due to head and neck cancer
Level of Instruction:
Intermediate
SP50 Tuned In To Learning As Social-Emotional Intervention In ASD
Children
Adam
Glueck, B.S., Southeast Missouri State University
Abstract:
Children on the autism spectrum often have difficulties understanding
their communication partner’s nonverbal or verbal social and emotional
cues. These pragmatic difficulties can lead to breakdowns in
communication and its effectiveness. The purpose of this study is to
determine the effectiveness of the Tuned in to learning. Volume 1:
Social skills & pragmatics for autism and related needs (Lazaar &
Jensen, 2005) as intervention on the social-emotional abilities of
children on the autism spectrum. Tuned in to learning’s effectiveness
will then be measured using a pre-test, intervention, post-test model
utilizing the Social Emotional Evaluation, S.E.E. (Wiig, 2008) to
determine effectiveness.
Learner Outcomes:
(1)
At the culmination of this session, participants will be able to
identify social-emotional characteristics presented by the children on
the Autism Spectrum that participated in the study (2) At the
culmination of this session, participants will be able to perform the
strategies used from Tuned in to Learning (3) At the culmination of
this session, participants will be able to recall strengths and
weaknesses of Tuned in to Learning as pertaining to this study
Level of Instruction:
Introductory
SP51 Developmental Trends In Spelling And Reading Fluency In
Mid-Elementary School Grades 2-4.
Jehna Hart, B.A., Missouri State University
Abstract:
Professionals need more optimal literacy measures that document
developmental change. Response to intervention requires documentation
of student progress to make intervention decisions that maximize
student performance. There is a need for optimal measures of literacy
that are more sensitive to developmental change. This presentation
describes the results of a study in which two experimental literacy
measures were used to determine whether they were equally or more
sensitive to developmental change in children in mid-elementary grades
2 through 4.
Learner Outcomes:
(1)
Describe the reading fluency measure and spelling metric used to
measure developmental change in reading fluency and spelling in the
study (2) Discuss the need for more optimal measures of literacy and
the benefits to assessment and intervention (3) Discuss whether the
experimental measures of literacy were indeed sensitive to
developmental change in grades 2 through 4
Level of Instruction:
Intermediate
SP52 Using Visual Biofeedback to Reinforce Easy Onset in an Adult
Fluency Client
Katie Joyner, B.S., Truman State University
Abstract:
This
single subject interaction addition, multiple baselines over varying
conversational situations study, shows the relationship of using
visual biofeedback in treatment to reinforce easy onset in an adult
client. The subject was a 20 year-old male who displayed a moderate
fluency disorder characterized by blocks and repetitions. Visual
biofeedback was provided using amplitude tracings while the client
produced various utterances on the Visi-Pitch. The visual biofeedback
was used in treatment to decrease the client’s number of disfluencies
while in unstructured face to face conversation with the clinician, an
unfamiliar partner, and while speaking on the phone with an unfamiliar
listener.
Learner Outcomes:
(1)
Describe one single subject design used in clinical research (2)
Summarize the results of a study involving visual biofeedback (3)
Describe the clinical implications of this project
Level of Instruction:
Introductory
SP53 Using Gesture Cues to Establish Speech Sounds
Amy
Wegscheid, B.S., Truman State University
Abstract:
The
purpose of this study was to determine whether using gesture cues to
teach speech sounds to a preschool client with little expressive
vocabulary would enhance the client’s productions of individual speech
sounds. An ABAB withdrawal design was used with two dependent
variables. The study focused on the number of imitative productions
and the number of spontaneous productions when gesture cues were used
and when they were withdrawn. Results and implications will be
presented and discussed.
Learner Outcomes:
(1)
Describe one single-subject design used in clinical research (2)
Summarize the results of a study involving gesture cues (3) Describe
the clinical implications of this project
Level of Instruction:
Introductory
SP54 Vocal Cord Dysfunction in Collegiate Athletes
Hailee Elmore, St. Louis University
Abstract:
A
surprising number of athletes exhibit respiratory distress with
physical exertion. Various diagnoses have been associated with this
distress including exercise induced and exertion asthma. Sometimes
the condition is vocal cord dysfunction (VCD). VCD occurs when the
vocal fold adduct during inhalation, resulting in difficult
breathing. This study surveyed Atlantic Ten Conference athletic
trainers related to their education and awareness of VCD
characteristics, assessments, and treatment along with the prevalence
of its occurrence among their athletes. Results of the survey
indicate a range in VCD education, awareness and treatment techniques
among athletic trainers. The desired role of the speech-language
pathologist in the education of athletic trainers in issues related to
VCD is presented.
Learner Outcomes:
(1)
Participants will be able to identify the salient causes and
characteristics of vocal cord dysfunction (2) Participants will be
able to identify the common misdiagnoses and related respiratory
conditions that are often applied to athletes exhibiting vocal cord
dysfunction (3) Participants will be able to discuss the range of
education and training typically experienced by athletic trainers
related to vocal cord dysfunction
Level of Instruction:
Intermediate
SP55 Service-Learning in Graduate Level AAC Courses
Danielle Reed, B.S., Missouri State University
Abstract:
Service-Learning is a course component more frequently utilized in
Augmentative and Alternative
Communication (AAC) courses at the graduate level. This project will
provide information on AAC related courses at various universities
that have utilized service-learning as part of the course requirement.
The poster will describe service learning activities that have
involved students working in small groups with individuals and their
families in developing augmented resources, programming devices, or
other materials as well as describe a service learning project where
graduate students were paired with speech-language pathologists.
Finally, student feedback regarding the perceived benefits of service
learning will be presented.
Learner Outcomes:
(1)
The participants will be able to explain service-learning and how it
may be utilized in AAC related courses (2) The participants will be
able to state the potential benefits of service-learning in AAC
courses at the graduate level (3) The participants will be able to
discuss students feedback regarding the benefits of service learning
Level of Instruction:
Intermediate
SP56 iPod Usage and It's Effects Upon Hearing
Lauren Mosley, Truman State University;
Danielle Hagemann, Truman State University
Abstract:
The
purpose of this project is to demonstrate and measure the effects that
loud music has upon hearing sensitivity. It will also show if further
education is needed on campus regarding hearing preservation and
protection. We completed research at Truman State University by
surveying students about their iPod usage and their perceptions of
noise level and intensity. We then further tested randomly selected
participants to undergo testing using the Audiology booth and sound
field testing to measure the student's ability to correctly identify
sentences played at increasing dB levels, not exceeding 80dB.
Learner Outcomes:
(1)
After the presentation the listeners will be able to identify what
types of education are needed on college campuses about safe iPod and
personal music player usage (2) Upon the culmination of the
presentation those in attendance will be able to identify the average
dB level needed to correctly hear sentences played over student
selected music levels (3) After the presentation is finished those in
attendance will be able to recall the average listening levels
students use for their personal music players
Level of Instruction:
Introductory
SP57 Behcet’s Syndrome: A Case Report
Sarah Schaefer, B.S., Southeast Missouri State University
Abstract:
Behcet’s syndrome is a rare autoimmune, multisystem inflammatory
disorder that presents with cardinal signs of oral ulcerations,
vasculitis, stiffness of muscles/joints, and swelling of the eyes.
Focal neurological symptoms related to damage of the cranial nerves
are also noted. A case report will be discussed to explore the nature
of voice disorders, dysarthria, and swallowing issues in Behcet’s
syndrome. Findings from the systematic review of literature to will be
presented and management options will be discussed.
Learner Outcomes:
(1)
Identify the pathophysiology of Behcet’s syndrome leading to
dysarthria and dysphagia
(2)
Demonstrate an understanding of the nature of voice disorder in
Behcet’s syndrome (3) Explore interdisciplinary management options of
Behcet’ syndrome
Level of Instruction:
Introductory
SP58 Effect of MIT on Production of Functional Phrases
Angie McGinnis, B.A., Truman State University
Abstract:
The
purpose of the study was to determine whether melodic intonation
therapy would have an effect on the production of functional phrases
by a 62-year-old male client who presented with Broca‘s Aphasia and
Apraxia of Speech. A multiple baseline treatment design across three
stimuli was implemented with a single subject. The adult client
produced five different functional phrases in each stimulus, and the
number of syllables produced in each phrase by the client was counted
and graphed. Results and implications will be presented.
Learner Outcomes:
(1)
Describe one single subject design used in clinical research (2)
summarize the results of a study involving the use of melodic
intonation therapy (3) Describe clinical implications of this project
Level of Instruction:
Introductory
SP59 Pitch Matching as a Function of Timbre and Duration
Jori
Tarjan, St. Louis University
Abstract:
Vocal pitch-matching is a skill required for ensemble singing. A
cappella singers must be able to match pitch with only a brief
instrumental cue. Pitch cueing instruments have unique spectral
characteristics, or timbre. This study examined the impact of cueing
stimuli on pitch-matching effectiveness. Results indicated that both
timbre and duration had an impact on pitch-matching accuracy.
Findings suggest that ensemble directors as well as speech-language
clinicians should consider the type of elicitation cue employed in
pitch-matching activities. Although these results are of interest to
ensemble directors, implications related to pitch matching elicitation
does related to voice therapy.
Learner Outcomes:
(1)
The participants will be able to define timbre and identify the
spectral differences among varying timbres (2) The participant will be
able to determine the best auditory stimulus timbre to achieve
pitch-matching accuracy in singers (3) The participant will be able to
identify the stimulus duration necessary for pitch-matching accuracy
in singers
Level of Instruction:
Intermediate
SP60 Management of Exercise-Induced Vocal Cord Dysfunction
Nicholas Campbell, B.S., Southeast Missouri State University;
Laura Dabney, B.S., Southeast Missouri State University
Abstract:
Exercise-Induced Vocal Cord Dysfunction (EI-VCD) is characterized by
an “inappropriate closure of the vocal folds upon inspiration
resulting in stridor, dyspnea, and shortness of breath (SOB) during
strenuous activity” (Matthers-Schmidt, 2001; Sandage et al, 2004) and,
typically, individuals with EI-VCD are nonresponsive to asthma
medications. EI-VCD profiles are well documented in athletes. The
purpose of this study was to present evidence-based treatment options
for EI-VCD drawn from a systematic review of literature. Four case
reports of young athletes were presented to discuss resolution of
symptoms during the acute phases of the VCD attack and long term
clinical management options.
Learner Outcomes:
(1)
Identify specific causes and triggers of EI-VCD (2) Navigate the
pathway of differential diagnosis based on signs and symptoms (3) List
evidence-based treatment strategies for EI-VCD
Level of Instruction:
Intermediate
SP61 The Voice of Concern
Christine Meyer, B.A., Fontbonne University
Abstract:
School children with voice disorders have been described as an
underserved population. There are many practical reasons to account
for this. However, there are also compelling reasons for the
importance of appropriately preventing, diagnosing, treating and
making referrals for school children’s voice disorders, which may be
indicative of concurrent behavior problems, abuse, and/or other health
concerns, some of which may even be potentially fatal. This poster
describes these issues and explores some school-based prevention,
diagnosis and treatment options shown to be efficient and effective.
Learner Outcomes:
(1)
Identify common reasons why voice disorders in school-aged children
may be overlooked
(2)
Identify important reasons for diagnosing, educating, treating and/or
referring school-aged children with voice disorders (3) Describe
efficient, low-cost ways to provide service to school-aged children
with voice disorders
Level of Instruction:
Introductory
SP62 Beliefs, Barriers, & Beyond: SLP and Teacher Collaboration
Kristen Van Dillen, St. Louis University
Abstract:
Collaboration between school-based SLPs and elementary education
teachers is recommended in order to provide the highest level of
intervention for children with language impairments (LI).
Collaboration allows children with LI to connect language goals and
strategies with the curriculum and their everyday classroom
activities. Effective collaboration is especially relevant in the area
of reading instruction. In this qualitative study, teacher and SLP
interviews were analyzed to gain insight into the current level and
type of collaboration, obstacles to collaboration, and supports needed
to allow collaboration between teachers and SLPs in the area of
reading instruction.
Learner Outcomes:
(1)
Identify positive benefits of collaboration in reading instruction (2)
Identify barriers to collaboration in reading instruction (3) List
supports that would assist teachers and SLPs in implementing and
expanding collaboration in reading
Level of Instruction:
Intermediate
SP63 Comfort Level of School SLPs With Traumatic Brain Injury
Caseloads
Kelli Downey, St. Louis University
Abstract:
There are approximately 475,000 traumatic brain injuries (TBI) yearly
among children 0-14. Despite the high incidence, there is inconsistent
training in education programs concerning TBI. This study used an
anonymous survey distributed to school speech language pathologists in
a large suburban school district in Missouri to assess their knowledge
and perceived competence in providing diagnostic and intervention
services for their TBI caseloads. These results can be used to
inform speech pathology education programs and continuing education
providers of the possible need for further training in this area for
speech-language pathologists.
Learner Outcomes:
(1)
Examine the comfort levels of school speech language pathologists
pertaining to traumatic brain injury caseloads (2) Identify the areas
in speech language pathology education programs that lack adequate
preparation for traumatic brain injury caseloads (3) Explain the role
of the school speech language pathologist in intervention with
children with traumatic brain injury
Level of Instruction:
Intermediate
Professional Poster Presentation
Sunday, April 18, 2010 8:00 a.m. -9:00 a.m.
PP1 Preparing Speech-Language Pathologists to Work in Urban Schools
Yvonne Tate, M.S., City of St. Louis Public Schools;
Gale
Rice, Ph.D., Fontbonne University; Jean Evans, M.S., Fontbonne
University
Abstract:
This
poster will describe an innovative university-public school district
partnership program developed to prepare speech-language pathologists
to work with children, many from under-represented groups, who attend
urban schools in the city of St. Louis. Graduate student participants
work as paid speech implementers, certified by the state department of
education while they complete graduate school over a two year period,
including summers. Once their program is completed they begin their
clinical fellowship year and work as salaried speech-language
pathologists in the district. Tuition is awarded in the form of a
forgivable loan and is satisfied following three years of employment.
Learner Outcomes:
(1)
Describe a university-urban public school partnership (2) Identify
coursework to prepare SLP's with expertise working in urban
educational environments (3) Identify supervision requirements for a
university-public school partnership
Level of Instruction:
Intermediate
PP2 If You Give a SLP Her Favorite Childhood Book, She Will Develop
Many Therapy Sessions From It!
Carol Koch, Ed.D., Rockhurst University Department Chair; Rebecca
Ballou, Ed.D., Rockhurst University
Abstract:
The
use of literature to capture and engage a child's attention in the
regular classroom has been used for many years to promote learning and
vocabulary growth. It is our hope that the implementation of our
favorite children's books, paired with innovative therapy techniques
targeted at expressive and receptive language development, auditory
processing skills, and sound system disorders, can bring this love of
literature to those in our pull-out therapy sessions. The second year
students in my Listening, Language, and Literacy Elective Course
started out developing these lesson plans as an assignment, but
enjoyed it so much, that they decided that they would love to try to
take it to MSHA as a poster session to spread the enthusiasm that came
with deriving therapy sessions from their favorite childhood books!
Learner Outcomes:
(1)
Implement a therapy plan that will help their client distinguish
proper phoneme placement of their particular error sound(s), and
differentiate between incorrect and correct phoneme production while
listening to the auditory portion of the lesson (2) Help students with
auditory processing delays achieve literary milestones through
reinforcement of key reading skills such as: the identification of
rhyming words, recalling main events in the story, and story
sequencing (3) Have fun with reading! Bring those well-worn,
well-loved books back into the therapy room, and help their students
build their vocabulary goals on their IEPs by identifying areas that
need to be targeted and reading books that will introduce words that
support those areas. For example, if a student has a weak vocabulary
for prepositional words, the author Rosemary Wells has an excellent
reading series with neat and readily identifiable characters named Max
and Ruby, who have books written about going "over," "under," and
"around" the fall leaves in a baby carriage. Applying a concept of
pre-teaching, or front loading the vocabulary, and then introducing
the books from this series, it is a fun way to meet this child's goal
on the IEP
Level of Instruction:
Introductory
PP3 A Phenomenology of Teachers' Perceptions on Teaching English
Language Learners
Carlotta Kimble, Ph.D., University of Central Missouri
Abstract:
This
phenomenological study explored meanings in the teaching experiences
of early childhood teachers of English language learners and
implications for culturally responsive teaching and student learning.
Participants were Missouri kindergarten and first grade teachers with
minimum 5 years experience who teach English language learners.
Research questions explored (a) the essential meaning and structure of
the teacher-English language learner relationship; (b) teachers’
attitudes about diversity; (c) teacher instructional practice; and (d)
preservice education on intercultural diversity and educational
cultural attitude. The findings indicated teachers did not meet the
cultural and learning needs of ELL students.
Learner Outcomes:
(1)
Identify factors that impacted teachers' beliefs on cultural diversity
(2) Identify code themes that emerged from the phenomenological study
that express the essence of the teacher-English language learner
relationship (3) Describe factors that impacted participant response
to cultural diversity within their classrooms and beyond (4) Discuss
the relationship between teachers' instructional practice and their
levels of intercultural sensitivity, cultural attitudes, and theories
on instructional practice
Level of Instruction:
Introductory
Student Technical Sessions Part I
Friday, April 16, 2010 1:15 p.m. – 3:15 p.m.
ST1 The Dialect is Just a Difference: Speech Language Pathologists and
Issues Assessing African American
Vernacular English
Jade
Hicks, Truman State University
Abstract:
Speech-Language Pathologists (SLPs) who lack experience with African
American Vernacular English (AAVE) dialect may be at risk for
misdiagnosing clients who speak the dialect. This study explored
whether increased exposure to clients who speak AAVE affected the
transcription skills of graduate level Communication Disorders
students. Participants listened to an audio recorded AAVE speech
sample and transcribed the speech sample using the International
Phonetic Alphabet and appropriate diacritics. Results revealed that
graduate students receiving training in rural northeast Missouri were
more accurate in their transcriptions than those receiving training in
Kansas City, Missouri.
Learner Outcomes:
(1)
Identify phonological characteristics of African American
Vernacular English (2) List differences in phonetic transcription
between the two universities used for the study (3) Identify whether
exposure to speakers of AAVE affected transcription abilities
Level of Instruction:
Introductory
ST2 Qualities of Volunteerism and the Relation to Effective
Communication
Melanie Stinnet, B.S., Missouri State University;
Kimberly Freeman, B.S., Missouri State University;
Mallory Mahon, B.S., Missouri State University
Abstract:
The
purpose of this presentation is to inspire volunteering in tough
economic times through viewing the thoughts of typical communicators
and communicators with Traumatic Brain Injury. Leading the
presentation Kimberly and Melanie will share their experiences with
volunteering and the impact volunteering can have on the community. A
short video will follow that displays the thoughts and ideas of
volunteering from the Traumatic Brain Injury Support Group at the
Speech-Language and Hearing Clinic at Missouri State University. The
audience will have the opportunity to capture the essence and heart of
communication
through this significant topic of volunteering.
Learner Outcomes:
(1)
Identify the differences between typical communicators and
communicators with Traumatic Brain Injury in regards to the central
topic of volunteering (2) Distinguish the communication skills of
individuals with Traumatic Brain Injury (3) Identify various volunteer
opportunities and the positive effects volunteering can have in times
of tough economic hardships
Level of Instruction:
Advanced
ST3 What is the Relationship Between Challenging Behavior and
Communication?
Kendra Billinger, B.A., Rockhurst University;
Carol Koch, Ed.D., Rockhurst University
Abstract:
Individuals diagnosed with autism and other developmental disorders
may demonstrate behaviors to communicate their wants and needs.
Through functional communication training adverse behaviors can be
decreased, and an increase in appropriate communication can occur.
The purpose of this study was to analyze data gathered during two
concurrently implemented but separate programs for behavior and
communication. Results and implications will be discussed.
Learner Outcomes:
(1)
Participants will be able to define and identify challenging behaviors
and their purpose
(2)
Participants will be able to explain the relationship between
challenging behaviors and communication (3) Participants will be able
to identify the importance for consideration of functional
communication training (FCT) as a treatment strategy to minimize
challenging behaviors
Level of Instruction:
Intermediate
ST4 Behavior and Communication: What's the Connection?
Kristen McPharlin, B.A., Central Missouri State University
Abstract:
Children with autism and other developmental delays may demonstrate
challenging behaviors as a means to communicate due to speech and
language deficits. These adverse behaviors take many forms and serve
multiple functions such as obtaining needs and wants. This study
examined the relationship between an individual’s demonstration of
challenging behaviors and their communication. Analysis of the data
gathered during implementation of the behavior protocol and speech and
language treatment progression over time within the same time frame
will provide a detailed explanation. Additionally, a factor that may
influence implementing functional communication training (FCT) as a
treatment strategy to address challenging behaviors is discussed.
Learner Outcomes:
(1)
Participants will be able to define and identify challenging behaviors
and their purpose (2) Participants will be able to explain the
relationship between challenging behaviors and communication (3)
Participants will be able to identify the importance for consideration
of functional communication training (FCT) as a treatment strategy to
minimize challenging behaviors
Level of Instruction:
Intermediate
ST5 Phonetic Inventory for Children 15-30 Months of Age: A Pilot Study
Alisha Burkhart, B.S., Rockhurst University; Stephanie Stull, B.S.,
Rockhurst University; Lauren McGurn, B.S., Rockhurst University;
Kristen McPharlin, B.A., Rockhurst University; Katie Mader, B.S.,
Rockhurst University; Denise Elizondo, Rockhurst University
Abstract:
With
increased awareness of the importance and efficacy of early
intervention, speech-language pathologists have been evaluating the
articulatory skills of children under 3 years of age. A challenge that
is faced by SLPs providing services to children younger than 3 years
with possible speech sound disorders is the lack of norms for this age
range. Most SLPs refer to studies completed in the early 1970s for
norm-referenced guidelines for this young population. Additionally,
the studies examined children’s productions of single-word,
picture-naming responses. Therefore, this pilot study proposes to
contribute to the knowledge of early phonological development through
analysis of spontaneous, conversational interactions of young
children.
Learner Outcomes:
(1)
Identify the source of current developmental norms for speech
production skills of very young children (2) Be able to explain the
importance of exploring methods for establishing new developmental
norms for young children (3) Be able to identify possible variations
in developmental pattern and sequences of speech osund acquisition
related to age of demonstration of first true word
Level of Instruction:
Introductory
ST6 The Use, Knowledge and Perceptions of African-American Vernacular
English: A Study Revisited
Jade
Hicks, Truman State University; Jordan Gribble, Truman State
University
Abstract:
We
revisited a 1999 study that focused on the perceptions, knowledge and
reported use of African American Vernacular English (AAVE) by
Caucasian and African American students and faculty. The past study
showed Caucasian students and faculty to have low awareness of AAVE
features and negative perceptions of the dialect. African American
participants reported feelings of AAVE being viewed negatively by
academia. For the present study, the participants completed
questionnaires similar to the ones completed in 1999. Comparative
analysis of the past and present studies revealed information
pertinent to present views of non Standard dialects by majority and
minority groups.
Learner Outcomes:
(1)
Identify characteristics of African American Vernacular English (AAVE)
based on the five areas of language (Pragmatics, Phonology,
Morphology, Syntax, Semantics) (2) List Truman students' and faculty
members negative and positive beliefs about AAVE (3) Relay information
on how views concerning AAVE have changed over the past decade
Level of Instruction:
Introductory
Student Technical Sessions Part 2
Friday, April 16, 4:00 p.m. – 5;00 p.m.
ST7 Music Performance Majors' Perceptions Of Their Hearing
Susan Cheung, Truman State University;
Laura Greaver, Truman State University
Abstract:
The
purpose of this project was to compare and contrast Truman State
University performing music majors’ perception of their hearing and
their actual hearing levels. Musicians are exposed to potentially
harmful noise levels which can put them at risk for noise-induced
hearing loss (NIHL). This project surveyed music performance majors
about their backgrounds, frequency of exposure to loud noise, and
preventative measures used. Their hearing thresholds were then
assessed and analyzed in comparison to their initial responses to the
survey.
Learner Outcomes:
(1)
Define noise-induced hearing loss (2) List three strategies to prevent
or slow the progression of noise-induced hearing loss (3) Identify the
validity of hearing sensitivity perception in music performance
students
Level of Instruction:
Introductory
ST8 Effects of Systematic Literacy Instruction For Two Individuals
With Complex Communication Needs
Kendra Billinger, B.A., Rockhurst University;
Kristina Collsen, B.S., Rockhurst University; Aileen Rowan, B.S.,
Rockhurst University; Rachel Rusinak, B.S., Rockhurst University
Abstract:
Individuals who use augmentative and alternative communication (AAC)
often struggle to attain functional literacy skills. The purpose of
this study was to identify the literacy strengths and challenges in
individuals with developmental disorders who use AAC for
communication. Specific interventions were then developed and focused
on the participant’s areas of need including phonemic segmentation,
synthesis, manipulation, and letter-sound identification skills. Tasks
that traditionally require verbal responses were adapted to allow for
response via nonverbal means. Results and implications for serving
this population will be discussed.
Learner Outcomes:
(1)
Participant will be able to identify language breakdowns due to
impairment in literacy skills
(2)
Participant will be able to determine appropriate and specific
literacy and writing intervention strategies for non-verbal AAC users
(3) Participant will be able to list three benefits of implementing
literacy intervention
Level of Instruction:
Intermediate
ST9 Survey of School-based SLP Oral Peripheral Exam Practices
Kimberly Abts, Undergraduate Truman State University; Samantha
Weatherford, Undergraduate Truman State University
Abstract:
School-based clinicians in Missouri were surveyed with regard to oral
peripheral examination practices. The survey asked about SLP's
training, caseload, and regular administration of oral peripheral
exams. Respondents were asked to rate the importance of oral
peripheral examinations and their clinical value. Results and
implications of the survey will be presented.
Learner Outcomes:
(1)
Summarize practices of Missouri school-based SLP's with regard to oral
peripheral examination (2) Describe the clinical value of oral
peripheral examination (3) Describe the implications of oral
peripheral examination expertise among school professionals
Level of Instruction:
Introductory
