poster 1 - the georgia speech-language hearing associationuniversity of west georgia. presentation...

Poster 1 Speech-Language Pathology Students & Local Community Outreach: Surveying for Success Presenter 1: First Name:

Carol Ann Last Name:

Raymond Highest Degree:

EdS ASHA Certification:

CCC-SLP Is this person the primary author of the Poster?:

Yes Will this person be presenting at the GSHA Convention?:

Yes E-mail:

[email protected] Presenter Biography (50-75 words):

Carol Ann Raymond, Ed.S., CCC-SLP, received her undergraduate, MEd, and Educational Specialist degrees from the University of Georgia and her MBA from Troy University. She is an Associate Clinical Professor in the University of Georgia Communication Sciences and Disorders Program, where she also is the UGA Speech and Hearing Clinic Director. Presenter 2: First Name:

Nina Last Name:

Santus Highest Degree:

PhD ASHA Certification:


No Will this person be presenting at the GSHA Convention?:

Yes E-mail:


Nina Santus, Ph.D., CCC-SLP, received her undergraduate and master’s degree from Indiana University of Pennsylvania and received her Ph.D. from the University of Georgia. Currently she is an Assistant Clinical Professor in the Communication Sciences and Disorders Program at the University of Georgia. Her specialization is in fluency disorders. She conducts research in ANS, treatment efficacy, and public school best practices for treating fluency disorders. She has presented at state and national levels.

Presentation Abstract (75-100 words):

Graduate students provide thousands of screening annually to local community agencies through the UGA Speech and Hearing Clinic. Funding was obtained from a national Sertoma grant to enhance the community outreach program, which included providing free screening and prevention education services for all ages and surveying community partners to obtain feedback on our program and service delivery model. Results of the community screening program and benefits to the community and UGA graduate student education will be discussed. Instructional Level:

Introductory

Learning Outcomes: Outcome 1:

Explain the steps to identify community needs for screening and prevention services. Outcome 2:

Identify ways to survey and assess the needs in their own communities.

Outcome 3:

Describe the potential impact community outreach surveys can potentially have on the surrounding community.

Do you have relevant financial relationships to disclose?:

Carol Ann Raymond and Nina Santus are employees of the University of Georgia Do you have relevant non-financial relationships to disclose?:

No Will this presentation provide information about a product or services::

No

Poster 2 Vocal Interactions between Mothers and their Young Children with Autism Spectrum Disorder (ASD) Presenter 1: First Name:

Alexander Last Name:

Ghali Highest Degree:

BA Is this person the primary author of the Poster?:


Yes E-mail:


Alexander Ghali, B.A. is a graduate student of Communication Sciences and Disorders at the University of West Georgia. Presenter 2: First Name:

Hannah Last Name:

Young Highest Degree:

BS Is this person the primary author of the Poster?:


Yes E-mail:


Hannah Young, B.S.Ed. is a graduate student of Communication Sciences and Disorders at the University of West Georgia. Presenter 3: First Name:

Courtney Last Name:

Ethridge Is this person the primary author of the Poster?:


Yes E-mail:

[email protected]

Presenter Biography (50-75 words):

Courtney Etheridge is an undergraduate student of Communication Sciences and Disorders at the University of West Georgia. Presenter 4: First Name:

Lama Last Name:

Farran Highest Degree:




Yes E-mail:


Lama K. Farran, Ph.D., CCC-SLP is an associate professor of Communication Sciences and Disorders at the University of West Georgia. Presentation Abstract (75-100 words):

Infant-Directed Speech (IDS) is associated with language outcomes in children with and without autism spectrum disorders (ASD) (Ma, Golinkoff, Houston, & Hirsh-Pasek, 2011). This study examines mother-child vocal interactions within IDS and the extent to which mothers adjust their vocal registers to meet communicative needs of children with ASD (Farran, Lee, Yoo, & Oller, 2016), Using audio recordings, we segmented mother and child utterances and coded them using PRAAT (Boersma & Weenink, 2014) to establish a quantifiable communication framework for interventions. Results indicate that utterance count was associated with child language level. Implications for research and practice will be presented. Instructional Level: Introductory Intermediate Learning Outcomes: Outcome 1:

Examine the quantity and quality of vocalizations of mothers and their children with ASD. Outcome 2:

Explore how mothers naturally adapt their use of vocal registers when interacting with their children with ASD. Outcome 3:

Learn the importance of vocalizations between mothers and their children as potential clinical markers in ASD. Do you have relevant financial relationships to disclose?:

No Do you have relevant non-financial relationships to disclose?:


No

Poster 3: Faculty Poster with Students Improvement of Interpersonal Communication Skills through a Community Service Social Skills Club Presenter 1: First Name:

Maleah Last Name:

Stewart

Highest Degree:

MEd ASHA Certification:



Yes E-mail:


Maleah Stewart is a speech-language pathologist committed to building relationships with students, parents, educators, and the larger community. Maleah earned her Master of Education in Communication Disorders from Georgia State University, and has taught in general education, inclusion, resource, and self-contained classrooms at both the elementary and secondary level for the past 18 years. She currently works at North Forsyth Middle School and serves as Forsyth County School’s 2017 Teacher of the Year. Presentation Abstract (75-100 words):

Strong social communication skills are crucial for personal, academic, and professional success. In this poster presentation, the establishment of a community service club for middle school students with autism will be discussed as a means of extending education beyond the classroom setting. In addition, development of a rubric to objectively measure interpersonal communication skills across eight target behaviors will be described. Instructional strategies for targeted social skills, planning and implementation of community service projects, and student improvement from authentic learning opportunities will be discussed. Instructional Level:

Introductory Intermediate Learning Outcomes: Outcome 1:

Describe the process of developing a rubric to objectively measure student progress of targeted interpersonal communication skills. Outcome 2:

State three benefits of using authentic learning opportunities, such as community service projects, to address weaknesses in social communication skills. Outcome 3:

Discuss three instructional strategies to help students develop their interpersonal communication skills.



No Will this presentation provide information about a product or services:

No Poster 4 Effects of Physical Therapy Exercises in Conjunction with Speech Therapy Services on Vocal and Motor Tics Associated with Tourette’s Syndrome Presenter 1: First Name:

Megan Last Name:

Deal Highest Degree:

B.S.

Is this person the primary author of the Poster?:


Yes E-mail:


Megan Deal is a third semester graduate clinician. Her clinical interests include pediatric feeding and swallowing, as well as congenital defects and orofacial abnormalities. Presenter 2: First Name:

Mary Last Name:

Gorham-Rowan Highest Degree:




No E-mail:


Mary Gorham-Rowan is a professor of Communication Sciences and Disorders at Valdosta State University. Presentation Abstract (75-100 words):

This study was conducted to provide evidence of an alternative treatment to pharmaceuticals for children diagnosed with Tourette’s syndrome (TS). Currently, the primary treatment option for children with a diagnosis of TS is anti-depressants and other medications that aid in the treatment of depression, ADHD, and other mood disorders. The aim is to explore the neurological link between tics associated with TS and stuttering. It is believed that TS, tics, and stuttering are neurological disorders that affect the amount of inhibitory neurological signals being sent to the motor cortex. The experiment in this study was completed by implementing an intervention method that utilized physical therapy balance and coordination exercises and stuttering modification techniques to decrease the frequency and intensity of tics in a child diagnosed with TS. The logic behind using physical therapy exercises is that as overall motoric balance and coordination skills are improved, the child will learn they have control over more fine-motor movements, such as motor and vocal tics. The stuttering modification techniques are implemented to give the child coping strategies to identify their urge to tic and to control that urge. Results from this study have proven the efficacy of this dual-intervention model as an alternative treatment option for children diagnosed with Tourette’s syndrome. Instructional Level:

Introductory Learning Outcomes: Outcome 1:

Attendees will understand the basic principles of fluency strategies. Outcome 2:

Attendees will be able to list factors affecting tics and dysfluencies. Outcome 3:

Attendees will be able to detail how to implement physical therapy and stuttering strategies into clinical practice when working with clients with Tourette's syndrome. Do you have relevant financial relationships to disclose?:



No

Poster 5 Survey on Communication Sciences and Disorders Student Clinicians Regarding Selective Mutism

Presenter 1: First Name:

Kirsten Last Name:

Williams Highest Degree:



Yes E-mail:


Kirsten Williams is a married, 21-year-old South Georgian who is pursuing her dreams of being a SLP at Valdosta State University. She attended South Georgia State College in Waycross, Georgia to earn an Associate's of Science degree before transferring to Valdosta State University for both undergraduate and graduate studies in Communication Sciences and Disorders. She has a background in the education of birth to preschool aged children as well as school aged mentorship. Presentation Abstract (75-100 words):

Selective mutism (SM) is an anxiety disorder characterized by a lack of speech in certain social situations. Individuals with SM are treated with behavioral and pharmacotherapy alongside speech and language services. The purpose of this study is to explore whether beginning, intermediate, or advanced student clinicians enrolled in a CSD graduate program at Valdosta State University have a greater level of knowledge of regarding SM. The results revealed no difference in objective performance among the three cohorts and overall poor scores. A possible gap may exist in graduate studies, but there is no suggestion for specific course development regarding SM. Instructional Level:


The participant will be able to define Selective Mutism. Outcome 2:

The participant will be able to list typical characteristics of Selective Mutism. Outcome 3:

The Participant will be able to discuss the multidisciplinary team responsible for diagnosing and treating Selective Mutism. Outcome 4:

The participant will be able to give examples of treatment strategies that can be used during speech and language intervention with the Selective Mutism population. Do you have relevant financial relationships to disclose?:



No

Poster 6 Using a Body Camera to Assess Executive Function Presenter 1: First Name:

Cara

Last Name:

Richman Highest Degree:

MA Is this person the primary author of the Poster?:


Yes E-mail:


Cara Richman is currently earning her Master of Science in Speech Language Pathology from Western Kentucky University. She works as a graduate student clinician in public schools and hospitals throughout the Chattanooga, TN area where she resides. She graduated with an M.A. in Writing and Linguistics from the University of Tennessee at Knoxville in 2013. Before beginning her studies in SLP, she taught English, Public Speaking, and Response to Intervention for Literacy in secondary schools for three years. Presentation Abstract (75-100 words):

Poster title: Using a Body Camera to Assess Executive Function Authors: Cara Richman, Abbey Tolbert, Richard Dressler This project hypothesized that advances in body-worn video technology make administration of an assessment of executive function (EF) in naturalistic setting feasible. To facilitate proof-of-concept in utilizing wearable cameras in a test of EF, investigators developed the Shopping Test of Executive Function (STEF) using a GoPro® HERO Session 4 camera in tandem with a chest-harness mount. STEF was administered to 10 neurotypical subjects at participating retail chain store locations. Per-subject results for measures of in-aisle duration, item retrieval accuracy, and rule breaks are reported. The study establishes the feasibility of using body cameras in an ecologically valid assessment of EF. Instructional Level:


List 3 benefits of using body-worn video to assess clients in naturalistic settings. Outcome 2:

List 3 challenges of using body-worn video to assess clients in naturalistic settings. Outcome 3:

Explain the practical considerations for utilizing body cameras for assessments administered in naturalistic settings during activities of daily living. Do you have relevant financial relationships to disclose?:



No

Poster 7 The Effect of Taste and Temperature on Lingual Swallowing Pressure


Victoria Last Name:

Sandefur Highest Degree:

B.S. Other:

Student Is this person the primary author of the Poster?:


Yes

E-mail:


Victoria Sandefur is a Masters student in the department of Communication Sciences and Disorders at Valdosta State University. She has an interesting in swallowing disorders, specifically dysphagia rehabilitation. Presenter 2: First Name:

Melissa Last Name:

Carter Highest Degree:

MS ASHA Certification:



Yes E-mail:


Melissa Carter, MS, is a clinical supervisor at the Valdosta State University Speech and Hearing Clinic.


Swallowing is a complex sensorineural process that is affected by many components, one of which being the capabilities of the tongue. The tongue plays a crucial role in swallowing because it prepares a bolus and subsequently propels the bolus into the pharynx, initiating a swallow. It was hypothesized that the taste of a liquid would have an effect on the lingual pressure used in swallowing. This study used the IOPI to measure lingual pressure while the participant swallowed sweet, salty, and sour liquids. The lingual pressure in these trials was then examined against the participant’s baseline measures to determine the effectiveness of using different tasting liquids to elicit a more forceful swallow in healthy participants as well as participants with dysphagia. Instructional Level:

Intermediate

Learning Outcomes: Outcome 1:

Attendees will understand the basic swallowing process. Outcome 2:

Attendees will be able to list factors that affect the swallowing process. Outcome 3:

Attendees will understand the importance that lingual strength and pressure plays in a healthy swallow. Outcome 4:

Attendees will be able to identify the impact that different tasting liquids have on lingual pressure during a swallow.




No

Poster 8 Investigating the Relationship Between Auditory Processing and Processing Speed Presenter 1: First Name:

Lauren

Last Name:

Weaver Highest Degree:

BS Other:

Graduate Student Is this person the primary author of the Poster?:


Yes E-mail:


Lauren Weaver is a 2nd year graduate student at Valdosta State University. Her clinical interests include early intervention, pediatric feeding and swallowing, early childhood language development along with cognitive and communication impairments due to epilepsy and traumatic brain injuries. In the future, she hopes to work in an educational setting or medical clinic. Presenter 2: First Name:

Matthew Last Name:





Yes E-mail:


Matthew Carter is an assistant professor in the Department of Communication Sciences and Disorders and Special Education at Valdosta State University. Presentation Abstract (75-100 words):

The purpose of this study was to investigate the relationship between auditory processing abilities and processing speed and determine if they are easily distinguishable from each other. Three participants, ranging in age from 21-5 to 23-7, were administered the SCAN-3:A and three reaction time tests. One participant was typically developing, one had slow processing speed, and the third was suspected of having auditory processing disorder (APD). The results from this study indicated that auditory processing and processing speed abilities are not easily distinguishable. Instructional Level:


Attendees will be able to identify the effects auditory processing disorder and slow processing speed have on an individual. Outcome 2:

Attendees will be able to list a way each disorder is assessed. Outcome 3:

Attendees will be able to demonstrate how distinguishing between APD and slow processing speed is important in their clinical practice. Do you have relevant financial relationships to disclose?:


No Will this presentation provide information about a product or services:

No

Poster 9 Evaluation and Treatment of Speech Disorders Associated with Cleft Palate Presenter 1: First Name:

Eshan Last Name:

Pua Highest Degree:


CF-SLP Is this person the primary author of the Poster?:


Yes E-mail:


Eshan Pua is a bilingual, speech-language pathologist completing her clinical fellowship year at the Center for Craniofacial Disorders at Children's Healthcare of Atlanta, under the supervision of Dr. John Riski. She graduated with a Bachelor of Arts at Butler University and Master of Science at East Carolina University. Eshan is a member of Special Interest Group 5, Craniofacial and Velopharyngeal Disorders. Her research interests include cleft palate speech and imaging, and Mandarin Chinese speech and language development and assessment.


ASHA Special Interest Group 5, Craniofacial and Velopharyngeal Disorders, Professional Development Committee offers this poster as a practical guide for therapeutic management of school-aged children with speech disorders associated with cleft palate and/or velopharyngeal dysfunction (VPD). Appropriate referral to a craniofacial team and evidence-based treatment techniques will be emphasized. Instructional Level:


Describe the obligatory speech features of VPD and differentiate these from compensatory articulation errors associated with VPD to determine an appropriate referral to a craniofacial team. Outcome 2:

Describe 3 types of speech treatment strategies to address compensatory articulation errors in children with repaired cleft palate or VPD. Outcome 3:

Describe 3 solutions to increase effectiveness of treatment and increase generalization of learned skills across environments. Do you have relevant financial relationships to disclose?:



No

Poster 10 Can Rapid Automatized Naming Reveal Deficits in Executive Functioning Presenter 1: First Name:

Marina Last Name:

Giordano

Highest Degree:

BS Other:

Student Is this person the primary author of the Poster?:


Yes E-mail:


Marina Giordano is a graduate student at Valdosta State University in the Communication Sciences and Disorders Master's program. She plans on working with adult to geriatric patients in a hospital setting upon graduation. She aspires to specialize in neurologic, motor speech, and swallowing disorders. She expects to graduate in May 2019. Presentation Abstract (75-100 words):

Executive functioning is an integral part of communication that could be evaluated as a part of the diagnosis process to determine a more accurate prognosis of individuals with aphasia. Rapid automatized naming tasks will be analyzed as to its correlational relationship with executive functioning to determine if RAN gives a more accurate measure of language deficits and executive functioning ability. Any additional information and increased accuracy is important in this process. Five individuals, with varying aphasia severity diagnoses, will be given three tests in order to assess rapid naming ability, spontaneous letter-word recognition, and problem-solving executive functioning skills. Results showed each of these had a negative relationship with each other. This means that though they do have a relationship, rapid automatized naming and verbal fluency do not provide an independently important piece of information on the impairment of communication in individuals with aphasia. Instructional Level:


The participant will be able to differentiate between verbal fluency and reading fluency. Outcome 2:

The participant will be able to examine deficits in executive functioning. Outcome 3:

The participant will be able to expand on the clinical implications of the Double Deficit Hypothesis. Outcome 4:

The participant will be able to measure rapid automatized naming. Outcome 5:

The participant will be able to infer on the relationship between rapid automatized naming and executive functioning. Do you have relevant financial relationships to disclose?:



No

Poster 11 The Effects of Reading Ability on Rhyme Recognition Ability Presenter 1: First Name:

Kammi Last Name:

Blackwelder Highest Degree:

BS Ed Other:

Student

Is this person the primary author of the Poster?:


Yes E-mail:


Kammi Blackwelder is a second semester graduate student at Valdosta State University. She received her Bachelor of Science in Education from Valdosta State University. Her clinical interests include early intervention, childhood apraxia of speech, phonological awareness intervention, and pediatric feeding. Presentation Abstract (75-100 words):

Children with reading disabilities are known to have deficits in phonological awareness skills. This study investigates one phonological awareness skill: rhyming, and the ability for adolescents with dyslexia to identify if two words in a written word pair rhyme. This study will also examine and compare how quickly adolescents with dyslexia can identify rhyme to determine automaticity. Adolescents with a diagnosis of dyslexia and adolescents with typical reading ability were sat in front of a computer and asked to identify if thirty different written word pairs rhymed. Their accuracy proportions and average reaction times were then compared. Instructional Level:


Attendees will understand the basic principle of phonological processing. Outcome 2:

Attendees will be able to list factors affecting automaticity of phonological awareness. Outcome 3:

Attendees will be able to detail how to implement automaticity of rhyme identification into clinical practice. Do you have relevant financial relationships to disclose?:



No

Poster 12 The Relationship Between Language Proficiency and Early Literacy: A Comparison of English Learners and their Monolingual Peers Presenter 1: First Name:

Sarah Last Name:

Johnson Highest Degree:

BS Other:

NSSLHA Member Is this person the primary author of the Poster?:


Yes E-mail:


Sarah Johnson is a Master’s student at Florida State University. Her clinical interests include bilingual language development and rehabilitation of neurogenic communication disorders for both bilingual and monolingual speakers.


Lisa Last Name:

Fitton Highest Degree:




No E-mail:


Lisa Fitton is a speech-language pathologist and doctoral candidate at Florida State University. Her research focuses on the language and literacy development of children from culturally and linguistically diverse backgrounds. In her clinical practice, she specializes in bilingual assessment and working with Spanish-English speaking families. Presentation Abstract (75-100 words):

English learners (ELs) demonstrate gaps in school readiness compared to their monolingual peers. Better understanding the relationship between bilingual language proficiency and English literacy skills may assist SLPs working with ELs. This study examined the language and literacy skills of 35 monolingual and 31 EL preschoolers and kindergarteners. Findings revealed that monolinguals demonstrated greater English literacy overall than ELs, but ELs with stronger English skills also had stronger literacy. Spanish proficiency was not related to English literacy, suggesting that Spanish does not negatively impact ELs’ English literacy achievement. These findings illustrate the importance of bilingual assessment for ELs. Instructional Level:


Summarize the relationship between English and Spanish proficiency and early literacy skills for EL students. Outcome 2:

Describe two key differences between monolingual and EL preschool students’ language and English literacy skills. Outcome 3:

Discuss one implication for clinical practice with EL students. Do you have relevant financial relationships to disclose?:

This research was supported by two doctoral dissertation scholarships awarded to Lisa Fitton: the American Speech-Language-Hearing Foundation New Century Scholars Doctoral Scholarship and the Council of Academic Programs in Communication Sciences and Disorders Ph.D. Scholarship. Do you have relevant non-financial relationships to disclose?:

The research presented here was conducted in partial fulfillment of the Master’s degree requirements for Sarah Johnson at Florida State University. Will this presentation provide information about a product or services::

No

Poster 13 What Did I Just Read? The Effects of Variable Reading Rate on Silent Reading Comprehension Presenter 1: First Name:

Desiree Last Name:

Goldstein Is this person the primary author of the Poster?:

Yes

Will this person be presenting at the GSHA Convention?:

Yes E-mail:


Desiree Goldstein is a senior in the undergraduate program of the department of Communication Sciences and Disorders at Valdosta State University with an interest in early childhood development. She has worked for Babies Can’t Wait, a statewide early intervention program, for the past 2 years and plans to continue working with them as a provider following graduation. Presentation Abstract (75-100 words):

Reading comprehension is the ability to read text and understand its meaning at various levels of complexity. Previous research has indicated that people can comprehend better when reading about 10-20% faster than their habitual rate, possibly due to decreasing mind-wandering events that often occur during typical reading. Since mind-wandering events frequently occur in the presence of static stimuli, it was hypothesized that reading at various increased rates across a computer screen will have an even greater impact on comprehension levels. The rate of oral reading may affect the quality of both decoding and comprehension. Baseline reading rates were established. Then participants were required to complete a series of silent reading comprehension tasks while the text within each task was alternating between being presented 10%, 20% and 30% faster than their baseline reading. Comprehension results were interpreted in terms of attention and memory. Instructional Level:

Undergraduate Learning Outcomes: Outcome 1:

Participant will understand the basic reading comprehension process. Outcome 2:

The learner will be able to detail the hypotheses regarding reading acceleration as a remedial reading tool. Outcome 3:

Participant will understand the process of short term memory when it applies to reading comprehension. Do you have relevant financial relationships to disclose?:



No

Poster 14 Assessing the Experiences of Male Students in Speech-Language Pathology and Early Childhood and Elementary Education Presenter 1: First Name:

Grayson Last Name:

Evans Is this person the primary author of the Poster?:


Yes E-mail:


Grayson Evans is a senior in the undergraduate Communication Sciences and Disorders program at the University of West Georgia. After graduation, she plans to pursue her master’s degree. She is interested in working with pediatrics in areas of early intervention and neonatal care.


Karla Last Name:

Castilla Is this person the primary author of the Poster?:


Yes E-mail:


Karla Castilla is a senior in the undergraduate Communication Sciences and Disorders program at the University of West Georgia. After graduation, she plans to pursue her master’s degree. She is interested in being a bilingual-Spanish speaking school-based speech-language pathologist. She is also interested in fluency disorders, and developmental language disorders. Presenter 3: First Name:

Jairus-Joaquin Last Name:

Matthews Highest Degree:




No E-mail:


Jairus-Joaquin Matthews is an assistant professor in Communication Sciences and Disorders at the University of West Georgia. His research interests are in how students negotiate their racialized and gendered identities, and how this affects their perspectives of the world and literacy, their career pursuits, and clinical service delivery. He teaches courses in assessment in communication disorders, counseling in communication disorders, voice disorders, neurogenic disorders, and multicultural populations. Presentation Abstract (75-100 words):

Because an overwhelming female workforce does not reflect the client population that it serves, recruitment and retention of males into the professions is a strategic goal of the American Speech-Language Hearing Association. The purpose of this research is to investigate the experiences of eight male students in speech-language pathology and early childhood/elementary education. Using a qualitative research design, one hour interviews focused on males’ recruitment into the fields, barriers and challenges they have experienced, and how their gender affects their participation in their programs. Implications for how to recruit and retain male students during their programs of study are provided. Instructional Level:


Identify the motivations and challenges for male students in two female majority professions. Outcome 2:

Compare the experiences of male speech-language pathology students and early childhood education students. Outcome 3:

Evaluate mechanisms for recruitment and retention of males in female-majority professions. Do you have relevant financial relationships to disclose?:

No

Do you have relevant non-financial relationships to disclose?:


No

Poster 15 A Web-based Hearing Screening Training Video for Students and Working Professionals Presenter 1: First Name:

Emily Last Name:

White Other:

Undergraduate Student Is this person the primary author of the Poster?:


Yes E-mail:


Undergraduate student (senior) in Communication Sciences & Disorders at Valdosta State University, graduating in May 2019. Her creative work has included a number of acclaimed Honors Projects utilizing web-based video and survey applications. Presenter 2: First Name:

Ted Last Name:


AuD ASHA Certification:

CCC-AUD Is this person the primary author of the Poster?:

No E-mail:


Dr. Ted Johnson is an Associate Professor, Audiology, at Valdosta State University. His research interests include auditory processing disorder and noise-induced hearing loss and hearing loss prevention among young adults. Presentation Abstract (75-100 words):

A number of hearing screening training videos appear on YouTube, yet none (if any) include an assessment instrument to determine the effectiveness of the training. This poster will outline the development of a web-based site that contains both a screening training video and an assessment tool to evaluate the effectiveness of the training. The video and assessment tool are housed on a free website allowing undergraduate and graduate students the opportunity to learn hearing screening technique and complete a short quiz to assess their learning. The poster highlights the development and production of the video, along with survey data representing outcomes of participation by 100+ students. Instructional Level:


Learn how basic air-conduction hearing screening techniques, employed frequently in K-12 settings, can be made available for initial learning and refresher training. Outcome 2:

View the process of developing a web-based survey to assess the effectiveness of a video training tool.

Outcome 3:

Review survey data reflecting the effectiveness of a web-based video training tool. Do you have relevant financial relationships to disclose?:

Dr. Johnson is a faculty member of Valdosta State University and receives a salary for his teaching efforts. Do you have relevant non-financial relationships to disclose?:


No

Poster 16 Relationship Between Executive Function and Linguistic Skills in African-American Children in Urban and Rural Settings Presenter 1: First Name:

Bomi Last Name:

Cheng Highest Degree:

BA Is this person the primary author of the Poster?:


Yes E-mail:


Bomi Kim Cheng is a graduate student in the Communication Sciences and Disorders program at Georgia State University. She received her bachelor's degree in linguistics at Emory University with a minor in Japanese. She works as a graduate research assistant for the Urban Child Study Center. Presenter 2: First Name:

Lakeisha Last Name:





Yes E-mail:


Dr. Lakeisha Johnson is a research scientist at Georgia State University in the Urban Child Study Center. She is also a part-time instructor and certified speech-language pathologist. Her research interests include language, literacy, and executive function development in African American children and other at-risk populations. Presentation Abstract (75-100 words):

The purpose of this study is to examine the relationship between executive function and linguistic skills in African-American children in urban and rural settings throughout Georgia. Participants included 1,109 (50.86% female) African-American children in preschool (n=553) and prekindergarten (n=556) throughout seven school districts. None of the participants were receiving special education services. Analyses will examine the relationship between executive function, receptive vocabulary, and emergent literacy skills for all participants. Additionally, executive functioning skills of participants living in urban settings will be compared to those of participants in rural settings.

Instructional Level:


The participant will be able to define executive functioning skills. Outcome 2:

The participant will be able to list ways to measure executive functioning skills. Outcome 3:

The participant will be able to describe the relationship between executive function and linguistic skills in African-American children. Outcome 4:

The participant will be able to compare the executive functioning skills of children living in urban settings to those of children in rural settings. Do you have relevant financial relationships to disclose?:



No

Poster 17 Effective Traumatic Brain Injury Treatments for Military Personnel Presenter 1: First Name:

Ellisa Last Name:

Davis Other:

Student in BS Program Is this person the primary author of the Poster?:


Yes E-mail:


Ellisa Davis is a native of Missoula, Montana. She is currently studying Communication Sciences and Disorders at Armstrong State University (Georgia Southern University). Ellisa hopes to continue her studies at the graduate level, and plans to go on to be a speech-language pathologist working with a variety of clinical populations. Presentation Abstract (75-100 words):

Traumatic brain injury (TBI) is frequently characterized by executive functioning deficits, affecting abilities including abstract thinking and goal-oriented behavior. Over 2,500,000 individuals in the United States suffer from TBI every year (Taylor, Bell, Breiding, & Xu, 2017). Goal Management Training (GMT) with Interactive Metronome Therapy (IMT) are two intervention approaches that address executive functioning deficits. This literature review focuses on the use and effectiveness of these approaches among military personnel who have suffered a TBI. Both approaches will be compared using an an evidence-based practice framework in order to assist clinicians, families, and individuals in making treatment decisions. Instructional Level:

Intermediate Learning Outcomes: Outcome 1:

Identify the cognitive-linguistic symptoms associated with TBI among military personnel. Outcome 2:

Explain the evidence-based practice framework utilized to conduct this literature review. Outcome 3:

Discuss the benefits and limitations or GMT and IMT among military personnel with TBI.

Outcome 4:

Discern which of the two interventions discussed might be most appropriate for their clients. Do you have relevant financial relationships to disclose?:



No

Poster 18 PEDS: Pediatric Education utilizing Dietician in outpatient Setting Presenter 1: First Name:

Karin Last Name:

Shah Highest Degree:




Yes E-mail:


ASHA certified for 37 years. •Manager for Children’s Healthcare of Atlanta (CHOA) OP Rehab, 15 yrs •SLP for public schools (GA, Ohio), 25 years •Oversee operations for two outpatient facilities seeing over 13,500 visits/yr. •Participate in CHOA Quality meetings •Oversee the ASHA contract, training and data input for National Outcomes Measurement System (NOMS) •Participate in strategy for CHOA/Marcus Feeding Initiative •Oversee rehab staffing at HSOC Autism/CP clinics Presenter 2: First Name:

Rashelle Last Name:

Berry Highest Degree:

MS Other:

MPH, RD, LD Is this person the primary author of the Poster?:


Yes E-mail:


•Registered dietitian for 9 years •Worked for the Marcus Autism Center Feeding Disorders Program at Children’s Healthcare of Atlanta since 2008. •Specializes in nutrition for children with special health care needs including feeding tube dependence, failure to thrive, and developmental disabilities including autism spectrum disorders. •Has presented and conducted trainings on feeding disorders to a variety of national and regional organizations. •Previously worked for 9 years at the American Cancer Society Presenter 3: First Name:

Jennifer

Last Name:

Muniz Highest Degree:

MA ASHA Certification:



Yes E-mail:


•ASHA certified for 22 years •Worked for Children’s Healthcare of Atlanta since 2011. •Worked with children and adults in a variety of settings including early intervention, public and residential schools, skilled nursing facilities and rehabilitation settings. •Extensive training and experience working with oral and pharyngeal dysphagia patients as well as sensory-behavioral feeding and swallowing disorders associated with cardiac and chromosomal defects, neurologic insults and autism. A portion of her caseload consists of tube-fed children working toward safely advancing oral feeding. Presenter 4: First Name:

Barbara Last Name:

Aleksa-Parr Highest Degree:

MA ASHA Certification:



Yes E-mail:


•ASHA certified for 35 years. •Pediatric feeding therapist at CHOA for 35 years , evaluation and treatment. •10 years acute care experience inpatient at CHOA Scottish Rite & Egleston hospitals • Completed numerous advanced feeding courses •Trained in the Beckman Oral Motor Protocol • Certified Lactation Counselor Presentation Abstract (75-100 words):

Feeding Focus Group made up of Inpatient/Outpatient SLPs, Managers, Psychologists, Dietician, Case Manager, Project Manager This group identified current practice, needs and decided Nutrition was the first area to trial * The registered dietitian (RD) worked with the SLP at 2 of the Children’s Healthcare of Atlanta (CHOAs) rehab locations. * Monthly appointments were scheduled for a 3-month time period. * Appointment days were selected based on days with high volumes of feeding therapy patients. *The SLP identified, contacted, and scheduled patients that were in need of nutrition therapy. * Patient lists were provided to the RD prior to appointment days, with relevant information included from the SLP * Following each appointment day, the RD communicated with the SLP to determine need and frequency for follow up appointments Instructional Level:


Identify the primary disciplines that should be included on an outpatient feeding team. Outcome 2:

Describe the process for adding nutrition to an outpatient feeding team, including identifying all stakeholders involved. Outcome 3:

Define a screening process to use with feeding patients and caregivers to determine appropriateness for a nutrition intervention.




No

Poster 19 Chronic and Perceived Stress in Adults with Aphasia Presenter 1: First Name:

Jacqueline Last Name:

Laures-Gore Highest Degree:




No E-mail:


Dr. Jacqueline Laures-Gore is an Associate Professor of Communication Sciences and Disorders at Georgia State University. She directs the Aphasia and Motor Speech Disorders Research Laboratory at GSU. Her research interests are stroke, aphasia, stress, depression, and integrative health. Presenter 2: First Name:

Tony Last Name:

Buchanan Highest Degree:

PhD Is this person the primary author of the Poster?:


No Presenter Biography (50-75 words):

Dr. Tony Buchanan is an Associate Professor of Psychology at St. Louis University. His research interests focus on stress and cognition. Presenter 3: First Name:

Monika Last Name:

Stache Highest Degree:



Yes E-mail:

[email protected]


Ms. Monika Stache is a graduate student in the Communication Sciences & Disorders Program at Georgia State University. She is a graduate research assistant in the Aphasia and Motor Speech Disorders Research Laboratory. Presentation Abstract (75-100 words):

The current study explores the perception of stress in adults with aphasia. Fourteen adults with aphasia and 14 adult controls completed self-report measures of stress. No significant differences in perceived stress between the two groups or differences between chronic and daily perceived stress measures were found. These unexpected results indicate a need for replication and further study of contributors to chronic and daily stress in adults with aphasia. Instructional Level:


Describe the difference between chronic and daily stress in adults with aphasia. Outcome 2:

Distinguish methods of collecting data measuring perceived stress. Outcome 3:

Explain the results of the current study in the context of previous findings. Do you have relevant financial relationships to disclose?:



No

Poster 20 The Effect of Noise on Working Memory in Young Children Presenter 1: First Name:

Johnda Last Name:

Trammell Is this person the primary author of the Poster?:


Yes E-mail:


Johnda Trammell is an undergraduate student at the University of west Georgia . She is a research Assistant of Dr. Jessica Sullivan. Presenter 2: First Name:

Meagan

Last Name:

Taylor E-mail:

[email protected]


Meagan Taylor is an undergraduate student at the University of west Georgia . She is a research Assistant of Dr. Jessica Sullivan Presenter 3: First Name:

Jessica

Last Name:

Sullivan Highest Degree:



No E-mail:


Dr. Jessica Sullivan is an assistant professor in the program of communication sciences at the University of West Georgia. Her areas of interest include aural (re)habilitation, speech perception in noise. Currently, she is interesting in the relationship between working memory and speech perception. She received her B.A in 1996 from Louisiana State University and Masters in Deaf Education from Lamar University in 2000. She received her PhD in Communication Sciences at the University of Texas at Dallas in 2010. Dr. Sullivan has received numerous awards, honors, and grants including a F31 from the NIH /NIDCD. Presentation Abstract (75-100 words):

Despite the adult-like development of the sensory peripheral auditory system, children have difficulty with more complex listening tasks such as speech recognition in noise. One of the underlying mechanisms involved in speech recognition in noise is working memory. The current study examines the non-verbal working memory of children, ages 4-6, in interrupted and continuous noise. Participants in this study are typically developing children with no known neurological or hearing impairments. We predict that children will demonstrate poor working memory skills in the presence of noise. Instructional Level:


Discuss models of working memory. Outcome 2:

Describe differences between interrupted and continuous noise. Outcome 3:

Compare the current study to the literature about working memory in noise. Do you have relevant financial relationships to disclose?:



No

Poster 21 Parent-Child Interactive Therapy to Promote Communication of Young Children with Speech Delays Presenter 1: First Name:

Whitney Last Name:

Houze Highest Degree:



Yes E-mail:

[email protected]


Whitney Houze is a graduate student at the University of West Georgia. She has presented at many conventions regarding Dr. Katherine Green's research. Whitney's primary interests revolve around cognitive and speech development in geriatrics and pediatrics. She won the Georgia Speech and Hearing Association Poster Presentations for Undergraduates in 2017. Presenter 2: First Name:

Katherine Last Name:

Green Highest Degree:



No E-mail:


Dr. Green is an assistant professor of Special Education at the University of West Georgia. Her primary interests revolve around Exceptionalities with a focus on children with disabilities ages birth to five. She also works with the social/emotional and academic supports for young children with disabilities, and teacher preparation in special education. Presentation Abstract (75-100 words):

It is increasingly important to build the confidence and capacity of the parents or caregivers of young children with speech delays. This interactive poster will review the effects of a follow-up research study conducted at the University of West Georgia’s speech clinic in which parents participated in a 10-12 week facilitated parent-interactive therapy model with their young children to learn effective communication strategies. Instructional Level:


Describe the key features in training a facilitator to implement parent-toddler playgroups centered around communicative competence. Outcome 2:

Apply strategies of facilitation to naturally promote communication skills in parent-child dyads. Outcome 3:

Understand how to initiate a communication-based parent-toddler playgroup in diverse settings. Do you have relevant financial relationships to disclose?:



No

Poster 22 Master's Thesis Decision Making: Undergraduate Student Perception and Education Presenter 1: First Name:

Lindsey Last Name:

Piazza Highest Degree: MCD ASHA Certification:



Yes E-mail:


Lindsey Piazza is an Assistant Clinical Professor at Auburn University. She works with graduate and undergraduate students serving a variety of clients in AUSHC. Prior to joining the Auburn faculty, Mrs. Piazza worked in a variety of settings including inpatient adults, outpatient pediatrics and adults, and skilled nursing facilities. She is ASHA and ABESPA certified and received both undergraduate and graduate degrees from Auburn University. Presentation Abstract (75-100 words):

The poster will reveal results of over 250 undergraduate students from geographically diverse CAA accredited programs. The aims of the survey was to determine if undergraduate students are being offered and taking advantage of opportunities for research, variables involved in deciding to pursue a master’s thesis, and if students feel sufficiently educated regarding whether to pursue a master’s thesis. Findings indicate that although the majority of students are not taking advantage of research opportunities, over half are interested in completing a master’s thesis; however, they do not feel that they have received adequate information to make a decision. Instructional Level:


The listener will list sources students are receiving education regarding a master’s thesis and their interest level in completing a thesis. Outcome 2:

The listener will ID factors that would decrease Undergraduate student interests in pursuing a master's thesis. Outcome 3:

The listener will explain suggestions for how academic programs can increase interest in undergraduate research and masters’ theses. Do you have relevant financial relationships to disclose?:



No

Poster 23 The Relationship Between Pitch Perception and Pitch Production in Both Speech and Music Presenter 1: First Name:

Jeremy Last Name:

Bowman Is this person the primary author of the Poster?:


Yes E-mail:


Jeremy is a senior in Communication Sciences and Disorders at Valdosta State University. He is interested in the linguistic and acoustic characteristics of various language systems around the world.


Matthew Last Name:





Yes E-mail:


Matt Carter is an assistant professor at Valdosta State University. Presentation Abstract (75-100 words):

Pitch is an aspect of prosody which can have a great impact on speech encoding and decoding. Amusia, or tone deafness, is the inability to recognize the pitch of musical tones and/or reproduce them. Previously, research has demonstrated that poor musical pitch production is a result of a conglomeration of factors including sensory, motoric, and memory aspects. However, no studies have investigated these complex relationships as they pertain to speech. Implications for speech, language, and literacy will be discussed. Instructional Level:


Listeners will be able to describe the basic physiological processes involved in changing pitch. Outcome 2:

Listeners will be able to detail methods to assess pitch perception and production. Outcome 3:

Listeners will describe the relationship between pitch perception and pitch production. Do you have relevant financial relationships to disclose?:



No

poster 1 - the georgia speech-language hearing associationuniversity of west georgia. presentation...

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