Representing Professionals Who Serve Individuals
With Communication Disorders Since 1936
With Communication Disorders Since 1936
IMPORTANT: View up to up four posters to receive 1.0 hours or 0.10 ASHA CEUs.
P01 - Grammatical Characteristics of Spoken Hmong and English in Dual Language Learners
Pang Tao Moua, PhD, CCC-SLP, University of Utah
An in-depth understanding of typical language development is essential for assessing individuals with developmental language disorders (DLD). For dual language learners (DLLs), typical development is characterized by proficiency in both languages. This study aims to characterize grammatical structures in both Hmong and English and analyze the use of subordinate clauses in Hmong-English DLLs. Language samples were collected through story retells using wordless storybooks from the Multilingual Assessment Instrument for Narratives, with explicit bilingual directions given to participants in both languages. The samples were transcribed and analyzed for grammaticality, grammatical structures or patterns, subordination index, and types of subordinating clauses. Results showed that Hmong-English DLLs produced grammatical structures specific to each language, including classifier errors in Hmong and tense errors in English. Participants produced nominal, adverbial, and relative clauses in both languages, with varying proportions of each clause type depending on the language. These findings provide a benchmark for typical language development in Hmong-English DLLs, enhancing clinical practice for assessing DLD in bilingual populations. Understanding the grammatical characteristics of both languages in DLLs lays a foundational understanding for researchers working with this bilingual group.
Learner Outcomes: At the end of this presentation participants will be able to:
- Describe typical grammatical characteristics of Hmong and English in Hmong-English dual language learners.
- Identify language-specific error patterns in Hmong and English and their implications for assessing developmental language disorders in Hmong-English speakers.
- Identify and explore the different proportions of subordinate clauses produced in Hmong and English.
Level of Learning: Intermediate
P02 - Necessity and Availability of Bilingual AAC Systems for English-Spanish Users
Mary Rosen, BA, University of Wisconsin – River Falls
Abigail Lo, BS, University of Wisconsin-River Falls
Negin Moradi, PhD, University of Wisconsin – River FallsWhile resources for Spanish-speaking Augmentative Alternative Device (AAC) users do exist, they are not necessarily easy for Speech-Language Pathologists to find, navigate, or compare. The purpose of this review is to compile a library of resources for clinicians to use with Spanish-speaking clients and to provide a core Spanish vocabulary list to clients and families. We conducted web searches to identify existing assistive communication resources for Spanish speakers. These resources were then categorized to their target audience and intended purpose. To further deepen an understanding of English-Spanish speakers and the Spanish Language, textbooks and academic journals were also reviewed. A library of tools that draws from a variety of online sources was established for SLPs to use to support Spanish speakers via assistive communication. This library is not exhaustive, but it continues to be expanded as the subject is explored further. While there are digital tools and platforms for AAC users of bilingual Spanish-speaking backgrounds, accessibility is limited. This emphasizes the need for more comprehensive, bilingual AAC resources that cater to the linguistic and cultural diversity of users. Moving forward, creating platforms that offer seamless integration of Spanish and English options, while considering the varying needs of AAC users, would enhance communication opportunities and increase success for bilingual Spanish-speaking individuals who rely on AAC devices.
Learner Outcomes: At the end of this presentation participants will be able to:
- Describe the value of bilingual English-Spanish AAC rescources.
- Identify how to access a library of English-Spanish AAC resources.
- Identify resources for clients, community and other professionals as appropriate.
Level of Learning: Introductory
P03 - Perceptions of Early Dementia and Care by Rural Older Adults
Jayanti Ray, PhD, CCC-SLP, Bethel University
Dementia, characterized by deficits in memory, reasoning, and problem-solving, is one of the major health concerns for older adults in rural areas. Literature has indicated that there are gaps in knowledge about what older adults in rural communities know about early dementia and its risk factors. The purpose of this qualitative study was to explore the knowledge of dementia and its risk factors among older adults in rural areas. The objectives of this study were to determine gaps in older adults’ knowledge of signs and symptoms of dementia and its risk factors including lifestyle factors and strategies for mitigating the effects of dementia on quality of life. Twenty-four older adults participated in a semi-structured interview. Based on the thematic analysis of data, most of the older adults living in rural areas were not fully aware of the signs, symptoms, and risk factors of dementia including dementia prevention and care. However, they appeared to know about memory loss and behavioral problems in people with dementia. Since access to general health care and knowledge of cognitive health are limited in rural areas, community health professionals must offer resources on dementia and launch educational programs for older adults, people with dementia, and their caregivers to help increase the awareness of risk factors of dementia along with prevention strategies that can help mitigate cognitive decline and enhance the quality of life. The implications for social change include the potential use of culturally responsive and sustainable dementia care and education programs in rural communities.
Learner Outcomes: At the end of this presentation participants will be able to:
- Describe the rural older adults’ knowledge of signs and symptoms of dementia.
- Describe the rural older adults’ knowledge of prevention and care of dementia.
- Describe the need of community health action plans for dementia prevention and quality of life.
Level of Learning: Intermediate
P04 - Spanish-English Bilingual Children’s Use of Internal State Terms
Kendall Mehring, University of Minnesota
Kerry Ebert, PhD, CCC-SLP, University of MinnesotaInternal state terms (ISTs) are a class of words that describe thoughts, feelings, and emotions. Children’s production of ISTs is considered a marker of vocabulary acquisition and social communication development. For bilinguals, it is important to consider whether IST production in each language is similar or different. We might expect similarities across languages to the extent that ISTs measure a general social communication skill and differences to the extent that they depend on language-specific vocabulary. In children’s language assessment, ISTs can be measured with language samples, and the method of collecting samples might influence results. We studied 304 language samples from Spanish-English bilingual children aged 5-7 to gauge IST production across languages and elicitation methods. Samples were collected through two different storytelling methods – a retelling task where the children hear an adult model the story and then are asked to retell it, and a telling task where the children generate their own stories. Both sample types were recorded in both of the children’s languages. The samples were then transcribed and analyzed. Paired t-tests were used to compare the total number of ISTs produced by language (Spanish versus English) and elicitation method (retell versus tell). Overall, retells elicited more ISTs than tells, suggesting that modeling helps increase IST production. There was no statistically significant difference between ISTs produced in Spanish and English, which may suggest that ISTs measure a general social communication skill that transcends language boundaries instead of depending on language-specific vocabulary.
Learner Outcomes: At the end of this presentation participants will be able to:
- Describe the impact of a model before story elicitation on children’s IST production across languages.
- Identify and compare IST production in the first and second languages of Spanish-English bilingual children.
- Identify and describe study implications for language assessment, including the extent to which ISTs measure social-communicative development as opposed to language-specific ability.
Level of Learning: Introductory
P05 - Examining Peer-Mediated Intervention for Social Communication Skills in Children With ASD
Gracie McNicoll, BA, Fontbonne University
This study will investigate the effects peer-mediated intervention has on social communication skills in children with ASD. This poster will review the literature and the results of experimental investigations intended to evaluate if the treatment method of peer-mediated instruction results in improved outcomes in social communication in children with ASD.
Learner Outcomes: At the end of this presentation participants will be able to:
- Identify social communication characteristics of children with Autism Spectrum Disorder
- Describe the clinical utility of peer-mediated intervention (PMI) and the out come on social communication skills for children with Autism Spectrum Disorder.
- State considerations speech-language pathologists required when considering peer-mediated intervention (PMI) as a treatment intervention.
Level of Learning: Introductory
P06 - Cross-Linguistic Transfer & Language Exposure in Bilingual Spanish-English Phonological Development
Baylee Osterhaus, BA, Fontbonne University
The increasing prevalence of bilingual Spanish-English speaking children highlights the need to examine how different aspects of language exposure impact phonological development in these bilingual children. This study investigates the role of cross-linguistic transfer and language exposure in the phonological development of bilingual Spanish-English preschool children with speech sound disorders. Specifically, it examines how features from both languages interact and how these interactions affect treatment outcomes. By reviewing existing literature and presenting results from a single-subject study, this project aims to determine how cross-linguistic transfer and language exposure impacts speech sound development across languages in bilingual Spanish-English preschool children. Findings may inform intervention strategies that consider the complexities of bilingual language exposure, which will support more effective treatments for bilingual children with speech sound disorders.
Learner Outcomes: At the end of this presentation participants will be able to:
- Explain the concept of cross-linguistic transfer and its impact on bilingual speech sound development.
- Describe how elements of language exposure impacts phonological acquisition in bilingual Spanish-English children with speech sound disorders
- Identify two effective intervention strategies that consider both language proficiency and cross-linguistic transfer for bilingual children with speech sound disorders.
Level of Learning: Introductory
P07 - The Influence of Neurodiversity-Affirming Practice on Emotional Regulation and Social Communication in Autistic Individuals
The Influence of Neurodiversity-Affirming Practice on Emotional Regulation and Social Communication in Autistic Individuals
Macey Hofer, BS, Fontbonne UniversityNeurodiversity-affirming practice is a growing area of interest in the field of speech-language pathology, and is essential to encourage authenticity, growth and belonging in autistic individuals. This study will investigate different neurodiversity affirming practices and their treatment outcomes for autistic individuals. This poster will review the literature and research studies conducted on various neurodiversity-affirming practices and focus on how they affect emotional regulation and social communication skills in autistic individuals.
Learner Outcomes: At the end of this presentation participants will be able to:
- Define 3 key components of neurodiversity-affirming practice.
- Describe a positive implication of the SCERTS model, positive behavior support framework, and conversational analysis on emotional regulation and/or social communication in autistic individuals.
- What are the clinical implications of incorporating neurodiversity affirming practices into speech and language therapy with autistic individuals?
Level of Learning: Introductory
P08 - Exploring the Impact of Speech-Generating Devices on Peer Relationships
Olivia Wray, BA, Fontbonne University
Speech and language play a critical role in communication, serving as tools for expressing wants, needs, and ideas, fostering meaningful social connections, and acquiring knowledge. The ability to communicate effectively is crucial in developing and sustaining friendships. For individuals with communication challenges, augmentative and alternative communication (AAC) modes such as speech-generating devices (SGDs), provide the tools to achieve independence and social inclusion. This study explores the impact of speech-generating devices (SGDs) and other AAC modes on peer relationships among children and young adults with communication needs and their peers.
Learner Outcomes: At the end of this presentation participants will be able to:
- Identify how speech-generating devices (SGDs) and AAC modes contribute to enhancing social communication skills and fostering positive peer relationships in children and young adults with communication needs.
- Identify two key factors that contribute to the success of AAC interventions.
- Assess how the use of speech-generating devices (SGDs) and other modes of AAC affect the frequency and quality of social relationships in children and young adults with communication needs and their peers.
Level of Learning: Introductory
P09 - Challenges and Considerations in Cross-Linguistic Evaluation of Dysarthria
Surani Nakkawita, PhD, CCC-SLP, Mayo Clinic
Rene Utianski, PhD, CCC-SLP, Mayo Clinic
Julie Stierwalt, PhD, CCC-SLP, Mayo ClinicMotor speech evaluations offer important insights about disease location and pathophysiology, helping diagnose neurological diseases. In a cross-linguistic practice, where the patient and clinician do not share the same language, speech-language pathologists (SLPs) can encounter challenges during motor speech evaluations (MSEs) due to insufficient knowledge and resources, hindering the delivery of high-quality care. This poster aims to describe challenges and considerations in cross-linguistic evaluation of dysarthria. Hypothetical cases, rooted in clinical experiences, are used to discuss the MSE. Strategies to overcome challenges in the evaluation process and the differential diagnosis are also discussed.
Case 1: A Southeast Asian language speaker evaluated for Parkinson-plus syndrome. A family member volunteered to act as the interpreter. Case 2: A Middle Eastern language speaker evaluated for motor neuron disease. The evaluation was completed with a professional, in-person interpreter.
Results: Case 1 and Case 2 were diagnosed with spastic-hypokinetic dysarthria and spastic-flaccid dysarthria respectively. Challenges in cross-linguistic evaluation of dysarthria include: 1) the scarcity of trained, in-person interpreters, 2) interpreting the severity of the dysarthria, 3) the lack of knowledge on how language-specific characteristics impact the evaluation. Considerations to overcome these challenges include: 1) expanding interpreter training, using family only as necessary 2) using family/patient reported dysarthria severity scores, 2) expanding one’s knowledge of language-specific features.Conclusion: Cross-linguistic evaluation of dysarthria can be facilitated by interpreters, family, and modified stimuli and process. However, more systematic investigations are necessary to make standard, language-universal motor speech evaluations with guidelines for language-specific modifications.
Learner Outcomes: At the end of this presentation participants will be able to:
- Describe the term cross-linguistic practice.
- List challenges they may encounter when evaluating dysarthria in a cross-linguistic practice.
- List practical considerations when evaluating dysarthria in a cross-linguistic practice.
Level of Learning: Intermediate
P10 - Music and Therapeutic Applications in Cognitive and Language Disorders
Music and Therapeutic Applications in Cognitive and Language Disorders
Hana Soltani, River Falls High School
Lori Swanson, PhD, CCC-SLP, UW-River FallsMusic therapy, supported by neuroscience, is effective in treating cognitive, linguistic, and motor impairments following brain injuries, especially in stroke rehabilitation. Music, a multimodal stimulus involving rhythm, melody, and harmony, promotes neurogenesis, enhances cognition, and improves brain perfusion. It also engages emotional and motivational systems, which benefit cognition, language, and motor learning. Music therapy is commonly used for traumatic brain injuries (TBI) and aphasia. This study reviews the effects of music therapy on cognitive and linguistic skills after brain injuries. A review of recent articles on music therapy and its impact on cognitive and language disorders was conducted through PubMed, Science Direct, and Google Scholar. Research shows that individuals with aphasia, particularly those with severe expressive impairments, often retain the ability to sing, which can aid in recovering speech through techniques like Melodic Intonation Therapy (MIT). Combining music therapy with speech and language therapy has been shown to improve speech production, client motivation, and executive functions, such as memory and attention. Integrating music therapy into speech and language pathology practices is crucial for improving cognitive and linguistic recovery.
Keywords: Music Therapy, Language Disorders, Cognitive DisordersLearner Outcomes: At the end of this presentation participants will be able to:
- Identify the effects of music therapy on cognitive and linguistic skills in patients with brain injuries.
- Demonstrate the use of specific music therapy techniques, like Melodic Intonation Therapy (MIT), to improve speech and language in patients with aphasia.
- Identify the role of music therapy in enhancing speech and language learning by measuring improvements in speech, motivation, and cognitive
Level of Learning: Introductory
P11 - Investigating the Effectiveness of Play-Based Intervention on Pragmatic Language Skills in Autistic Children
Alison Best, BS, Fontbonne University
Play-based interventions for enhancing pragmatic language skills in children with autism spectrum disorder (ASD) has been growing in popularity by speech-language pathologists over the last decade. Pragmatic language skills, which involve the social use of language in context, are often a challenge for autistic individuals. Pragmatic play-based intervention, which involves targeting goals through play activities, aims to improve skills such as turn-taking, conversation initiation, and understanding social cues. This poster investigates the effectiveness of play-based intervention in improving pragmatic language skills in autistic children.
Learner Outcomes: At the end of this presentation participants will be able to:
- Define play-based intervention and pragmatic language.
- Describe how pragmatic language skills can be targeted through play-based intervention.
- Explain the positive impacts play-based intervention can have on improving pragmatic language skills in autistic children.
Level of Learning: Introductory
P12 - A Narrative Review of Gamification in Neurogenic Speech Therapy
Lydia Sittlow, BA, University of Wisconsin – River Falls
Negin Moradi, PhD, University of Wisconsin – River FallsParkinson’s and Alzheimer’s are neurodegenerative diseases which compromise motor and cognitive tasks, impacting overall well-being. Gamification, the blending of game features into other environments, offers a contemporary method to rehabilitation. By enriching patient determination and involvement, it can improve rehabilitation results. Speech therapists also need to be aware of the effect of gamification on various aspects of neurogenic rehabilitation, in order to achieve creative ideas in the treatment of their patients. A literature review was conducted through PubMed, Scopus, and Web of Science. Research focused on the implementation of gamification in the rehabilitation of Parkinson’s and Alzheimer’s patients was examined to evaluate their effects on motor skills, cognitive function, and well-being. Gamification considerably benefits motor skills in Parkinson’s patients, especially balance and coordination. For Alzheimer’s patients, gamification assisted in delaying cognitive regression, cultivating memory, and problem-solving skills. Both Parkinson’s and Alzheimer’s patients had decreased symptoms of depression and more gratification with the process of rehabilitation, proposing a better quality of life. Discussion: Gamification can have a positive impact on the physical, cognitive, and psychological components of health for patients. By infusing elements of gamification into rehabilitation plans, it can positively supplement traditional rehabilitation methods. Gamification is an optimistic treatment to add to traditional rehabilitation techniques. It assists in more favorable motor and cognitive aftereffects and overall well-being. More studies should be conducted to develop the implementation of gamification strategies in clinical settings, such as speech therapy.
Learner Outcomes: At the end of this presentation participants will be able to:
- Demonstrate the positive impacts of gamification on cognitive and motor tasks in rehabilitation.
- Explain how gamification affects overall well-being in patients.
- Explain the application of gamification in speech therapy as a beneficial addition to traditional rehabilitation methods.
Level of Learning: Introductory
P13 - Examining the Use of Speech Perception Training Within SSD in Children?
Olivia Oistad, BS, Fontbonne Univerity
High caseloads and a continued need for speech sound disorder treatment, bring a need for clinicians to determine elements of intervention that are effective and necessary to produce positive, timely outcomes. This study will examine including speech perception training in intervention to treat speech sound disorders and facilitate treatment outcomes. This poster will review the literature and results intended to evaluate if including speech perception in speech sound intervention will improve overall results of speech sound disorders and increase speech sound accuracy.
Learner Outcomes: At the end of this presentation participants will be able to:
- State three speech perception behaviors that have been observed in children with speech sound disorders.
- Explain three intervention procedures for addressing speech perception.
- Describe the associations between speech perception, vocabulary, and phonological awareness in school-aged children with speech sound disorders and explain their relevance to intervention planning.
Level of Learning: Introductory
P14 - The Impact of Aphasia on Relationships: Friends’ Perspectives
Ellie Johnson, BS, University of Minnesota Duluth
Sharyl Samargia-Grivette, PhD, CCC-SLP, University of Minnesota DuluthAphasia is a language disorder that commonly occurs in individuals following a stroke, but can occur following a traumatic brain injury, brain tumor, brain surgery, or brain infection (American Speech-Language-Hearing Association, 2023). Language and communication are predominantly used to generate messages to share ideas and build relationships. When the language system is affected, individuals with aphasia have an increased difficulty in communicating and interacting with others. A speech-language pathologist has an impactful role in supporting the communicative needs of an individual with aphasia. The purpose of this study is to examine the effects of aphasia on interactions with others, specifically friends of people with aphasia (PWA). This survey study was designed to answer the following questions: (a) How does an aphasia diagnosis affect friend relationships? (b) What do friends of individuals with aphasia know about aphasia?
Learner Outcomes: At the end of this presentation participants will be able to:
- Describe elements of aphasia that affect friend relationships
- Discuss the critical need for maintenance of friend relationships following a stroke
- Describe potential training and support strategies for individuals with aphasia and their friends
Level of Learning: Introductory
P15 - Central Auditory Processing Disorders: A National Survey of Assessment Practices
Grace Reed, BS, University of Minnesota Duluth
Jolene Hyppa Martin, PhD, CCC-SLP, University of Minnesota DuluthAuditory processing disorder (APD) has an unclear etiology but may be linked to neurological disorders, lesions in the auditory pathway, aging, and genetics. Symptoms include difficulty localizing sounds, understanding speech in noisy environments, and processing competing auditory stimuli. These challenges can hinder communication in busy settings and following multi-step directions. Currently, no “gold standard” exists for APD assessment. The American Speech-Language-Hearing Association (ASHA) defines APD as scoring at least 2 standard deviations below the mean on two or more tests but does not specify if this applies to one or both ears. The American Academy of Audiology (AAA) requires scores 2 SD below the mean in at least one ear on two tests. The British Society of Audiology does not specify criteria but recommends standardized direct and indirect tests. A comprehensive APD battery should include temporal resolution and dichotic listening assessments, and a hearing screening should first rule out treatable audiologic conditions. APD assessment outcomes may differ based on the evaluator. An audiologist might diagnose APD for phonemic identification deficits, while a speech-language pathologist may classify them as phonemic discrimination issues. Only 45% of audiologists currently offer APD evaluations. Unlike standard hearing tests, APD assessments require more than decontextualized, sound-controlled conditions. To investigate APD testing practices, a nationwide survey adapted from Chermak et al. (1998) was distributed. Responses were analyzed to determine which audiology programs provide APD assessments and identify the test batteries and protocols they use.
Learner Outcomes: At the end of this presentation participants will be able to:
- Define auditory processing disorder.
- Contrast diagnostic hearing evaluation and assessment for auditory processing disorder.
- Summarize the auditory processing disorder assessment protocols used by university speech-language-hearing clinics in the United States.
- Demonstrate an understanding of APD symptoms.
Level of Learning: Introductory
P16 - Importance of Education on AAC to Improve Student Communication
Courtney Carlson, BA, Fontbonne University
Augmentative and Alternative Communication (AAC) interventions are essential for supporting children with complex communication needs, yet key communication partners, such as educational assistants, paraeducators, family members, and peers, often lack adequate training in AAC strategies. This poster explains the crucial role of training communication partners in enhancing AAC outcomes for children, focusing on personalized strategies, family involvement, and team collaboration. This poster will highlight the positive impact of training communication partners in natural, everyday settings to improve AAC use, message production, and social interaction. Clinicians will also learn the importance of incorporating training into routine environments to create more inclusive and effective communication opportunities for children/students using AAC.
Learner Outcomes: At the end of this presentation participants will be able to:
- Explain why caregivers, teachers, and parents are important in supporting AAC use for children with communication needs
- Demonstrate three effective strategies for AAC implementation that caregivers can be trained to use.
- State three roles parents, teachers, and caregivers have when working with students who use AAC.
Level of Learning: Intermediate
P17 - Experiences of SLPs Serving Clients Who Engage in Challenging Behaviors
Brenna McMahon, BS, University of Minnesota Duluth
Jolene Hyppa-Martin, PhD, CCC-SLP, University of Minnesota DuluthMore than 85% of SLPs in educational settings serve clients who exhibit language deficits. Children who experience these deficits exhibit higher rates of challenging behaviors. A goal for these clients is to increase communication, improve social and academic success, and enhance quality of life. Many SLPs have reported being poorly prepared to manage challenging behaviors emitted by clients. This presentation features results of a new survey study that examined SLPs’ experiences, knowledge, and utilization of evidence-based strategies for managing and providing treatment to individuals who exhibit challenging behaviors. Implications highlight training in SLP graduate programs and options for continuing education on evidence-based strategies for SLPs to prevent and manage challenging behaviors among clients, while promoting positive treatment outcomes.
Learner Outcomes: At the end of this presentation participants will be able to:
- Describe the relationship between complex communication needs, language deficits, and challenging behaviors
- List free, evidence-based resources are reviewed that are available to SLPs who wish to learn more about how to prevent and manage challenging behaviors among clients, while promoting positive treatment outcomes
- Summarize SLPs’ experiences, knowledge, and utilization of evidence-based strategies for managing and providing treatment to individuals who exhibit challenging behaviors
Level of Learning: Introductory
P18 - Survey of Singers' Knowledge and Use of Vocal Hygiene Strategies.
Brynn Olson, BA, University of Minnesota Duluth
Dana Collins, PhD, CCC-SLP, University of Minnesota Duluth
Lynette Carlson, MA, CCC-SLP, University of Minnesota
Rachel Inselman, BA, University of Minnesota DuluthThis study aimed to find the relationship between awareness and knowledge of vocal hygiene strategies and their use by singers. Participants in this study were members of community choirs, church choirs, or individuals with professional singing careers in the Midwest region of the US. Choral directors were contacted and asked to forward an invitation email to their choir members about the survey. Participants were invited to complete an online survey that was adapted from the work of Broaddus-Lawrence et al. (2000), Latham et al. (2017), Sapir (1996), and Sataloff, et al. (2014). Participants were asked about their singing habits, singing role (professional, amateur, etc.), current voice issues, years of singing participation, musical genre, employment, daily vocal demand, and age. They were also asked about their knowledge of vocal hygiene, their interest in learning more about vocal hygiene, and their knowledge of which health care professionals to contact if experiencing symptoms. Results from the 27 participants that completed the survey showed that only 50% of participants had been taught how to care for their voice properly and 89% wanted to become more knowledgeable of vocal health. The results of this study indicate that this population would benefit from vocal hygiene education by SLPs in order to prevent vocal disorders that may be occurring due to a lack of knowledge or lack of implementation of healthy habits.
Learner Outcomes: At the end of this presentation participants will be able to:
- Identify the knowledge gaps among amateur singers concerning maintaining vocal health and voice disorders.
- Describe voice issues among amateur singers.
- Describe the current interest regarding learning more about vocal hygiene practices among amateur singers.
Level of Learning: Introductory
P19 - Mindfulness in Speech Therapy for Individuals with Speech Disfluency
Ashley Pionk, BS, University of Minnesota Duluth
Dana Collins, PhD, CCC-SLP, University of Minnesota Duluth
Samantha Burlingame, MS, CCC-SLP, University of Minnesota Duluth
Julie Slowiak, PhD, University of Minnesota DuluthThe purpose of this study was to examine and gain information on how often mindfulness meditation techniques are being included in speech therapy sessions for clients experiencing disfluency and to examine clients’ perceptions regarding the use of mindfulness in their speech therapy session. Participants from this study included practicing SLPs and their clients. Participants were contacted through national association mailing lists, disfluency support groups, direct email contacts, or snowballing procedures. Results from this study were analyzed using an item-by-item frequency response procedure. Open ended questions were examined for common themes. Overall, the results of this study indicated that while SLPs found the use of mindfulness meditation beneficial, their level of comfort with incorporating mindfulness into treatment varied. Though results from the client survey were limited, the participant reported they felt competent in their abilities to perform mindfulness techniques but that the SLP’s knowledge on these techniques was inadequate. Future directions for this research should examine the use of mindfulness strategies for disfluency therapy and whether or not it’s useful for SLPs to be knowledgeable on how to implement these strategies into their practice. Research could also explore the effectiveness of mindfulness as a supplement to other standard therapeutic strategies. Future directions should also explore strategies to encourage greater participation of clients with disfluency.
Learner Outcomes: At the end of this presentation participants will be able to:
- Discuss the client’s perspective on the use of mindfulness meditation techniques.
- Compare the SLPs knowledge of mindfulness meditation techniques versus their confidence in implementing the techniques into their practice.
- Interpret the SLPs perspectives of mindfulness meditation techniques in disfluency therapy.
Level of Learning: Introductory
P20 - Ability-Based Cognitive Screening for Individuals With Dementia
Alison Brunmeier, BS, Minnesota State University, Mankato
Hsinhuei Sheen Chiou, PhD, CCC-SLP, Minnesota State University, MankatoMore than 6 million Americans are living with Alzheimer’s disease and other dementias. However, routine cognitive screens and assessments are not being implemented in the healthcare system. Individuals with cognitive complaints should be routinely assessed using appropriate cognitive assessment measures. Detecting possible cognitive impairment is the first step in determining the need for further cognitive assessment. The Mini-Mental State Exam (MMSE) or the Saint Louis University Mental Status Exam (SLUMS) are the two commonly used cognitive screens addressing orientation to place/people/time, attention, memory, numeric calculation, and digit span, naming, and visuospatial skills. However, no one tool is recognized as the best brief assessment for different stages of dementia and has resulted in negative behaviors and outcomes in individuals with dementia. The purpose of the study was to design a patient-centered cognitive screening measure that capitalizes on abilities and cognitive processes in individuals with dementia and measures the level of support to foster independence. Testing items address the individual’s memory, orientation, responses, sequencing, and use of imagination in a dementia-friendly format with familiar and practical stimuli for facilitating engagement at the individual’s level. All modes of communication (e.g., verbal, visual) are considered in testing responses. The level of support for completing the testing item successfully is documented for each item. Documenting the responses of individuals with dementia allows facilities, caregivers, and medical professionals to document changes in their responses as dementia progresses.
Learner Outcomes: At the end of this presentation participants will be able to:
- Describe the importance of cognitive screenings for individuals with dementia.
- Compare differences between dementia friendly screening and common cognitive screens.
- Demonstrate using cognitive screening to document abilities in individuals with dementia.
Level of Learning: Introductory
P21 - Montessori-Based Dementia Care: A Path to Meaningful Engagement
Gracie Bowman, Minnesota State University, Mankato
Adelyn Baker, Minnesota State University, Mankato
Allison Eichorn, Minnesota State University, Mankato
Brenna Sommer, Minnesota State University, Mankato
Jeffery Buchanan, PhD, Minnesota State University, Mankato
Hsinhuei Sheen Chiou, PhD, CCC-SLP, Minnesota State University, MankatoFew programs provide dementia friendly environments and activities for adults with Alzheimer’s disease and related dementias (ADRD) (Buettner, Lundegren, Lago, Farrell, & Smith, 1996). Montessori-based activities focus on ability and facilitate positive engagement and affect. (Jarrott, Gozali, & Gigliotti, 2008). This research aims to enhance clinical skills of undergraduate students by creating and implementing Montessori-based activities for adults with ADRD. The researchers were four students majoring in Communication Sciences and Disorders. The students created two Montessori-based activities to capitalize on their abilities including the five senses and to engage participants in meaningful conversations. The flower activity provides opportunities for students to guide adults with ADRD to arrange vases, choose flowers based on color, texture, scent, and personal preferences with visual and auditory support. The toolbox activity offers opportunities for students to guide adults with ADRD to sort household items and tools and discuss the function and sensory qualities with visual and auditory support. Activities were implemented for 30 minutes once a week for 8 weeks in a memory care facility. A student was paired with 1-2 adults with ADRD, implemented the activities, and used one version of a script (downward/simplified and upward/more challenging) to facilitate meaningful conversations based on the participant’s abilities. Engagement and communicative behaviors of the students and adults with ADRD were documented using a 5-point rating scale descriptively. Qualitative and quantitative data will be analyzed. The expected outcome is for students to develop clinical and interpersonal skills to support adults with ADRD and curate dementia friendly environments.
Learner Outcomes: At the end of this presentation participants will be able to:
- Explain the design of the two Montessori-based activities.
- Describe how Montessori-based activities stimulate engagement and conversation.
- Explain how creating and implementing Montessori-based activities can provide learning opportunities and clinical growth for student researchers.
Level of Learning: Introductory
P22 - Interprofessional Education Experience on Montessori-Based Approach for Individuals With Dementia
Goejoua Thao, BS, Minnesota State University Mankato
The global population aged 65 and older is expected to reach 1.6 billion people by 2040 (He, Goodkind & Kowal, 2016, p.11). As the aging population increases, so does the prevalence of Alzheimer’s disease and related dementias (AD/ADRD). The study conducted aims to increase ability to manage and treat this growing population. The study explored the impact of interprofessional education experiences on (1) student learners’ awareness, positive perceptions, and clinician skills in working in an interprofessional team and (2) providing meaningful engagement through Montessori-based activities for individuals with AD/ADRD. The single subject design study occurred during an eight week summer program (i.e., Garden EngAGEment) created for local long-term care facility residents with AD/ADRD. The study consisted of four student volunteers from Minnesota State University Mankato. After receiving Dementia Friends Training, student learners worked one-on-one and in small groups with students across disciplines to provide meaningful engagement by stimulating long-term memories through the five senses in Montessori-based activities. Activities were modified though instructions for progressive complexity to challenge (upward extensions) and simplify (downward extensions) a task to meet the needs of the individual (Jarrott, Gozali, & Gigliotti, 2008, p. 114). Data was obtained through pre-questionnaires and post-questionnaires in five-point rating scales before and after the summer program. Data was collected through observed behaviors on a four-point rating scale after each session and marked meaningful engagement, passive engagement, self-engagement, or non-engagement. The expected outcome is interprofessional team experiences increase student learners’ awareness, perceptions, and clinician skills in teams and plan of care.
Learner Outcomes: At the end of this presentation participants will be able to:
- Identify interprofessional education experiences as a tool to improve student clinician skillset
- Identify benefits of interprofessional education experiences for student learners (e.g., awareness, positive perceptions, and clinician skills)
- Identify if an interprofessional team experience increases student learners’ ability to provide meaningful engagement for individuals with AD/ADRD.
Level of Learning: Introductory
P23 - Dynamic Temporal and Tactile Cueing and Children With CAS
Kirsten Finnefrock, MS, Fontbonne University
Childhood Apraxia of Speech is a complex motor speech disorder that is characterized by difficulty planning and coordinating movements needed for speech causing inconsistent speech errors, poor speech intelligibility and difficulty with speech sound sequencing. For a child with Childhood Apraxia of Speech, effective intervention is critical for improving their speech outcomes. One effective intervention technique is Dynamic Temporal and Tactile Cueing (DTTC). This study will investigate the effectiveness of DTTC in the treatment of children with CAS.
Learner Outcomes: At the end of this presentation participants will be able to:
- Define Childhood Apraxia of Speech (CAS) and the features of treatment in Dynamic Temporal and Tactile Cueing (DTTC)
- Describe three reasons DTTC has been shown to be effective in the outcomes of treatment in children with CAS
- Describe clinical limitations to consider when providing DTTC intervention
Level of Learning: Introductory
P24 - Examining the Representation in Children’s Media of Hearing Aids and Cochlear Implants and the Connection to Positive Self-Image
Johrdan Oppegaard, , Minnesota State University, Mankato
About 20% of children ages 12 and under experience some degree of hearing loss (Boston Children’s Hospital, n.d.). Causes of children’s hearing loss can be attributed to otitis media, congenital factors, certain illnesses, and more (ASHA, n.d.). Hearing aids and cochlear implants, devices fitted in or behind the ear which amplify sound, can be prescribed for children with hearing loss, just to name a few as one of multiple options. However, research shows that the majority of individuals who would benefit from hearing aids do not use one, which can be attributed to many different factors (McCormack & Fornum, 2013). Though hearing aids and cochlear implants are not the only option for children with hearing loss, they are an important consideration for those who are recommended these devices, as early use of hearing aids and cochlear implants can help facilitate crucial communication and social development skills (ASHA, n.d.). However, not all children show eagerness to wear hearing aids or cochlear implants, and some may even reject them. This literature review will study children’s attitudes towards hearing aids and cochlear implants, the representation of hearing aids and cochlear implants in media, toys, and books, and how to promote children’s positive-self image with hearing aid and cochlear implant use. These results will help educate how to promote positive perception of hearing aids and cochlear implants for all children and increase the comfortability perception of children with hearing loss in receiving these devices.
Learner Outcomes: At the end of this presentation participants will be able to:
- Explain the current perception and stigmas surrounding hearing aids and cochlear implants in children.
- Describe the representation of hearing aids and cochlear implants that is available in children’s media and what messages it sends to children.
- Explain how to best promote a positive perspective of hearing aids and cochlear implants for all children, but particularly children receiving these devices.
Level of Learning: Introductory
P25 - Undergraduate Student Awareness of Professions in Communication Sciences and Disorders
Meridith Grob, University of Minnesota Duluth
Dana Collins, PhD, CCC-SLP, University of Minnesota Duluth
Jolene Hyppa Martin, PhD, CCC-SLP, University of Minnesota DuluthThe purpose of this research was to evaluate awareness of Communication Sciences and Disorders (CSD) professions among undergraduate students. The three main areas this research focused on were client populations served, educational requirements, and possible employment settings for speech language pathologists (SLPs) and audiologists.
Learner Outcomes: At the end of this presentation participants will be able to:
- Identify potential CSD majors’ level of understanding regarding the educational requirements for SLPs and Audiologists
- Identify potential CSD majors’ level of understanding regarding the scope of practice for SLPs and Audiologists
- Identify potential CSD majors’ level of understanding regarding the potential employment settings for SLPs and Audiologists
Level of Learning: Introductory
P26 - Caregivers’ Perspectives of Choral Participation and Communication Abilities for Individuals With Dementia
Emily Flack, BA, University of Minnesota Duluth
Dana Collins, PhD, CCC-SLP, University of Minnesota Duluth
Sharyl Samargia-Grivette, PhD, CCC-SLP, University of Minnesota DuluthDementia is a progressive condition with degenerative cognitive deficits that have life altering effects on a person’s daily life, memory, emotional well-being, and their ability to socialize with others. The consistent support and understanding from caregivers, along with a tailored approach to care, play crucial roles in maximizing the positive outcomes for individuals with dementia. The purpose of this study was to investigate caregiver perspectives on the communication abilities and impact on quality of life for individuals with dementia who regularly attend choir rehearsals. A survey was used to gather information about the participants’ demographics, social communication abilities, emotional states, and life participation. Results demonstrated both stability as well as improvements of decreasing dementia symptoms for those regularly involved in choral participation. This supports the notion about how music involvement can influence and impact our memory and recall abilities, emotional regulation, and social abilities for the better and how musical engagement provides support for both individuals with dementia and their caregivers.
Learner Outcomes: At the end of this presentation participants will be able to:
- Summarize caregiver responses regarding their perceptions of individuals with dementia who participate in a choir
- Identify communication improvements for those with dementia who participate in a choir
- Identify limitations and challenges for those with dementia who participate in a choir
Level of Learning: Introductory
P27 - Feeding Problems in Infants With Cleft Lip/Palates & SLP's Strategies
Onalie Dennis, University of Wisconsin – River Falls
Negin Moradi, PhD, CCC-SLP, University of Wisconsin – River FallsFeeding challenges are a primary concern for infants with cleft lip and/or palate, stemming from structural abnormalities that disrupt effective suction, intraoral pressure, and swallowing coordination. These issues increase the risk of aspiration, malnutrition, and prolonged feeding times, posing significant challenges for both infants and their parents. Speech-language pathologists (SLPs) play a crucial role in managing these challenges through evidence-based interventions. This study systematically reviewed scientific resources from Google Scholar, Scopus, and PubMed using keywords: cleft lip and palate, feeding difficulties, speech-language pathology, and feeding strategies. Only articles published after 2010 were included, focusing on research discussing SLP interventions for feeding difficulties. The most common feeding problems identified were ineffective sucking, delayed feeding development, and nasal regurgitation. SLPs recommend using pacing strategies and specialized cleft bottles. Additionally, modifying feeding positions and educating parents on these strategies are essential. These interventions lead to timelier feedings, improved infant weight gain, and reduced parental stress. Early intervention by SLPs is necessary to improve feeding outcomes for infants with cleft lip and palate. A versatile and culturally sensitive approach is vital for enhancing the quality of life for these infants and their families. Further research is needed to explore the long-term impacts of these interventions.
Learner Outcomes: At the end of this presentation participants will be able to:
- List three different methods of treating infants with cleft lip/palate feeding problems.
- Measure the effectiveness of SLP early intervention with infants with feeding issues that have cleft lip/palate.
- Recall various evidence-based interventions regarding cleft/lip and palate strategies.
Level of Learning: Intermediate
P28 - Virtual Reality and Social Attitudes: Implications for AAC
Kirsten Ward, BA, University of Minnesota Duluth
Madison Zuehl, BS, University of Minnesota Duluth
Jolene Hyppa Martin, PhD, CCC-SLP, University of Minnesota DuluthNearly two million people in the US use AAC to communicate, and many report experiencing negative
attitudes and behaviors directed toward them (Beck et al., 2000; Hoag et al., 1994; Hyppa-Martin et al.,
2016). This could be due to a variety of factors including a lack of exposure to individuals who use AAC
devices (Dubbs, 2024; Lilienfeld & Alant, 2002). Negative attitudes held by persons in the social
environment may lead to limited opportunities and reduced social experiences (Dudek et al. 2006; Hyppa-Martin et al., 2016). This is of concern to SLPs because they are often the professionals who lead AAC interventions and want to promote interventions that will provide positive experiences, high acceptability, and social inclusion for clients who use AAC to communicate. Fortunately, numerous studies have identified positive effects of virtual reality experiences on improving social attitudes regarding civic, political, and environmental attitudes (Nikolaou et al., 2022). Virtual reality
consists of using a head-mounted display and software to create an immersive, virtual experience (Lee,
2004). The authors of this poster located social attitude research involving VR methodology found that VR influenced social attitudes significantly more than non-immersive interventions. They summarized emerging challenges and opportunities for VR research. This presentation summarizes variables associated with improved social attitudes to inform (a) clinical practices of SLPs to create positive social inclusion for clients who communicate using AAC and (b) virtual reality interventions to improve attitudes toward AAC users.Learner Outcomes: At the end of this presentation participants will be able to:
- Describe the level of scientific evidence provided by a systematic review, as well as the systematic review’s contribution to evidence-based practice
- Summarize the extant evidence about changing social attitudes with virtual reality interventions
- List five ways that the extant evidence about virtual reality interventions can inform SLP practices and investigations into attitudes directed at AAC users
Level of Learning: Introductory
P29 - Multiple Language Modalities for Deaf and Hard of Hearing Children.
Dylan Stiff, BS, Fontbonne University
As our understanding of how children with hearing loss learn in relation to their exposure to language grows, so to must our view of what methods of intervention and language exposure will best aid their development. This study will examine the different methods by which children who are deaf and hard of hearing are exposed to language, as well as potential benefits to the different modalities of language that they may be exposed to. It will also examine how the different modalities may provide the greatest benefits when provided in tandem, so as to provide the child with as many opportunities as possible for language growth, regardless if they are learning to communicate verbally, through sign, or both.
Learner Outcomes: At the end of this presentation participants will be able to:
- Describe three educational benefits of exposure to multiple modalities of languages for deaf and hard of hearing children.
- Describe three social benefits of exposure to multiple modalities of languages for deaf and hard of hearing children.
- Describe the means by which deaf and hard of hearing children may be exposed to multiple modalities of language.
Level of Learning: Introductory
P30 - Effects of Tongue Strength Training on Speech and Swallowing in Dysarthria
Jayanti Ray, PhD, CCC-SLP, Bethel University
Kate Ahrens, BA, Bethel University
Morgan Dean, BA, Bethel University
Julia Helget, BA, Bethel UniversitySpeech intelligibility and swallowing abilities are important domains of quality of life. The purpose of this study was to explore treatment strategies for a 24-year-old client (diagnosed with a spastic-athetoid type of developmental dysarthria) for improving speech intelligibility and swallowing functions. After establishing the baseline for speech and swallowing behaviors, intervention data were collected over sixty sessions. To improve overall swallowing functions for managing drooling and liquid intake, the client engaged in articulatory (tongue and lips) strength and endurance training using IOPI (Iowa Intraoral Performance Instrument), allowing repeated measures of the client’s swallowing performance. Besides using the IOPI, the client also read functional phrases and sentences during each session to track speech intelligibility. Pre- and post-treatment measures in speech and swallowing, though inconsistent at times due to the lack of precise tongue bulb placement on the palate, indicated overall gains. The client expressed her ratings of select quality of life domains adapted from the World Health Organization Quality of Life Survey. The client reported unfamiliar communication partners had difficulty understanding her speech during conversations. The ratings of swallowing behaviors during liquid intake and oral secretion management were satisfactory due to the increased number of swallows and reduced noticeable drooling. Discussion pertains to the client’s perceptions of functional outcomes in speech intelligibility, swallowing, socio-communicative abilities, and overall quality of life after intervention.
Learner Outcomes: At the end of this presentation participants will be able to:
- Decribe speech and swallowing problems in spastic-athetoid dysarthria
- Describe the impact of tongue strength training on speech intelligibility and quality of life
- Describe the impact of tongue strength training on swallowing and quality of life
Level of Learning: Intermediate
