Representing Professionals Who Serve Individuals
With Communication Disorders Since 1936
With Communication Disorders Since 1936
Utility of Electroglottography for Assessment of Inducible Laryngeal Obstruction
Bruce Poburka, PhD, CCC-SLP, Minnesota State University, Mankato
Grace Miller, BA, Minnesota State University, MankatoThis study examined the potential of electroglottography (EGG) for assessing inducible laryngeal obstruction (ILO). Traditional methods for assessing ILO involve imaging the hypopharynx while symptomatic. Imaging under these conditions is invasive and cumbersome because it requires placement of an endoscope while the patient is experiencing breathing difficulty. Furthermore, ILO symptoms can resolve quickly once exertion has ceased, and may be missed by the time an image is obtained. Use of EGG may provide a faster, less invasive method of detecting laryngeal involvement in ILO. This study reports on 10 subjects where EGG was used to detect laryngeal involvement in simulated ILO. Results include the percentage of subjects where EGG successfully detected ILO, limitations, pitfalls, and final recommendations for additional study.
Learner Outcomes: At the end of this presentation participants will be able to:
- Explain how the use of electroglottography for assessment of inducible laryngeal obstruction may simplify the assessment process.
- Indicate whether electroglottography can reliably detect inducible laryngeal obstruction
- Identify limitations and pitfalls in the use of electroglottography for assessment of inducible laryngeal obstruction
Level of Learning: Intermediate
Performance of Speech Captioning Apps With Diverse Speaker Voices
Danielle Steckler, BS, Minnesota State University, Mankato
Sydney Scheel, BS, Minnesota State University, Mankato
Kristi Oeding, PhD, AuD, Minnesota State University, MankatoOur ability to communicate with each other has significantly improved with the advent of technology. One technology that has improved significantly over the last few years is speech-to-text captioning. This technology allows people to improve access to communication in meetings, school, and even one-on-one discussions using software and apps on computers and cellphones. While this technology increases access, the accuracy of their speech-to-text functions is unknown. This technology heavily relies on artificial intelligence and it could be more prone to errors versus Communication Access Realtime Translation (CART) where a person is able to type the speech in realtime to reduce translation errors. These errors could impact a person’s ability to understand in these important situations, however, many times people default to auto-captioning. The goal of this project was to determine the accuracy of three popular speech-to-text software applications’ auto-captioning functions using three different talkers (male, female, and accented speech). The results will highlight how accurate each software application was and the common errors that were made that users need to be aware of.
Learner Outcomes: At the end of this presentation participants will be able to:
- Describe why speech to text technology is important for accessibility
- Describe differences between three common software platforms that use speech to text
- Describe common errors seen in these software and future directions on how to improve this
Level of Learning: Introductory
Early Steps, Lifelong Impact: Integrating Speech-Language Pathology Services Into Early Cerebral Palsy Care at Gillette Children’s
Brittany Wickoren, MS, CCC-SLP, Gillette Children’s
Katie Michalski, MA, CCC-SLP, Gillette Children’s
Dana Anderson, MA, CCC-SLP, Gillette Children’sCommunication challenges are prevalent among children with Cerebral Palsy (CP), as many as 80% of these children experience communication impairments (Parkes et al., 2010; Mei et al.,, 2016, 2020). SLP’s are integral in facilitating communication development as part of the CP multidisciplinary care team. Gillette has been actively ensuring that children under age 2 with CP are promptly screened for possible communication disorders and provided with early intervention services.
SLP’s on Gillette’s CP early intervention committee started a pilot evaluation and treatment program in the fall of 2023. This pilot was initiated due to the low number of early intervention patients that were being seen by speech. Referrals to ST were made from PMR, neurology, PT, and OTs with children 6-12months (adjusted). Standardized tests (DAY-C) showed delays in communication even at a young age (<2 years). Outpatient pediatric clinic 6 evaluations completed. 5 POC were initiated with patients 6-12 months. Day-C administration – showed delays in communication even at a young age. POC were flexible to fit family wants/needs; weekly to 1-2x/month. In person or virtually. evidence-informed SLP intervention strategies such as parent coaching, language stimulation techniques, and augmentative and alternative communication (AAC). Results successfully showed the need for EI language services. Families reported positive outcomes and learned language stimulation techniques and early exposure to AAC
Learner Outcomes: At the end of this presentation participants will be able to:
- Describe the role of speech-language pathology within an interdisciplinary team for early cerebral palsy care.
- Discuss the long-term benefits of integrating speech-language pathology services early in the management of cerebral palsy.
- Describe language stimulation techniques and parent coaching strategies to promote communication development.
Level of Learning: Introductory
The Effects of Different Delivery Modalities on Perceived Benefits of Individuals in the SPEAK OUT!® Group
Olivia Kaliher, BS, University of Minnesota Duluth
Dana Collins, PhD, CCC-SLP, University of Minnesota DuluthThis study aims to evaluate how the delivery modalities of the SPEAK OUT!® program effects participants’ perceived benefits. Specifically, it will examine whether the mode of delivery (telehealth or in-person) has a differential impact on participants’ perceived communication abilities and overall quality of life. Participants will complete a 16-item survey, consisting of 15 closed-ended questions adapted from the Communicative Participation Item Bank (CPIB) and the Parkinson’s Disease Questionnaire (PDQ-39), along with one open-ended question. Data will be analyzed through frequency response analysis of the closed-ended questions and thematic analysis of the open-ended responses. Findings will provide insights into the effectiveness of different delivery modalities within the SPEAK OUT! program and their contribution to participants’ perceived benefits in speech therapy.
Learner Outcomes: At the end of this presentation participants will be able to:
- Identify the impact of Parkinson’s disease on swallowing, communication, and quality of life.
- Assess the effectiveness of SPEAK OUT! therapy in improving perceived benefits for individuals with Parkinson’s disease.
- Compare the outcomes of telepractice and in-person therapy in terms of client satisfaction and treatment effectiveness.
Level of Learning: Introductory
CSD Graduate Students’ Awareness for Working With Deaf Clients
Emily Gatzmeyer, BA, 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 study is to determine the level of awareness regarding the Deaf community among communication sciences and disorders graduate students who are attending Midwestern institutions. The data collected from this survey will be used to gather information with a particular focus on student demographics, attitudes, prior knowledge, and relative comfort when working with Deaf clients. Additionally, information will also be collected regarding how and in what format students would like to expand their knowledge regarding how to effectively engage with and support the Deaf community. The results of this study will assist in determining students’ awareness and confidence regarding working with the Deaf community, as well as how to bridge this gap. Additionally, the results of this study will also assist in guiding the next step towards speech-language pathologists’ cultural awareness of the Deaf community. This knowledge will help speech-language pathologists provide the highest quality of care to the Deaf community, leading to increased client satisfaction.
Learner Outcomes: At the end of this presentation participants will be able to:
- Summarize student responses regarding their attitudes, knowledge, and comfort in working with Deaf clients.
- Identify areas for improving communication sciences and disorders graduate students’ awareness of the Deaf community.
- Describe the consequences of having limited knowledge of the Deaf community.
Level of Learning: Introductory
Takeaways to Improve SLP, PA, and RN Patient Education Materials
Bridget Schelde, University of Minnesota Duluth
Emma Snell, Essentia Health
Jolene Hyppa-Martin, PhD, CCC-SLP, University of Minnesota DuluthAchieving successful patient-provider communication promotes shared respect and empowered autonomy in health care (PPCN, 2024). Communication-Vulnerable Patients in the US include 31 million people with hearing loss, 46 million with communication disorders, 40 million with limited English proficiency, 90 million with limited health literacy. Effective patient-provider communication is challenging even for the “health literate.” NIH reported median length of communication between patient and provider during care visits was 15.7 minutes, during which 6 topics were discussed (Tai-Seale et al., 2007). Healthcare providers & their patients may speak different languages and have different cultures, beliefs, & backgrounds (Blackstone et al., 2015; Kessels, 2003; Rao, 2011). All patients, including those who are communication vulnerable, experience low literacy levels, or are English language learners have the right to effective communication with providers. The National Action Plan for Health Literacy calls for cross-disciplinary action to ensure health services are understandable for all. This poster summarizes analysis of patient education materials created by the professional organizations of SLPs, RNs and PAs and the results of an interdisciplinary scoping review of their unique and overlapping roles in health literacy. Patient education materials from professional organizations for SLP, PA, and RN are shown on the poster. Results of Flesch Kincaid Readability analyses are reviewed and suggest that patient educational materials from all three professions are too complex to meet current CDC readability recommendations. Takeaways from the scoping review of the extant literature to support readability of patient education materials and to improve patient-provider communication are summarized.
Learner Outcomes: At the end of this presentation participants will be able to:
- List several ways to improve patient provider communication
- Explain the results of a readability analysis of SLP, PA, and RN patient education materials
- Describe the impacts of poor patient provider communication on economic, personal, and healthcare outcomes
Level of Learning: Introductory
