May Kay Bradley, M.A., CCC-SLP, Kelsey Johnson, B.S.
Supervising the Outstanding Student Clinician; Using Critical Questions to Facilitate Clinical Thinking
This poster will explain the process of teaching and training outstanding graduate clinicians to pose leveled critical thinking questions to facilitate higher-level clinical thinking. It will clarify how the students became aware of their need to extend their self-reflection beyond “What went well? What should be adapted? Concrete response and action.” Finally, the poster will show how clinical peak performance; movement into the self-reflection stage (Anderson 1988), and autonomy was reached through repeated opportunities, guided practice and student reflections. Examples of the self-reflection format and questions will be shared.
Christine Kosky, Ph.D., CCC-SLP, Daisy Mejia, M.S., Maria Luciano, M.S., Loida Rivera, B.S.
Bilingualism: Information for School Personnel via a Workshop Presentation
This pre-poster investigated the effectiveness of providing information concerning bilingual language development via in-service sessions in five public schools in Westchester and Rockland counties, NY. The 92 participants included general education teachers, teacher’s assistants, specialized professions, and ‘other.’ Data analysis supports staff development courses that include bilingual language development with case scenarios, and that knowledge of bilingual language development is gained from both professional preparation and servicing bilingual students.
Christine Kosky, Ph.D., CCC-SLP, Susan Bumbolow, M.S., Eva Czarnocha, M.S., Alexa Spinelli, M.S., Alicia Sullivan, M.S.
Improving Communication between Health Professionals and Persons with Dementia
This poster assessed the effectiveness of providing information to health professionals about communication strategies to use with individuals with dementia via in-service sessions. Forty-one healthcare professionals in one assisted living facility and three skilled nursing facilities in New York State and Connecticut were presented with identical pre-tests and post-tests that included case scenarios. Participants benefitted from the in-service session as demonstrated by an increase in post-test scores.
Mary Pitti, M.S., CCC-SLP, Mike Mattheny, M.S.
Speech-Language Pathology and Athletic Trainers Working Together: Cases of Vocal Cord Dysfunction-Exercise Induced Laryngeal Obstruction
Vocal Cord Dysfunction-Exercise Induced Laryngeal Obstruction (VCD-EILO) is a medical condition that interrupts normal breathing cycle during intense exercise resulting in adduction of the vocal cords upon inhalation. This debilitating condition affects athletic performance causing increased stress. Through two case examples, this poster will illustrate specific clinical features of VCD-EILO and describe how an athletic trainer and speech-language pathologists work together to improve symptoms and increase performance in athletes with VCD-EILO. Proper referral steps and the healthcare will be discussed.
Mary Richardson, M.S., Mary Sapone, M.S., CCC-SLP
Analysis and Treatment of Challenging Eating and Mealtime Behaviors for Children on the Autism Spectrum
Children with autism often exhibit inflexibility and intolerance to foods based on: texture, color, shape, temperature, size and familiarity. Difficulties are also seen with age appropriate mealtime rules, routines, and etiquette. Stepping Stones Learning Center has developed a protocol based on relevant research for addressing behaviorally based issues surrounding food, meals, and mealtimes. The efficacy of this protocol is currently being evaluated via a study utilizing a changing criterion, multiple baseline design. This poster session will display and describe the protocol, status of the study to date, and offer the attendees strategies to address related challenges.
Renee Toueg, M.S., CCC-SLP, Sanya Mijatovic, B.A., Michelle Martins, B.A., Pnina Abramov, B.A.
I Can Speak - A Woman with Locked-In Syndrome
This poster concerns a 40 year old woman who suffered a brain stem stroke 10 years ago resulting in a Locked-In-Syndrome (LIS). LIS is characterized by consciousness, but usually individuals are voluntarily paralyzed and voiceless. Verbal communication is generally non-existent, and communication can occur with augmentative and/or assistance communication. She primarily relies on an alphabetic system and has made great strides in terms of phonation and vocalization.
Victoria Tumanova, Ph.D.
Parents’ and SLPs’ Rating for Preschool-Age Children’s Stuttering: Implications for Assessment
Relations among parent-reports (i.e., Test of Childhood Stuttering (TOCS) of preschool-age child’s stuttering, examiners’ measure of stuttering, and mean length of utterance during conversation will be assessed during this poster. Higher TOCS scores were associated with higher children’s stuttering but lower MLU, suggesting that young children who stutter truncate verbal output to cope with stuttering.
Kathleen Williams, Ph.D.
Developing Early Literacy Skills: Using a Speech-to-Print Approach
Speech-language pathologists are uniquely trained to play a key role in helping children acquire the important precursor literacy skills of phonological and print awareness. Because of their knowledge of the sound system of language, they can help demonstrate and support a speech-to-print approach for helping children to “crack the code” of written language. During this poster, evidenced-based intervention strategies incorporating a speech-to-print approach will be demonstrated and practiced.
Jessica Alboher, B.A., Nicole DeJulio, B.A., Stephanie Halvax, B.S., Kathleen Kaiser, M.S., CCC-SLP, TSHH
There’s an App for That: Next Steps toward an Evidence-Based Practice Tool
The use of apps has become an integral part of speech-language therapy across various settings and populations. However, the evidence base for their use is currently limited. To date, there is not a standard rubric to evaluate apps used by speech-language pathologists. Our poster surveys ASHA certified speech-language pathologists to determine how apps are being used in clinical settings and which evaluative elements responders consider to be important to include in a rubric that would evaluate apps through an evidence-based practice lens.
Lauren Alley, B.S., Jennifer Lopez, B.S., Julia Unger, Ph.D., CCC-SLP, Jessica Kisenwether, Ph.D., CCC-SLP
The Effect of Frequency Altered Feedback on Fluency and Fundamental Frequency
This poster will investigate the usefulness of frequency altered feedback (FAF) as a clinical tool in the treatment of persistent developmental stuttering and investigate the presence of acoustical changes and possible correlation with improvements in fluency. Preliminary results show limited improvements in fluency using FAF with documented informal affects on fundamental frequency during continuous speech samples.
Ashtin Argentrieri, Meaghan DeMatties, Magdalene Economou, Mary Kay Bradley, M.A., CCC-SLP
Going with the Flow: Teaching the Contour of Conversation
Social skills are needed in all communication environments and are often the skills most obviously lacking for establishing lasting social relationships, and maintaining and retaining employment. A nine-week program was implemented with young adults with mild to moderate cognitive disabilities. Using explicit instruction, teaching and practicing focused on the key elements of the contour of conversation: greetings, small talk, main topic, wrap up and farewell.
Lindsey Brooker, Julia Unger, Ph.D., CCC-SLP, Jessica Kisenwether, Ph.D., CCC-SLP
Changes in Fundamental Frequency over Time When Exposed to Frequency Altered Feedback
The purpose of this poster was to investigate changes in fundamental frequency over time with participants wearing a frequency altered feedback device (FAF). Speech samples were recorded with and without FAF and analyzed for changes in fundamental frequency and its standard deviation in the beginning of the sample, middle of the sample, and end of the sample. Preliminary results indicated there were no significant differences in either measure across the duration of the samples.
Lindsay Cardinali, B.A., Megan Dunn Davison, Ph.D., CCC-SLP, Elizabeth Riina, Ph.D.
Family Correlates of Language Development in Fragile Families
The importance of early language experiences for young children is well established, as is the critical role that caregivers play in providing that experience. This poster examines family characteristics of low-SES, non-married families with children with and without language impairment using a longitudinal, population-based dataset. Multiple regression analysis is used to examine associations between parenting behaviors and children’s early language and literacy development. Implications for current practice are discussed.
Shannon Coleman, B.A., Robert Owens, Jr., Ph.D., CCC-SLP
Language Production and Executive Function in Preschool Children's Narratives
This poster will examine whether individual differences in executive function (EF) skills and the ability to adequately refer to characters in narrative discourse were related in a group of high risk preschool age children. Results demonstrated a significant positive correlation between EF skills and adequately referring to a story character. The strongest relationships occurred between working memory and a child's ability to adequately introduce and reintroduce a story character.
Rosie Dominguez, Jennifer Meza, B.A., Elizabeth Ijalba, Ph.D., CCC-SLP
Translanguaging Strategies Supporting Vocabulary Learning and Literacy among Triplets in a Spanish-Speaking Home
The purpose of this poster is to identify the naturally occurring Translanguaging strategies and Funds of Knowledge (TLK) used between a mother and her three children during literacy-based interactions. We then turn to the explicit teaching of translanguaging strategies and the mother’s use of these strategies in supporting her children’s vocabulary learning, generalization and maintenance.
Caitlin Donohue, B.A., Robin Goldenberg, M.S., Cecilia Navarra, M.A., CCC-SLP
Factors Impacting Topic Maintenance in a Child with High Functioning Autism
Situational factors impacting topic maintenance in a 12-year-old boy (R.) with high functioning autism were assessed in this poster. Results indicate that the ability to maintain discourse appears to be related to factors such as the child’s familiarity with specific types of problems. This suggests that targeting problem solving in the context of play has the potential for dual benefits in that it may enhance topic maintenance while enhancing social skills, as play provides real time practice for situations that require problem solving in a non-threatening environment.
Jessica Ellis, B.S., Allison Koslowski, B.S., Michelle Rodriguez, B.S., Barbara Leader, M.A., CCC-SLP, Kate Franklin, Ph.D., CCC-SLP
EMTs and EMCs: Emergency Medical Technicians and Emergency Medical Communication - A Continuation Project
Emergency medical technicians face daily communication challenges. Patients are unable to provide critical information to first responders. Additionally, primary informants may have limited communication skills. AAC strategies are appropriate to consider for these individuals. This poster involves training EMTs/paramedics on the use of the communication board developed in an earlier project. Training focused on strategies for use of the communication board in various emergency situations. Pre-and post-training ratings assess participant knowledge and skills.
Elizabeth Ferrara, B.S., Mary Napolitano, B.A., Sima Gerber, Ph.D., CCC-SLP
Implementing Play-Based Developmental Assessments with Children Functioning in the Prelinguistic Stages of Development
Developmental language assessments are viable in assessing nonverbal children functioning at early developmental stages. These assessments reflect children’s ‘true’ developmental levels, leading to effective intervention. Notions of the relationship between ideas, symbolic representation, and language in play led to implementation of a play-based developmental language assessment with a non-verbal client with autism spectrum disorder using Linder’s (1993) Transdisciplinary Play-based Assessment. This poster demonstrates the benefits of evaluating non-linguistic domains in children within prelinguistic developmental stages.
Lina Fox, B.S., Monica McHenry, Ph.D., CCC-SLP
The Potential for Animal-Assisted Therapy in Speech-Language Pathology
Animal-assisted therapy (AAT) has been receiving growing attention as a possible intervention strategy for children and adults. It is of interest to speech-language pathologists in particular, as it has notable potential to increase communication skills. This poster will provide guidelines for assessing the present research, an explanation of terminology, a delineation of the possible benefits indicated for different populations, as well as the steps and considerations involved in implementing AAT.
Jennifer Garcia, B.S., George Pagano, M.S., CCC-SLP
Graduate Student Clinicians' Self- Rating of Preparedness in School-based Externships
This poster describes graduate student clinicians' self-rating of preparedness for school placement/student teaching externship. The positive components as well as perceived areas of improvement in their graduate-level preparation were examined. The results of the study have implications for speech-language pathology graduate clinical preparation programs.
Shameeka Harris, A.A., Joann Hua, B.A., Akiko Fuse, Ph.D.
New York City Commuters on Noise Induced Hearing Loss Awareness and Precautions Taken to Protect Hearing Health
A study on New York City (NYC) commuters and their awareness of Noise Induced Hearing Loss (NIHL) and the precautions they take in protecting their hearing was conducted. The purpose of this poster is to examine the commuters’ (students and the Metropolitan Transportation Authority (MTA) employees, N=70) attitude toward NYC Subway noise and how they cope with the noise during their commutes.
Jasmine Jenkins, B.A., Linda Milosky, Ph.D., Tanya Eckert, Ph.D., Kimberly Lamparelli, M.A., CCC-SLP, Erin Holdridge, M.A., CCC-SLP
Evaluating the Efficacy of Dialogic Reading Strategies in Increasing the Vocabulary of a Preschooler with Expressive/Receptive Language Disorder
The preschool years are foundational for building language and literacy skills in young children. Hart and Risley (1995) found that a lack of exposure to vocabulary resulted in low-income children lagging behind their higher income peers, a gap that had only widened when these children were reassessed in the third grade. A multiple baseline design examined the effectiveness of dialogic reading as a vocabulary intervention for nouns, verbs, and attributes in a 4-year-old male, Matthew Jones with mixed receptive/expressive language disorder from a low-income background. During the intervention phases, Matthew showed an increase each week in his ability to label targeted vocabulary words across all categories (e.g. nouns, verbs, and adjectives). Matthew was also assessed at the end of the semester on his ability to label all of the vocabulary targeted in his single subject design sessions, and he was able to do so with 58.3% accuracy. At the beginning of the study, Matthew labeled these words with 0% accuracy.
Suzanne Johnston, M.A., CCC-SLP, Whitney Atwood, B.S., Bridget Miskell, B.S., Jaide Edwards, B.S., Heather Coles, M.A., CCC-SLP
AphasiaScriptsTM: A Tool for Teaching, Reaching, and Learning in a University
This poster will describe the broad utility and benefits of the AphasiaScriptsTM software program in treatment with individuals with brain injury as well as its varied application as a teaching tool for students, and its use as an efficient and effective service delivery model in the context of a graduate student clinical training program.
Michelle Krasko, B.A., Yelena Norkina, B.A., Jocelyn McLoughlin, B.A, George Pagano, M.S., CCC-SLP
Implementation of Common Core State Standards by Speech-language Pathologists in Urban School Settings
Speech-language pathologists have unique training and skills that contribute to the development of student’s language and literacy skills. With the recent implementation of the national Common Core State Standards, school-based SLP’s have been urged to incorporate these standards into their practice. Possible applications include aligning and developing goals based on grade level standards and collaborating with teachers in order for students to access the general education curriculum. This poster describes a study that assessed the understanding and implementation of the Common Core State Standards by speech-language pathologists in urban public school settings.
Kirsten Ley, B.S., Chernelle Patrice, B.S., Jenny Huynh, B.S., Barbara Leader, M.A., CCC-SLP
Health Literacy: Do SLPs Know What They Need to Know?
Health literacy reflects “the degree to which individuals have the capacity to obtain, process and understand basic health information and services needed to make appropriate health decisions.” (Healthy People 2010) The National Institutes of Health specifically includes “assessments for allied professional programs, such as …speech-language pathology” as areas commonly associated with health literacy [www.nih.gov]. This poster will report results of a survey of speech-language pathologists to ascertain working knowledge of concepts of health literacy and application of these concepts to professional practice.
Carly Maldonado, B.S., Dr. Karen A. Doherty, Ph.D.
Early Age-related Changes in High Frequency Hearing Thresholds, Hearing Handicap, and Motivation to Take Action
This poster evaluated factors related to the early stages of age-related hearing loss in adults who reported having difficulty hearing in some situations, but did not know if they had a hearing loss. Differences in hearing handicap, high frequency hearing thresholds, motivation to take action, and attitudes towards hearing loss and hearing aids were assessed as a function of these adults’ hearing thresholds, which ranged from normal hearing to a mild to moderate hearing loss.
Kerry McNamara, Andrew Mancini, Jessica Kisenwether, Ph.D., CCC-SLP
A Survey of Singers’ Knowledge of Vocal Anatomy and Physiology
This poster will examine the knowledge of singers in the areas of vocal anatomy and physiology. Approximately one hundred students enrolled in a voice concentration program completed the survey. Results indicated that although singers demonstrated basic knowledge, continued education is necessary to ensure safe vocal practices.
Meaghan Paul, B.A., Giovanna Restrepo, M.S., Monica DaSilva, B.A., Daniella DeVita, B.A., George Pagano, M.S., CCC-SLP
The Use of Piagetian Tasks by Graduate Clinicians in Assessing the Cognitive-Linguistic Abilities of Monolingual Spanish Clients
This poster describes the use of Piagetian tasks by graduate student clinicians while engaged in an academic and clinical international program in Manizales, Colombia. The graduate students performed diagnostic evaluations on monolingual Spanish children in various school settings. The students and supervisors developed a diagnostic protocol that incorporated Piagetian tasks to assess the child’s current level of cognitive-linguistic functioning. The development of these tasks not only was important for training graduate students how to measure monolingual Spanish children’s language functioning, cognitive flexibility, and cognitive potential, but also had a profound effect on the graduate students’ clinical mindset.
Erin Pikowski, B.A., Megan Leece, M.A., CCC-SLP, Linda Milosky, Ph.D., Tanya Eckert, Ph.D.
Evaluating the Efficacy of Simultaneous Acquisition of Phonemes and Motor Learning Principles in Treating Developmental Articulation Disorder
“Inconsistent progress” and “regression” are two terms often used to describe the treatment of developmental articulation disorder, especially treatment of rhotic phonemes. A multiple baseline design examined the effectiveness of simultaneous acquisition incorporating motor learning principles for initial /s/, initial /r/, and final /?/ in a 5-year-old male with developmental articulation disorder. During intervention phases, the client increased production accuracy for all three phonemes in phonetically-loaded carrier phrases.
Giovanna Restrepo, M.S., Daniella Devita, B.A., Monica DaSilva, B.A., Meaghan Paul, B.A., George Pagano, M.S., CCC-SLP
The Evolution of Graduate Students’ Clinical Perspective, Post International Study Abroad Experiences
This poster describes the evolution of graduate students in their clinical knowledge and attitudes before and after participating in an international clinical rotation. Students from Long Island University (LIU) -Brooklyn partook in a month-long international clinical experience during which they evaluated and/or treated individuals with various speech and language deficits. The graduate students also had the opportunity to observe and collaborate with professionals currently working in the respective sites of travel. Student evaluations measured clinician’s thinking, service delivery and approach when working with clients with communication disorders.
Kelly Schafer, B.A., Kimberly Lamparelli, M.S., CCC-SLP, Linda Milosky, Ph.D., Megan Leece, M.A., CCC-SLP, Tanya Eckert, Ph.D.
Targeting Conversational Abilities with the Power Card Strategy
This poster examined the effectiveness of the Power Card Strategy for targeting conversational skills in an 11-year-old male with autism. According to Gagnon (2001), this intervention motivates children to increase desired behaviors based on their high level of interest in the characters/activities that the cards describe. Percentage of non-overlapping data points (Scruggs, Mastropieri & Casto, 1987) demonstrates this intervention was highly effective for making eye contact and asking questions and minimally effective for adding comments.
Lisa Velella, M.A., CCC-SLP, Michelle Hesari, B.A., Cali Scott, B.A.
The Role Pediatricians Play in Early Detection and Intervention of Autism Spectrum Disorder (ASD)
Many children are not receiving an ASD diagnosis within the appropriate timeframe despite early indicators/symptoms. Thus, the question comes to mind who is screening and making appropriate referrals for Autism Spectrum Disorders and what is the knowledge base of those individuals? This poster seeks to identify the main indicators used by pediatricians to determine if a child is exhibiting characteristics suggestive of Autism Spectrum Disorder.