Student & Professional Posters

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Poster Presentations
Thursday, April 24
6:30 – 8:30 pm Exhibit Hall

Luanne Andersson, Ph.D., CCC-SLP
A Comparison of Preschool Language Assessment Results Obtained on the PLS-5 Screening Test, FirstSTEp, and TELD-3.

This poster looks at a comparison of the results obtained on two screening instruments (PLS-5 Screening, FirstSTEp) and one broad-based test of language development (TELD-3). Participants were twenty-six preschool children. The FirstSTEp identified seven children for observation. Of these, the PLS-5 Screening identified two children for further evaluation. Of these, the TELD-3 identified one child as qualifying for services; this child had previously been identified and was receiving services at the time of the study.

Areini Arzu, Emerald Greene, Tiffany Henderson, Megan Adinolfi, Dorothy Leone, Ph.D., CCC-SLP
Parent's Language Related Abilities and Phonological Awareness in Children

Phonological awareness describes an individual’s sensitivity to the segmental structure of spoken language (Skibbe, Behnke, & Justice, 2004). In the present study, 20 child-parent dyads’ language and reading abilities were assessed. Children (ages 6-8) were tested using Phonological Awareness Test 2 and parents were given an informal assessment analyzing their reading comprehension and decoding abilities. Results indicated a positive correlation between a child’s phonological awareness and their parent’s language and reading abilities.

Kaitlyn Bendlin, B.S., B.A.
Music: Medicine for the Voice

This poster investigates a study where a single-subject design was implemented to determine the effectiveness of a modified version of the Music Therapy Treatment Protocol (Tamplin & Grocke, 2008) for an individual with dysarthria. Phonation duration and pitch variation were addressed. While some changes were noted, multiple sources of variability prevented demonstration of effectiveness; however, a major presenting problem was extreme anxiety in use of voice. The client consistently reported increased motivation and comfort in using her voice as sessions progressed.

Jennifer Biener, B.A., Kristen Cannici, B.S., Luis Riquelme, Ph.D., CCC-SLP, BRS-S
Pill Swallowing Physiology in Adults with Oropharyngeal Dysphagia

This poster will look at a continuation study whose purpose was to investigate oropharyngeal physiologic changes during pill swallowing in patients with oropharyngeal dysphagia for foods and/or liquids. Pilot results were presented at the NYSSLHA 2013 convention. Patients over 65 with neurogenic etiologies or no known neurological impairments were randomly assigned to four groups. Groups differed by administration order of thin liquid, semi-solid, and pills during videofluoroscopic swallow evaluation. Results included temporal measures and comparisons to non-pill swallow physiology. This continuation study will serve to add more participants to the pool, and provide more robust data analysis for temporal measures and comparisons to non-pill swallows.

Anne Bruscino, B.S., Jordan Wills, B.S., Amanda DeBlasio, B.S., Lara Goldstein, B.S., Barbara Leader, M.A., CCC-SLP
Open Your Door to Aphasia: Building an Aphasia Friendly Business

Small business owners in selected towns in Westchester County, NY, were surveyed to determine their knowledge about customers with aphasia. Information will be shared about business owners’ awareness of interactions with persons with aphasia, the existence of employer-sponsored training programs or interest in developing such programs, in order to best serve customers with aphasia.

Felicia Buglione, B.S., Jennifer Casinelli, B.A., Kristin DeRosso, B.A., Kortney Eng, B.S., Robert Volin, Ph.D., CCC-SLP
Long-Term Sequelae of Mild Traumatic Brain Injury/Concussion

Despite substantial recent evidence that mTBI results in long-term sequelae, the topic remains controversial. We argue that recognition of mTBI-related deficits is influenced by choice of assessment tools and methodology. This poster will provide a review of long-term sequelae of mTBI, and how assessment is affected by testing methods and timing, with the purpose of increasing awareness and understanding of mTBI patients’ complaints.

Meladel Busante, B.A., Victoria Grasso, B.A., Shazia Khuwaja, B.S., Kathleen Kaiser, M.S., CCC-SLP, TSHH
There's an App for That - Now What?

Recent advances in technology have made the use of mobile "apps" easily available for speech-language interventions. Use of these "apps" in therapy has been anecdotally reported to be beneficial; however, evidence-based research on the effects of the use of "apps" is not widely known. This poster will review the current literature in this area, with the goal of identifying current measures used to evaluate the efficacy of "apps" as well as any gaps in current evaluation measures.

Brigid Daul, B.A., Roberta Wacker-Mundy, Ph.D., CCC-SLP
Articulation Test Norms: To Whom are We Comparing our Clients?

This poster presentation will provide information on the normative data used by five (5) commercially available and frequently used articulation tests.  It will alert the audience to the differences in the data used by each test which may explain why clients’ scores may differ between them.  Suggestions for making the best use of tests, if obtained scores are used for decision-making purposes, will be provided.

Amanda DelGiacco, B.S., Krystal Romano, B.S., Melissa Santariga, B.S., Kristen Walters, B.S., Barbara Leader, M.A., CCC-SLP, Kate Franklin, Ph.D., CCC-SLP
EMTs and EMC: Emergency Medical Technicians and Emergency Medical Communication

Emergency medical technicians face daily communication challenges. Patients are unable to provide critical information to first responders because of stroke, head trauma, dementia, limited English language skills, and severity of injury among other causes. What is not routine is that the spouse/significant other/primary informant may be the one with limited communication. This project seeks to close this gap by establishing a core emergency vocabulary that will be incorporated into a communication board for ambulance use to facilitate communication in situations of emergent patient care.

Susan DeMetropolis, M.A., CCC-SLP, Robert Goldfarb, Ph.D., CCC-SLP, Deborah Friedman, M.S., CCC-SLP
Preference of Orthographic Versus Semantic Distinctions in Aphasia

This poster looks at a study that was to determine the preference of orthographic versus semantic distinctions in written words by individuals with aphasia, and to make comparisons to neurotypical adults.  We investigated whether neurotypical adults over-selected the word that is orthographically related, but not semantically related as different; and that the IWA would over-select the word that is semantically related, but not orthographically related as different, because of the semantic deficit characteristic of aphasia.

Julie Ebenstein, B.A., Marissa Minton, B.S. Ed., Ben Watson, Ph.D.
Vocal Release Time during Linguistically-Constrained Devoicing

Voice onsets occur within linguistically-constrained contexts (e.g., beginning of an utterance).  Voice offsets occur in both linguistically unconstrained (e.g., end of an utterance) and constrained (e.g., advance of a voiceless consonant) contexts. Offsets in the constrained context are optimized to meet the goal of a brief interval of devoicing followed by rapid voice onset. This poster looks at a study that applies the measure of Vocal Release Time to examine, physiologic events associated with voice offset in linguistically constrained context.

Lauren Farrell, B.A., Renee Fabus, Ph.D., CCC-SLP, TSHH
Surface Electromyography (sEMG) Used as a Biofeedback Instrument during Dysphagia Therapy in Post-Stroke Patients

This poster will look at a study whose aim was to investigate a patient's progress, post-stroke, performing traditional therapy exercises and using sEMG, as a biofeedback tool during the therapy sessions. Surface electromyography (sEMG) is a record of muscle activity obtained through electrodes applied to the skin. The patient was seen once weekly for a 60-minute session for 8 weeks. Treatment sessions involved a progression of tasks including saliva swallows, effortful swallows, and the Mendelsohn maneuver.

Elizabeth Galletta, Ph.D., CCC-SLP, Amy Vogel, Lindsay Cuneo
The Hunter College Aphasia Program: A Collaborative Model Integrating Education, Intervention, and Research

This poster further investigates an approach to aphasia rehabilitation that includes multiple domains, and the Hunter College Aphasia Program which will be profiled. People with aphasia, clinicians, and researchers are included in educational discussions about intervention choices. Such collective efforts guide the therapeutic experience. Highlights of the educational discussion, the intervention in collaboration with the International Aphasia Movement (IAM), as well as the research practices will be described. Promoting an Aphasia United model, the Hunter College Aphasia Program is a collaborative effort among participants.

Kerri-Leigh Heesemann, Yanissa Garcia, Alexa Magalhaes, Dorothy Leone, Ph.D., CCC-SLP
Examination of the Effects of a Sibling Relationship on Language Development

Wellen (1985) documented that younger sibling utterances decrease in a parent-child interaction when an older sibling is present. This poster looks at a study during which a survey was administered to a group of adult participants in order to collect their personal experiences with their own sibling(s). Results revealed a myriad of responses with a trend towards opinions that the presence of older siblings hindered younger siblings’ language use.

Valerie Heinzen Rosinbum, B.A., Tracey Olesh, B.S.
Practice Makes Personal: Improving Written Communication with Severe Aphasia

Clients with aphasia often present with deficits in spelling, a skill that is not addressed nearly as frequently as verbal communication and auditory comprehension.  However, this functional method of communication may sometimes be remediated with greater success and efficiency.  The present study utilized treatment techniques both in (i.e., Anagram and Copy Treatment) and outside (i.e., Copy and Recall Treatment homework) of therapy for targeting spelling in written communication.  A multiple baseline design across behaviors demonstrated effectiveness of this combined approach, most notably when homework completion was consistent.

Rachel Jean-Baptiste, Ph.D.
The Effects of Language Switch on Speech-Perceptual Skills of Internationally Adopted Children

This poster will examine the speech-perceptual patterns of internationally adopted (IA) children compared to patterns of children exposed to English from birth during a preferential listening activity. Differences between the groups were found.  IA children listened longer to their language of first exposure over their adoptive language.  Theoretical and clinical implications are discussed.

Cagla Kantarcigil, M.S., Carol Park, M.A., Abby Conklin, M.S., CCC-SLP Amanda del Sol, M.A., CCC-SLP, Karen Dikeman, M.A., CCC-SLP, Marta Kazandijan, M.A., CCC-SLP, BRS-S, Georgia Malandraki, Ph.D, CCC-SLP
Two Successive Swallowing Interventions Effective in Feeding Tube Weaning in Chronic Stroke: A Single Research Design Study

This poster will examine the effects of two successive swallowing interventions in a 65-year-old chronic stroke patient with severe dysphagia. Interventions included a systematic lingual/pharyngeal strengthening protocol and a hyolaryngeal range-of-motion protocol. Outcome measures included six swallowing variables evaluated pre and post each intervention. Patient showed improvements across all measures and was successfully weaned off the tube. Individual and collective effects of each intervention and potential implications for chronic stroke patients will be discussed.

Christine Kosky, Ph.D., Nikki Bonika, M.S., CF- SLP, Danielle Pannazzo, M.S., CF- SLP, Kristina Andritsopoulos, M.S., CF- SLP, Elizabeth Kennedy, M.S., CF-SLP
Communication Styles and Obstacles: Perspectives of Hearing Impaired Community College Students

This poster will examine a pilot survey study that investigated the communication styles and obstacles faced by 10 hearing-impaired community college students in metropolitan New York.  Seven participants identified themselves as “hard of hearing”, two identified themselves as “deaf”, and one did not identify level of hearing loss. Results revealed that these students preferred oral communication, that they had most difficulty communicating with hearing peers while speech reading, and that they reported limited use of technology in a variety of communication settings.

Christine Kosky, Ph.D., Daniele Chong, M.S., Kristen Colucci, M.S., CF-SLP, Lourdes Hawkins, M.S., CF-SLP, Lisa Partsinevelos, B.S.
MacArthur Bates Communicative Developmental Inventory: Comparison of Primary Caregivers Reports

The MacArthur Bates Communicative Developmental Inventories – Words and Sentences (CDI: WS) was used to compare ten pairs of primary caregivers’ reports of their children’s language. Results revealed no statistical significance for absent object (production), absent owner, past tense –ed, combining words, and future events. Statistical significance was found for vocabulary checklist, word forms, word endings, past events, absent object (comprehension), plural –s, possessive –s, progressive –ing, longest utterance, and complexity of sentence structure.

Kara Maharay, M.S., CCC-SLP, Kelly Salmon, M.A., CCC-SLP, BRS-S
The Common Denominator for Success in Dysphagia Recovery: Invested Partners

Dysphagia resulting from the medical and surgical interventions for head and neck cancer can be devastating. The speech-language pathologist has the opportunity to initiate multidisciplinary collaboration for improved outcomes and quality of life for these patients. This poster looks at a case study of a patient with Stage IV base of tongue cancer treated with resection and long course of radiation therapy causing severe dysphagia is presented. The successful collaboration of the patient, otolaryngology, physical therapy, and speech-language pathology for the best possible outcome will be highlighted. Roles of individual team members and specific modalities will be discussed.

Georgia Malandraki, Ph.D., CCC-SLP, Elise Wagner, M.S., CCC-SLP, Bernadine Gagnon, M.S., CCC-SLP, Justine Sheppard, Ph.D., CCC-SLP, Chandra Ivey, M.D., FACS, Kathleen Youse, Ph.D., CCC-SLP, BC-ANCDS
A Dysphagia Research Clinic in a University Setting: Development and Preliminary Evaluation of Student and Patient Outcomes

This poster presentation will discuss the steps, procedures, challenges and successes in developing a Dysphagia Research Clinic within a graduate SLP program based in a non-medical setting. We will discuss the licensure and safety requirements for New York State, needed expertise, materials, equipment, space and staffing needs and will provide the physician’s and SLP’s perspectives. Preliminary student and patient evaluation data will also be presented.

Karen Minasi, B.S., Melissa Bohnstedt, B.A., Elisabeth Stampfel, B.S., Danielle Guarino, B.S., Luis Riquelme, Ph.D., CCC-SLP, BRS-S
Swallow Physiology in Persons Diagnosed with Dementia

This poster presentation will share the results of a continuation study designed to assess patterns of physiological swallow breakdown in patients diagnosed with dementia. Types of dementia were not sorted, as this information was not available for all participants. The prior retrospective study (Deaibes et al., 2013) showed differences in temporal measures in persons with dementia, when compared to normal adults and patients post-stroke. The current study seeks to document a relationship between cognitive status and swallow physiology. Videoflouroscopic instrumental evaluations were conducted in order to document these changes, in addition to completion of a cognitive screening protocol. It is hypothesized that if patterns of swallow breakdown for this population were better understood, earlier identification of swallowing difficulties would ensue, resulting in better implementation of treatment programs to ensure improved nutrition and a reduction in aspiration risk.

Avinash Mishra, M.S., Justine Joan Sheppard, Ph.D., CCC-SLP, BRS-S, Akila Rajappa, Ph.D., CCC-SLP, BRS-S, Andrew Gordon, Ph.D., Georgia Malandraki, Ph.D., CCC-SLP Swallowing and Feeding Behaviors in Children with Acquired or Congenital Hemiplegia: A Pilot Observational Study
Our aim was to describe the frequency and type of feeding/swallowing characteristics in 13 children with acquired or congenital hemiplegia. All children were systematically observed during a group-dining context and eating variables were rated. Results revealed oral containment difficulties and coughing/throat clearing for more than 50% of the children. In three/four children observed over time, notable day-to-day variability was seen. These preliminary findings warrant further investigation on the swallowing profile of this understudied population.

Gemma Moya-Gale, M.A., M.S., CF-SLP, Bernadine Gagnon, M.S., CCC-SLP, Kathleen Youse, Ph.D., CCC-SLP, BC-ANCDS
Developing an Aphasia Group within a Masters SLP Clinical Program: Keys to Success
This poster aims to discuss the steps needed to create a successful aphasia group in a university clinic.  We will describe organization of the groups, university wide collaboration, raising awareness and community outreach programs through a successful SLP training model.

Kaitlyn O'Connell, B.S., Jessica Kisenwether, Ph.D., CCC-SLP
How Do Experienced Listeners Define Voice Quality?

This poster will look at a study that examined how speech-language pathologists with experience in voice disorders define voice quality.  Sixty participants, with three or more years of experience, were asked to define commonly used voice qualities. Results indicate that few participants were using similar language in their definitions. The authors concluded that this disagreement is most likely leading to the previously reported low levels of agreement in the area of voice perception research.

Kimberly Orloski, B.S., Tracey Olesh, B.S., Heather Vroman, B.A.
Actions Speak Louder Than Words: Facilitating Narrative Retell Through Actions

This poster looked at a study that was developed to determine the benefit of toy manipulation (embodiment) on the enhancement of narrative comprehension, and consequently, narrative retell. Mapping symbols or words (e.g., words that comprise a story) into concrete objects, will aid an individual’s ability to comprehend the story (Glenberg et al., 2004). This single-subject study utilized a multiple-baseline, across subjects-design, to demonstrate the effectiveness of embodiment intervention on the oral narrative abilities of three children with language impairment.

George Pagano, M.S., CCC-SLP, Regina Volodarsky, M.S., Zimmad Imam, B.S.
Enhancing Graduate Students' Perspectives to Clients with Communication Disorders Prior to Clinical Practicum

This poster describes the evolution of perceptions among first year graduate students towards their clinical career path prior to entering clinic. The students attended seminars involving clients of diverse backgrounds and communication disorders. Preliminary results have identified perceptual shifts which have implications for speech-language pathology graduate student preparation.

Constance Dean Qualls, Ph.D., CCC-SLP, Danyel Matthews
Blast-Related TBI and its Effects on Psychological States and Cognitive-Communicative Functions

This poster looks at a review of peer-reviewed journal articles that investigated the psychological and cognitive-communicative consequences of blast-related traumatic brain injury, with and without concomitant post-traumatic stress disorder. The review included selected articles from 2007-2013 to answer two questions: 1) what are the psychological consequences of blast-related traumatic brain injury? 2) how do the psychological consequences of BRTBI affect cognitive-communicative functions? Methods, results, and conclusions will be presented, along with implications for the SLP.

Constance Dean Qualls, Ph.D., CCC-SLP, Jaimie Harris, B.S.
Teaching Idioms to English Language Learners: Is There a Single Best Strategy?

This poster session will look at research that investigated the effects of two approaches (structured conversation, conceptual mapping) for teaching idioms to English Language Learners. Idioms constitute a substantial portion of American English, and non-native speakers of English have great difficulty learning this aspect of language. Yet, appropriate comprehension and use of idioms are essential for good communication and promote academic success. Findings, implications, and the role of the SLP in training idioms will be presented.

Lawrence Raphael, Ph.D., Florence Myers, Stephanie Chung, B.S., Nicole Tarone, B.S.
The Intelligibility of Slowed Cluttered Speech

Cluttered speech is universally described as rapid.  This poster examines research that has not revealed consistent differences between the rates of production of Persons Who Clutter (PWC) and speakers who do not (NPWC).  Reports of slowing the rate of production as a successful cluttering treatment led us to investigate the effect of digitally reducing the rate of cluttered speech.  Listeners’ comprehension of cluttered utterances was not significantly improved for the slowed versions of the cluttered speech.

Amy Rominger, Au.D., Casey Phillips
Does Mom Really Know Everything? Investigating Maternal Knowledge and Retention of Newborn Hearing Screening Information

This poster will investigate a study that examined the maternal level of knowledge and awareness of newborn hearing screening programs.  Additionally, the retention of information given at the time of screening and the possible link of degree of knowledge to levels of anxiety is examined.  Recommendations for parental education on the purpose of newborn hearing screenings and comprehension of screening results will be given.

Elaine Sands, Ph.D., CCC-SLP, Renee Fabus, Ph.D., CCC-SLP, TSHH, Kaitlyn Dondorf, M.S., CCC-SLP
Do the Nurturance Characteristics of the Carer Influence Their Communication Style with the Patient with Aphasia

This poster will further examine a study that investigated whether the nurturance characteristics of the spouse/carer of the person with aphasia influence the communication with the patient with aphasia. Ten patients with aphasia and their carers, ranging from 55 – 70 years of age were asked for their opinion on 6-8 various issues (e.g. health care system, divorce, youth of today, technology) (Crouteau & Le Dorze, 2007). Interviews were video-recorded, transcribed, and coded with INVIVO software.

Danielle Shirkey, M.S., CCC-SLP
Incorporating a Feeding Program into an Integrated Preschool Setting

In November 2012, the Jefferson Rehabilitation Center's Bright Beginnings Early Learning Center began a feeding group program for children with feeding and swallowing difficulties which can negatively impact their ability to learn and participate appropriately in a social setting. This poster looks at information that will provide attendees with an opportunity to discover various tools and techniques used to incorporate a feeding program into an integrated preschool setting.

Heather Vroman, B.A.
Toddler Talk: Effective Mileau Therapy for a Late Talker

Delays in the acquisition of language are one of the initial indicators of developmental deficits that may affect academic and social outcomes for individuals across a life span. In this single subject multiple baseline design, Prelinguistic Milieu Therapy (PMT) was implemented with a ‘late-talking’ eighteen month-old child to increase his deictic and representational gestures, and vocalizations. This poster will highlight the use of PMT techniques to increase intentional communication of toddlers.

Jana Waller, M.S., CCC-SLP, Mary Pitti, M.S., CCC-SLP, Danica Carlson, B.S.,
Kaitlyn Risberg, B.S.

The Speech-Language Pathology Graduate Student Perspective
This poster will examine a study whose purpose was to identify areas of concern for speech-language pathology students and to investigate specific sources of stress and emotional fatigue that impact academic performance and overall success in a graduate program.  The results of a survey, consisting of 18 questions using a five-level Likert scale and two open-ended questions, will be presented.

 


Kathy Febraio, Executive Director
kfebraio@nysslha.org
New York State Speech-Language-Hearing Association, Inc.
930 Albany Shaker Rd., Latham, NY 12110
tel: (518) 786-0947 toll free:800-NYSSLHA (697-7542) fax:(518) 786-9126