Professional Posters
P01- Apraxia and Speech Perception: Why Does it Matter?
Reethee Antony, PhD, CCC-SLP, Binghamton University; Sundeep Venkatesan, MS, CCC-SLP, Binghamton University; Tina Caswell, MS, CCC-SLP, Binghamton University; Theresa Jacopetti, MS, CCC-SLP, Misericordia University; Jessica Knaster, Binghamton University; Joyce Wong, Binghamton University; Grace Riddleberger, Binghamton University; Alessandra Antonacci, Binghamton University
Childhood apraxia of speech (CAS) is characterized by inconsistent articulation errors and groping behaviors. The interaction between apraxia and speech perception is not often explored. It is essential to understand this relationship given the complex interactions between speech perception and speech production, hence the need for this study. The aim of this study is to perform a systematic review on literature that examines speech perception skills in children with apraxia. The method involved a database search, title and abstract screening and a full-length article screening. The inclusion criteria included: articles must be in English, must not be a review article, must be relevant to childhood apraxia of speech and be relevant to speech perception. The results were examined for inter-rater agreement and test-retest reliability at each step of the screening. The outcome measures of all articles that met the inclusion criteria were examined and analyzed. The findings were presented using figures and tables. The results from this study will provide information on tasks and trends in current outcome measures. It will provide evidence for clinicians on intervention approaches to use while working on speech perception skills for children with CAS. The current study will also lay the foundation for a larger project that will examine speech perception skills in CAS.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe two key findings of the current study.
- Compare and contrast any two specific recent intervention approaches for individuals with CAS.
- Describe at least one trend in the current literature related to CAS and speech perception and its clinical implication.
Instructional Level: Appropriate for all levels of background/skill | Track: N/A
P02 - Assessing Clinical Preparedness Through the Lens of the Graduate Student
George Pagano, MS, CCC-SLP; Alexandra Morgan, BS; Eshara Hardmon, BS; Long Island University- Brooklyn
Throughout the time leading up to students entering the clinical aspect of their graduate studies, students are exposed to theoretical knowledge as well as assessment and intervention strategies for a variety of speech and language disorders. Despite the amount of time devoted to this endeavor, students still often feel that they are not prepared for what they will encounter during their first clinical experience.
This poster session will describe graduate student clinicians’ self-assessment of preparedness for their first clinical practicum experience by examining both the reported positive components of their graduate level curriculum as well as those areas in need of enhancement.
Participants will learn, through the lens of the graduate student clinician, which elements of their academic and pre-clinical coursework were beneficial for preparing them for their first clinical experience and which aspects should be adapted into the curriculum in order to better ensure competence and future success in the field.
In order to assess the perceived competency of student clinicians, graduate students entering their first in-house clinical rotation completed on-line surveys with the examiners. Preliminary results revealed a strong desire for increased exposure to formulating goals and developing multiple treatment interventions. The subsequent feedback has implications for enhancing the clinical preparation aspect of speech-language pathology graduate programs.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Identify the perceived beneficial components and areas of need among graduate student clinicians for successful practicum placements.
- State ways in which graduate education programs/universities can facilitate clinical preparation.
- Explain students’ perspectives before and after their first clinical rotation.
Instructional Level: Introductory | Track: Supervision
P03 - Attention Allocation, Joint Attention and Word Learning in Late Talkers
Michelle MacRoy-Higgins, PhD, CCC-SLP, CUNY Hunter College; Megan Valentin, MS, CCC-SLP, CUNY Graduate Center
Late talkers are toddlers (i.e., 24 months old) who have smaller expressive vocabularies than typically developing children and are not combining words. The current study compared attention allocation and joint attention during a word learning task in three-year-old children previously identified as late talkers and typically developing. Children who were late talkers performed at or below the 15th percentile on the MB-CDI at 24 months; children who were typically developing scored at or above the 35th percentile on the MB-CDI at 24 months. Four novel objects and their labels were presented to participants via a fast-mapping task; word learning was measured via identification and naming probes. Videos of the word learning task were recorded and hand coded for attention allocation (i.e., duration in seconds spent looking at the objects) and joint attention (i.e., duration in seconds of joint attention events and if joint attention was initiated by the child or the researcher). Results showed that children who were late talkers learned fewer words (both identification and naming) as compared with typically developing children. No differences were found in the duration of attention allocation in children who were late talkers and typically developing children. Differences were found in joint attention measures; children who were late talkers engage in fewer initiations of joint attention and shorter durations of joint attention as compared with typically developing children. When working with children with a history of language delay, clinicians may consider targeting improved joint attention during word learning activities.
Learner Outcomes: At the end of this poster session, participants will be able to:
- List characteristics of children who are late talkers.
- Describe attention allocation during word learning in children who are late talkers and typically developing.
- Describe joint attention during word learning in children who are late talkers and typically developing.
Instructional Level: Introductory | Track: N/A
P04 - Bilinguals' Performance on Numeric- Versus Word-Based Executive Function Tasks
Diya Khan; Yasmin Zayed; Allyson Daos; Jungmee Lee, PhD; Jungmoon Hyun, PhD; Hunter College
Studies reported bilingual advantage in executive functioning (EF) compared to monolinguals (Bialystok & Viswanathan, 2009). However, bilinguals experience disadvantages on language-related tasks, such as lower naming accuracy or more tip of the tongue (Gollan et al., 2005). In the past decade, a debate has arisen regarding the advantages and disadvantages of bilingualism, as numerous studies have failed to reproduce earlier findings. This may be due to the diverse characteristics of tasks and individuals’ proficiency. In this study, we aimed to compare the performance on two EF tasks: numeric versus words. Numbers are processed differently from words, so language abilities have less impact on them. We hypothesized that bilinguals would have an advantage in numeric tasks but a disadvantage in word tasks.
We tested young 14 highly proficient bilinguals (self-report) and 15 monolinguals in two EF tasks: digit-span (numeric) and semantic-fluency (words) tasks. The digit-span task has three conditions: forward, backward and sequencing. The semantic-fluency task included animal and occupation categories.
The results show that bilinguals performed better than monolinguals in all three conditions of the digit-span tasks, although these differences were not statistically significant. However, bilinguals performed significantly worse than monolinguals in the semantic-fluency tasks.
These findings indicated that bilinguals do not have any disadvantages in number-related tasks and may even possess an advantage. However, they may experience difficulties in word production when tested in one language, despite using it dominantly in daily life. Clinicians may consider using different domains of testing when they assess executive functions in adults.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Explain the advantages and disadvantages of bilinguals in literature.
- Contrast bilinguals’ performance on number-related vs. word-related executive function tasks.
- Explain different domains of executive function tasks in a clinical setting.
Instructional Level: Introductory | Track: Diversity
P05 - Case Study of a Patient Diagnosed With Mucolipidosis Type II
Veronika Moldovan, MS, CCC-SLP, NYU Langone
Mucolipidosis is a complex metabolic disease involving multiple organ systems. These children often present with feeding and swallowing challenges which impact weight gain, growth and attainment of age-appropriate feeding skills. Given the complex nature of the disease and presenting feeding/swallowing difficulties, the definition of Pediatric Feeding Disorder (PFD) can easily be applied. Per the consensus definition outlined in 2019, PFD is defined as “impaired oral intake that is not age-appropriate, is associated with medical, nutritional, feeding skills and/or psychosocial dysfunction” (Goday, et al., 2019). This poster session will provide foundational information about mucolipidosis, feeding and swallowing impairments specific to this patient population and application of the PFD framework for assessment and management. A case study of a patient with mucolipidosis type II will be highlighted to illustrate the dynamic process of assessment and management, requiring the involvement of multiple specialists as well as the use of evidenced based strategies and therapy techniques.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Define Mucolipidosis.
- Define Pediatric Feeding Disorder(PFD) and identify the four complementary domains.
- Identify three feeding and swallowing difficulties that a child with mucolipidosis type II may present with.
- Identify one therapeutic technique used in feeding therapy to facilitate improvement in feeding and swallowing function in a child with mucolipidosis.
Instructional Level: Intermediate | Track: N/A
P06 - Case Study: An Oral Feeding Success Story in Infant With Beckwith-Wiedemann Syndrome
Mia Litwack, MS, CCC-SLP, NYU Langone
While infants with Beckwith Wiedemann Syndrome (BWS) often have significant feeding difficulties particularly when notable macroglossia is involved, it is possible to become a full oral feeder. Dedicated family involvement in combination with support from a speech-language pathologist specializing in feeding and swallowing can result in infants with this diagnosis learning functional patterns to avoid non-oral means of nutrition/hydration (i.e. NG-tube or G-tube). Considering positioning, nipple shape, flow rate, respiratory status and supportive feeding strategies is important in working with infants with BWS to achieve PO feeding goals. This poster session will review a case study of one premature infant with BWS, outlining his medical and feeding path.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Identify risk factors for feeding difficulties and dysphagia in Beckwith Wiedemann syndrome.
- Classify supportive strategies to promote oral feeding in Beckwith Wiedemann syndrome.
- Explain the possible trajectory for feeding outcomes in infants with Beckwith Wiedemann syndrome.
Instructional Level: Intermediate | Track: Diversity
P07 - Cochlear Implantation in Children With a Long Average Duration of Single Sided Deafness
Katrina Stidham, MD, Westchester Medical Center; Christine Colasacco, BS, New York Medical College; Rivka Bornstein, AuD, CCC-A, Westchester Institute for Human Development/Westchester Medical Center; Samantha Morgan, AuD, CCC-A, Westchester Institute for Human Development; Elizabeth Drugge, PhD, New York Medical College
Objectives: Previous research has shown the positive effects of cochlear implantation in children with a short duration of single sided deafness (SSD). This case series assessed the impact of cochlear implantation in a cohort of children with a longer average duration of SSD.
Methods: A retrospective chart review of six children who received a cochlear implant for SSD. The mean age at time of cochlear implantation was 14.7 years old (median = 15.5, interquartile range (IQR) = 2.5) and mean duration of hearing loss before cochlear implantation was 10.8 years (median = 11.5, IQR = 5.3). Pre- and post-operative audiometric data for aided speech perception testing, sentence recognition in quiet, sentence recognition in noise and word recognition scores were analyzed.
Results: When compared to preoperative hearing aid scores a 24 percent significant increase in median word score and a 64 percent significant increase in median sentence recognition score in quiet was observed at 12 months post-op.
Conclusion: Cochlear implantation in children with a longer duration of SSD can provide benefit to speech recognition.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Define the difficulties in older children with single sided deafness.
- Identify the benefits of cochlear implantation in older children with single sided deafness.
- Explain the outcome of cochlear implantation use in older children with single sided deafness.
Instructional Level: Appropriate for all levels of background/skill | Track:
P08 - Cognitive Flexibility in Monolingual and Bilingual Young Adults
Jungmee Lee, PhD; Allyson Daos; Yasmin Zayed; Diya Khan; JungMoon Hyun, PhD; Hunter College
Cognitive flexibility, the ability to generate creative ideas or make connections between seemingly disparate information, is essential for decision-making and problem-solving (Guilford, 1968; Sternberg & Lubart, 1996). The relationship between language status (bilingual vs. monolingual) and cognitive flexibility, measured by divergent and convergent thinking tasks, remains inconsistent (e.g., Leikin et al., 2020; Xia et al., 2022). This might be attributable to language characteristics and task types across studies. Thus, it is important to study monolinguals and bilinguals by utilizing verbal cognitive-flexibility tasks.
This study examined the performance of highly proficient bilinguals and monolinguals on tasks involving divergent and convergent thinking, two key aspects of cognitive flexibility. Our participants included young monolinguals and bilinguals (age 18-35, M = 27). In the divergent-thinking task, participants generated as many task-specific ideas as possible. In the convergent-thinking task, participants produced the single word commonly associated with each of three presented words.
Our results showed that bilinguals and monolinguals performed equally on the divergent thinking task (p =.953), suggesting that highly proficient bilingual speakers may utilize similar strategies as monolingual speakers when generating diverse verbal responses. However, bilinguals performed significantly lower on the convergent thinking task than monolinguals (p = .026), indicating bilinguals face challenges when processing linguistically complex information to come up with a solution within a relatively short time frame. When evaluating cognitive function in bilinguals, clinicians should consider including divergent-thinking tasks. These tasks rely less on language-specific cognitive strategies and can serve as useful cognitive indicators.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Define cognitive flexibility and key aspects of cognitive flexibility.
- Explain different measures of cognitive flexibility.
- Compare and contrast cognitive flexibility performance of bilingual and monolingual individuals based on the current research findings.
Time-Ordered Agenda:
5 Minutes: Introduction to Environmental Design
10 Minutes: Evidence for Supportive Therapeutic Room Planning
15 Minutes: Assumptions on Sensory Awareness
15 Minutes: Patient /Family Centric Care
10 Minutes: Utilization Outcomes
5 Minutes: Wrap Up and QuestionsInstructional Level: Introductory | Track: Diversity
P09 - Cough Strengthening Treatment Impact on Vocal Health in Parkinson’s Disease
Shirley Smit; Bridget Russell, PhD, CCC-SLP; SUNY Fredonia
This research study aims to assess the effects of two cough-strengthening treatment methods, expiratory strength muscle training (EMST) and sensorimotor training for airway protection (smTAP), on the vocal health of individuals with parkinson’s disease. While both EMST and smTAP have demonstrated improvements in cough efficacy, their impact on vocal health remains underexplored (Troche et. al., 2022). Our study involves pre- and post-treatment evaluations of vocal health in parkinson’s disease patients undergoing either EMST or smTAP. EMST, which does not involve vocal fold compression, contrasts with smTAP, which does. Participants will be divided into groups receiving either EMST or smTAP and vocal health will be assessed through measures including speaking fundamental frequencies, perturbation measures, signal-to-noise ratio, aerodynamic parameters and perceptual assessments. Additionally, cough strength will be evaluated using measurements such as maximum expiratory pressure, peak expiratory flow rate and perceptual ratings of cough. Results are currently being collected and will be presented at the conference with the aim of providing clinically relevant insights into the efficacy of cough strengthening treatments on vocal health in Parkinson’s Disease patients.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Idenify the effects of EMST on vocal health in individuals with Parkinson’s Disease.
- Describe the impact of smTAP on vocal health in individuals with parkinson’s disease.
- Apply their ability to make informed clinical decisions regarding the selection of cough strengthening treatments.
Instructional Level: Intermediate | Track:
This presentation will discuss the EMST Trainer by Aspire Inc. and smTAP peak flow meter (These are unique instruments and must be used to remain consistent with the literature).
P10 - Critical Appraisal of Language Assessment Tasks for African American Children
Tamara Jacobs, BS; Reem Khamis-Dakwar, PhD, CCC-SLP; Long Island University
Ava Kaplan, Teachers College of Columbia University
Language assessment is a fundamental aspect of the speech-language therapist’s role. However, a critical examination of standardized assessments reveals their historical association with constructing disability and exerting control over individuals with a disability, often rooted in the medical model of disability (Nair et al., 2023). As a result, there has been a growing interest in developing alternative methods for evaluating language and speech, particularly in diverse populations (Hyter & XXX, 2022). This interest has extended to the study of assessment methods within diglossic communities, including African American English (AAE) speakers.
Research in this area has explored various approaches, such as developing tests aligned with African American English (AAE) linguistic structures, adjusting analysis norms and modifying specific tasks and tests to better suit culturally diverse populations. In this context, we conducted a Critical Appraisal Topic (CAT) to scrutinize the tasks employed in recommended best practices for language assessment among African American-speaking children. Our goal was to assess whether these practices align with the latest literature findings regarding the factors that influence performance in standardized assessments.
Our CAT findings indicate that the recommended practices tend to overlook the influence of the specific assessment tasks used, often intertwining socioeconomic status (SES) with the language profiles of African American speakers. Furthermore, methodological weaknesses and ideological biases were identified.
This CAT highlights the implications of these variations and the oversight of task effects on language assessment practices within the discipline, emphasizing the need for critical reflection and potential adjustments in assessment methods to ensure equitable evaluations for all populations.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Identify the unique characteristics of Critical Appraisal Topics (CAT) and assess their potential to inform Evidence-Based Practice (EBP) in speech-language pathology.
- Analyze recent discoveries and criticisms concerning the application of standardized assessments when working with diverse populations in speech pathology, with a specific focus on evaluating African American English (AAE) speakers.
- Identify effective strategies for the implementation of culturally and linguistically responsive assessments tailored to AAE speakers, aiming to enhance assessment practices in speech-language pathology.
Instructional Level: Appropriate for all levels of background/skill | Track:
P11 - Development of a Diversity, Equity and Inclusion Framework With Focus on Pediatric Feeding
Mia Litwack, MS, CCC-SLP, NYU Langone Health
When working with patients with pediatric dysphagia, cultural appreciation, reflection, sensitivity to differences and the need to empower families is important to create meaningful and realistic goals and recommendations. The purpose of eating and drinking is not merely to sustain nutrition and hydration, but is deeply immersed in culture, religion and social interactions.
The population in the United States is increasingly diverse, while the speech-language pathology profession remains largely homogeneous. In order to best treat patients and their families in a more inclusive manner, speech-language pathologists must modify their treatment approaches and become more culturally sensitive and aware through the recognition of research, collaborative problem-solving and development of new strategies.
Patients may be labeled as “non-compliant” due to misunderstandings, cultural beliefs, access to recommended materials or language barriers. It is important to consider the barriers to compliance and integrate cultural sensitivity into treatment. Creating a more inclusive treatment approach invites individuality and fosters improved compliance.
This poster session aims to outline a framework that was implemented in a feeding and swallowing program within a large pediatric hospital setting to improve patient care, clinician-patient relationships, patient investment and understanding of recommendations. With use of screening questions, translated handouts, guest speakers, group discussions, case presentations and readings, a framework for integration of cultural sensitivity when treating children with dysphagia was created. This poster session will empower the speech language pathologist to consider development of a Diversity, Equity and Inclusion working group within their dysphagia practice to meet the needs of culturally diverse patient populations.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Recognize the research in areas of diversity, equity and inclusion concepts in treating pediatric dysphagia.
- Formulate a framework for creating programs or working groups to foster change in treatment of patients with dysphagia.
- Identify strategies to create a more inclusive, individualized, equitable approach to treating pediatric dysphagia.
Instructional Level: Introductory | Track: Diversity
P12 - Discourse Approach to Treatment of Mild Aphasia in a Group Setting
Hetal Shah, MS, CCC-SLP; Donald Vogel, AuD, CCC-A; JungMoon Hyun, PhD; Amy Vogel-Eny, PhD, CCC-SLP; Michelle Macroy-Higgins, PhD, CCC-SLP; Nancy Eng, PhD, CCC-SLP; Hunter College
Individuals who exhibit mild aphasia are often undetected without a thorough assessment because their language impairments are not immediately apparent (Ramer & LaPointe,1986). However, people with mild aphasia experience significant difficulties with their communication abilities in every aspect of their lives. This poster session aims to explain the framework of the speech-ability group that has been successfully used with patients diagnosed with mild aphasia at the Hunter College Center for Communication Disorders (HCCCD). The objective for all speech-ability participants is to increase confidence in a group setting using structured discourse and to address individual goals established jointly with each participant. Goals for the group and individual sessions are informed by The Aphasia Framework for Outcome Measurement (A-FROM) and the Life Participation Approach to Aphasia (LPAA). In weekly sessions, participants share a narrative about a topic of their choice and an impromptu topic, while adhering to learned discourse techniques including main concept, sequencing and story grammar analyses (e.g., Richardson et al., 2020). Evidence-based methods are additionally embedded in the framework of the sessions and include restorative treatment approaches such as Verbal Network Strengthening Treatment (VNeST), Semantic Feature Analysis (SFA), Attentive Reading and Constrained Summarization (ARCS). Graduate student clinicians are guided in the provision of functional, patient-centered individual and group treatment as well as counseling for clients. The poster session will conclude with a discussion of lessons learned in the implementation of discourse management strategies in group therapy for individuals with mild aphasia.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Demonstrate how to use discourse to promote confidence in communication for individuals with aphasia, thus enhancing their quality of life and participation.
- Explain how collaborating among clinicians, clients, and caregivers to select treatment goals can increase communication confidence in individuals with aphasia.
- Describe how to guide student clinicians in providing functional treatment and counseling.
Instructional Level: Appropriate for all levels of background/skill | Track:
P13 - Disparity of Treatment for Bilingual Hispanic Americans With Aphasia
Alexis Arroyo, BA; Elizabeth Viccaro, PhD, CCC-SLP; Queens College
Approximately 62.7 million people of Hispanic origin reside in the United States, constituting 19.1 percent of the population (U.S. Census, 2023). Of this population, most families are bilingual, speaking both Spanish and English. The growing number of Hispanic residents draws attention to the lack of resources and systemic flaws that have yet to be addressed in the field of speech-language pathology (SLP), especially because Hispanics are at a higher risk of acquiring a stroke (Scimeca, 2022) and about one-third of stroke victims acquire aphasia (Flowers, 2016). These issues affect the parity of treatment for Hispanic bilingual persons with aphasia (HBPWA) living in the United States, especially in Puerto Rico.
The disparity of treatment for HBPWA is an issue caused by several factors, such as the drought of bilingual SLPs dispersed across the States, a lack of adequate training for interpreters working alongside SLPs during aphasia assessments and the limited amount of resources available to SLPs, specifically in Puerto Rico. Moreover, the Praxis exam is only offered in English. This disparity could result in a scarcity of ASHA-certified SLPs in Puerto Rico. The number of HBPWA could potentially rise not only in Puerto Rico but also in the States, most of which need to be equipped with adequate resources to equitably manage this increase. This research will discuss the systemic flaws that should be rectified to ensure current and future bilingual persons with aphasia, especially in Puerto Rico, receive the best quality care in their acute and/or chronic recovery.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe the importance of increasing the awareness of healthcare disparities for Hispanic bilingual persons with aphasia (HBPWA).
- Identify at least three health disparities pertaining to stroke and aphasia treatment for HBPWA.
- Explain how the Praxis examination can limit opportunities for speech-language pathology students living in Puerto Rico.
Instructional Level: Appropriate for all levels of background/skill | Track: Diversity
P14 - Do Concussions Have Short-Term Effects on Cognition and Quality of Life
Oren Abramowitz, PhD, CCC-SLP; Valerie Camacho, BS; Rosanna Clemente, BS; Savanna James, BS; Gabriella Noriega, BS; Mercy University
Over the past decade, there has been an increase in the awareness of the negative consequences of sports-related concussions. Most of the attention has been given to the long-term effects of chronic traumatic encephalopathy (CTE) in professional athletes who play high-impact sports (e.g., football, hockey). Research has suggested that CTE is likely due to repetitive concussions a person experiences over their lifetime. This study sought to determine if the occurrence of concussion led to any short-term cognitive-linguistic deficits, and whether these had an impact on quality of life (QOL). Further analyses looked to ascertain whether the number of concussions a person experienced were correlated with scores on a cognitive-linguistic battery and QOL survey. Results that support short-term effects of concussion can yield important information to this body of research and demonstrate that detection of early symptoms may serve as a possible warning sign of CTE.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Identify short-term concussion impact on cognitive linguistic abilities.
- Identify short-term concussion impact on quality of life.
- Explain whether the number of concussions are related to more severe symptoms.
- Assess if the early detection of concussive symptoms may be a warning sign of CTE.
Instructional Level: Introductory | Track:
P15 - Effects of Cochlear Synaptopathy on Loudness and Temporal Perception
Sarah Mantione, BS; Janet Schoepflin, PhD, CCC-A, F-AAA; Adelphi University and The LI AuD Consortium
Cochlear Synaptopathy (CS), a potential type of hidden hearing loss in humans, occurs when there is deafferentation or damage to ribbon synapses between the inner hair cells (IHCs) of the cochlea and auditory nerve fibers. Impacting auditory function, this loss of synapses has shown in animal models that anatomical and physiological damage can co-exist with hearing thresholds that fall within normal limits in audiometric pure tone testing. The nerve fibers that are affected in synaptopathy have medium and low spontaneous rates and high thresholds; therefore, they are insensitive to thresholds and the specific nerve fibers being tested in standard audiometry. Loss of synapses in CS can be due to noise exposure, aging and ototoxic medications. Issues with test reliability and validation in humans, however, are now at the core of the current nonexistence of a standard diagnostic battery for CS. Previously auditory evoked potential recordings have been studied; however, most findings were susceptible to subject variability and diagnostic inaccuracy. Preliminary data suggests that CS can affect temporal and intensity processing, as well as being associated with speech in noise difficulties. However, there has been minimal evaluation of the diagnostic potential of psychoacoustic behavioral measures. The purpose of this study is to examine the possible effects of cochlear synaptopathy on loudness and temporal perception in auditory behavioral tasks for potential clinical diagnostic purposes.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Define Cochlear Synaptopathy and have an understanding of its history.
- Describe the potential effects of Cochlear Synaptopathy on temporal perception abilities in auditory behavioral tasks.
- Describe the potential effects of Cochlear Synaptopathy on loudness perception abilities in auditory behavioral tasks.
Instructional Level: | Track:
P16 - Effects of Music and Exercise on Neuroplasticity in Aphasia Rehabilitation
Callie Podias, BA; Marta Musungu Yenge, MA; Elizabeth Viccaro, PhD, CCC-SLP; Queens College
Neuroplasticity is the mechanism that underlies rehabilitation after brain injuries, as well as the acquisition of new skills and the process of memory formation. Therefore, it is worth exploring potential ways to increase the formation of neural connections for individuals with aphasia and similar conditions resulting from brain damage. Both exercise and music have been associated with changes in brain health and plasticity, including an enhancement of neurogenesis, synaptogenesis, the release of neurotrophins and improved functional connectivity and brain activation, as well as structural improvements such as enhanced blood flow and changes in gray/white matter volume. (Lu et al, 2023; Särkämo et al., 2014).
Music and exercise, with their inherent multisensory and engaging natures, have shown promise in promoting neuroplastic changes and fostering language recovery in individuals with communication deficits. Recent research has found that these activities can lead to an overall increase in language-related cognitive skills (Harnish et al, 2018; Sihvonen et al., 2021). Rehabilitation efforts, including those of speech pathologists, should aim to maximize patient outcomes by implementing a whole-person approach through interprofessional practice. Furthermore, music and exercise are safe, cost-effective strategies that can be added as a supplement to standard aphasia rehabilitation with ease. Integrating these approaches holds promise for optimizing recovery outcomes and enhancing the overall quality of life for individuals with aphasia and similar neurologically based language impairments. Moreover, these integrated approaches can provide individuals with hope for improvement, even years after their initial diagnosis.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Explain how music and exercise can promote neuroplasticity and can be incorporated into standard recovery practice.
- Describe at least three benefits of implementing these innovative therapeutic techniques for persons with aphasia and similar neurologically based language impairments.
- Explain the importance of raising awareness of these innovative methods within the speech-language pathology field.
- Explain the need for a more holistic view of the client including the importance of quality of life and cost effectiveness through evidence based approaches and interprofessional practice.
Instructional Level: Introductory | Track:
P17 - Empowering the Polish Parkinson's Community: Forming a Speech Therapy Group
Marta Musungu Yenge, MA; Elizabeth Viccaro, PhD, CCC-SLP; CUNY Queens College
Parkinson’s disease (PD) poses unique challenges and individuals from diverse cultural backgrounds often face additional barriers due to language, cultural differences and a lack of tailored support systems. During the provision of speech services to Polish patients at the Queens College Speech Language Hearing Center (QCSLHC), a gap within the Polish community became apparent. Clients have expressed an evident lack of assistance and resources for Polish individuals with PD.
Through support from the Parkinson Voice Project (PVP) organization and their SPEAK OUT! program, the QCSLHC strives to bridge the divide by establishing an initiative catered specifically to the Polish demographic. The primary objective for this project is the integration of inclusivity, diversity and the provision of sensitive and appropriate services to patients, ultimately fostering a sense of community. Our initiative involves the creation of a dedicated SPEAK OUT! ® group within the Polish community. The group provides a safe and supportive environment for individuals with parkinson’s, fostering camaraderie and understanding. Recognizing the importance of cultural nuances, the project emphasizes culturally sensitive approaches to support. This includes language-specific resources, cultural events and educational materials tailored to the Polish community’s needs. Through education, support and community engagement, our project empowers individuals and their families to navigate the challenges of parkinson’s disease with resilience and strength. This poster session will provide insights into the formation of this group and outline plans for expanding services, contributing to the broader conversation on improving the lives of parkinson’s patients through community-driven initiative.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Explain a heightened awareness of the unique challenges faced by individuals with parkinson’s disease within the Polish community, recognizing the importance of culturally sensitive and inclusive support systems.
- Identify practical insights and strategies for developing and implementing culturally tailored services for Parkinson’s patients, fostering a more inclusive and diverse approach to care.
- Formulate a toolkit for community empowerment, providing actionable steps and best practices to establish and expand support groups within specific cultural communities, ultimately enhancing the overall well-being of Parkinson’s patients.
Instructional Level: Introductory | Track: Diversity
P18 - Encouraging Client Self-Advocacy While Recruiting Participation and Support From Caregivers
Alexa Bastardi, BS; Lindsey Birdsall, MA; Jonathan Flores; Lehman College
A key focus when working with adult clients is encouraging self-advocacy. Although we are often working with one person, it is imperative to recognize the critical role that caregivers play in intervention and carryover. In this poster session, we explore the impact that caregiver participation has on client progress and advocacy. This was conducted through the use of Patient Reported Outcome Measures (PROM). This method emphasizes disability affirmative and client-centered care and allows for direct feedback from the client themselves. With client and caregiver permission, integrating this dynamic with intervention also allows for trauma-informed care and promotion of carryover.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe the benefits of using PROM.
- Integrate caregiver participation and support during intervention.
- Identify self-advocacy strategies for clients.
Instructional Level: Appropriate for all levels of background/skill | Track:
P19 - ESB Helps Identify Autism Risk in Girls, Earlier
Katherine Regnell, MS, CCC-SLP; Molly Ware, MEd; Hogrefe Publishing Corporation
While the CDC’s new prevalence rates of autism spectrum disorder (ASD) are 1 in 36, the same general gender discrepancy remains—with boys being 3.8 times more likely to be diagnosed than girls (Maenner et al., 2020). This begs the familiar question: what is the difference between incidence and identification rates and how many girls are missed? There is increasing recognition of girls receiving late ASD diagnoses, potentially influenced by variations in their social communication profiles (Lockwood Estrin et al., 2022). Hogrefe Publishing Corporation’s new assessment, the Early Sociocognitive Battery (ESB) (ESB; Roy, Chiat, & Warwick, 2024) for children 18 months to 5 years, aims to register these nuanced differences earlier on.
The ESB is a quick, standardized assessment that measures joint attention, social responsiveness and symbolic comprehension and provides a psychometrically robust risk level for later social communication difficulties, including ASD. Roy and Chiat (2013) conducted a longitudinal study of toddlers clinically referred to speech and language therapy and evaluated with the ESB. There was no evidence found of gender bias in the risk of later social communication difficulties; the same proportion of boys and girls scored within the “low” range. But, nearly eight years later, those same boys were twice as likely to be diagnosed with ASD or social communication difficulties than the girls. Evidence from this small study supports the idea that more standardized assessments, like the ESB, are needed to identify girls earlier, providing equitable access to intervention services regardless of gender (Roy et al., 2022).
Learner Outcomes: At the end of this poster session, participants will be able to:
- List three early sociocognitive skills necessary for communication.
- Describe why autism spectrum disorder (ASD) is under-diagnosed in girls.
- Identify how the Early Sociocognitive Battery (ESB) may help to make assessment and services for social communication challenges more equitable.
Instructional Level: Appropriate for all levels of background/skill | Track:
This poster session will include discussion on the Early Sociocognitive Battery (ESB).
P20 - Evidence Based Intervention for Individuals With Global Aphasia
Jessica Underwood, MA, CCC-SLP; Reethee Antony, PhD, CCC-SLP; Sundeep Venkatesan, MS, CCC-SLP; Kiana Tanghatar; Alessandra Antonacci; Jessica Knaster; Grace Riddleberger; Joyce Wong; Binghamton University
Global aphasia is an acquired condition which affects both speech production and comprehension. It is the most severe form of aphasia, however, there is less consensus on treatment approaches for individuals with global aphasia. Further, in recent years there is immense advancement in the management of aphasia. Given the scenario it is essential to understand the trends in intervention specifically for global aphasia, hence the need for the study. The aim of this study is to perform an extensive review of literature to examine and compile the current trends in intervention for individuals with global aphasia. The method involved database searches, title and abstract screening, and full-length article screening. The inclusion criteria included: Articles must be in English, must not be a review article, must be relevant to global aphasia, and intervention. For the abstract screening and full-length article screening, the screening results were examined for inter-rater agreement and test-retest reliability. All articles that met the inclusion criteria were then stratified based on the outcome measures. The findings were analyzed, the results were compiled and presented. The findings from the current study provide level one evidence on recent trends in intervention for individuals with aphasia and hence can serve as a resource material for clinicians.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe two key findings of the current study.
- List three recent technological advances for management of global aphasia.
- Compare and contrast any two specific recent intervention approaches for individuals with global aphasia.
Instructional Level: Appropriate for all levels of background/skill | Track:
P21 - Fast Mapping of Lexical Tone in Blind, Non-Tone Language Speakers
Zarina Rakhmanova, BA, Hunter College; Lauren Levy, MS, NYCDOE; Stanley Chen, PhD, Hunter College; Nancy Eng, PhD, CCC-SLP, Hunter College
Approximately 1 in 5,200 babies is born with eye defects, resulting in reduced vision (CDC, 2018). Animal studies focused sensory deprivation impact on brain function suggest cross-modal sprouting of the spared modality (Rauschecker, 1993). For example, blind adults have enhanced auditory perception for different stimuli, including non-speech stimuli and pitch (Arnaud et al., 2018; Feng et al., 2019; Gougoux et al., 2004). Fast mapping is quickly assigning meaning to a novel word. In tone languages such as Mandarin, this means attending to vowels, consonants and lexical tones. Without linguistic experience with tone, ability to distinguish among lexical tones is limited. This study compares fast mapping abilities of sighted vs. congenitally blind adults. We predict that adults with a lifetime of (visual) sensory deprivation have enhanced neuronal connections to support fast mapping. Two groups of healthy monolingual (English) adults (ages ranging from 19-26) engaged in novel word learning. One is congenitally blind (n=6), the other served as age-matched sighted controls (n=5). Compared to sighted participants, blind participants were more sensitive to lexical tone variation in the unfamiliar language.
Despite lack of experience with lexical tones, healthy non-tone language blind speakers demonstrated a greater sensitivity to an unfamiliar lexical feature. Our findings support the notion that underutilized brain regions can be assigned to different functions.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Explain the notion of cross modality sprouting in persons with sensory loss.
- Identify the lexical features of Mandarin Chinese.
- Describe the tone system of Mandarin Chinese.
Instructional Level: Advanced | Track: Diversity
P22 - HIV/AIDS and Communication Impairments, What do Students and Clinicians Know?
Corey J. Cifuentes Hollinger, BA; Mara Steinberg Lowe, PhD, CCC-SLP; Queens College
The first signs of the human immunodeficiency virus (HIV) and its more progressive form, acquired immune deficiency syndrome (AIDS), appeared in the 1980’s and shortly after ravaged the world. Since then, diagnosis and treatments for this virus have greatly improved which allows people living with HIV/AIDS (PLWHA) to live significantly longer. However, research findings and anecdotal reports from PLWHA suggest a high incidence of cognitive-communication disorders in this population (e.g., Swanepoel and Louw, 2010). Given that the lifespan of PLWHA has significantly increased and transmission remains high in particular populations and parts of the world, it is very likely that speech-language pathologists and audiologists will assess and treat adults and children living with HIV/AIDS who present with concomitant communication impairments. This study explores the current knowledge of students and practicing clinicians about HIV/AIDS and its connection to communication impairments. This is an essential first step in improving clinical services and outcomes for PLWHA and acquired communication impairments.
In this poster session, we will present survey data collected from practicing clinicians, as well as clinicians in training, to assess their knowledge about communication disorders in PLWHA. We predict that relatively few speech language pathologists or audiologists receive formal training about these important issues and we hope to bring awareness to possible gaps in clinical curriculum. This research will aid in the advocacy and spread of knowledge about HIV/AIDS and communication disorders as comorbidities, which is essential for improving interventions for PLWHA with concomitant acquired communication impairments.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe three ways in which HIV/AIDS can cause communication impairments.
- Identify the role of a speech language pathologist in the care of HIV/AIDS patients with communication impairments.
- Explain the current knowledge of CSD students and practicing clinicians about HIV/AIDS and communication impairments.
Instructional Level: Introductory | Track:
P23 - How People Who Stutter Report Successfully Navigating the Labor Market
Cody Dew, MA, CCC-SLP; Rodney Gabel, PhD, CCC-SLP, ASHA Fellow; Hailey Robson, BS; Yingqi Ding, BS; Binghamton University
This poster session will present on two developing research studies investigating how people who stutter navigate experiences within the U.S. labor market. The poster session will begin with a detailed overview of the literature which describes reports of stigma and discrimination towards people who stutter. Then, participants will receive an analysis of a developing research study which asks both adults who stutter and speech-language pathologists (SLPs) who work with adults who stutter to reflect on their personal experiences and what navigation strategies appear to be helpful. Finally, the presenters will summarize how this information can be used to help SLPs empower their clients who stutter from early childhood to adulthood.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe key findings of previous research studies investigating discrimination towards people who stutter.
- Identify key navigation strategies highlighted by people who stutter and SLPs.
- Integrate the developing results of the two presented studies with evidenced-based therapeutic approaches for children, adolescents and adults who stutter.
Instructional Level: Introductory | Track:
P24 - Improv to Facilitate Social Skills in Developmental and Acquired Disorders
Robert Domingo, PhD, CCC-SLP, LIU Post
This program incorporates improvisation, voice, facial expression, body gestures / movement and storytelling as non-traditional, alternative means of facilitating social communication in persons with developmental and acquired communication disorders, through alternative techniques designed to help train social/pragmatic skills through errorless learning and “Yes And” applications. Both undergraduate and graduate students participate as they learn the use of social games and exercises using vocal, verbal, gestural and physical means of communicating with persons with limited communication.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Demonstrate awareness of the communicative strengths and weaknesses of individuals with developmental and acquired disorders.
- Apply knowledge and skills with vocal, verbal, gestural and physical means of communication.
- Demonstrate knowledge and skill with non-traditional intervention methods like improvisation and other creative arts.
- Demonstrate critical and creative thinking, analytical reasoning and communication skills through innovative teaching and learning methodologies.
Instructional Level: Appropriate for all levels of background/skill | Track: Diversity
P25 - Increasing Student Self-Efficacy Through Evidence-Based Education
Allison Manning, MS, CCC-SLP, State University of New York at Fredonia
Bandura (1997) defined self-efficacy as an individual’s belief regarding what they can do with knowledge or skills, or their confidence for achieving a preconceived level of performance. Individuals who possess high self-efficacy, who are confident in their abilities often experience greater success. In communication sciences and disorders (CSD) programs, self-efficacy increases for students as they progress through coursework and gain clinical experiences. Many students learn by doing and gain confidence, self-efficacy and clinical effectiveness as they increase their understanding, learn new skills and practice. Moreover, self-efficacy is connected to clinical experience and performance; students benefit from coursework that create opportunities to advance clinical self-efficacy. Creating these confidence-building opportunities for students presents a challenge for CSD instructors and clinical supervisors(Bushman et al., 2021; Mayne & Kim, 2022; Morris et al., 2023; Pasupathy & Bogschutz, 2013). Research supports the use of evidence-based education, which combines expert pedagogical knowledge, high quality instruction and student-teacher connections to enhance coursework and clinical experiences and support students’ developing skills for a career as a speech-language pathologist (Folkins, 2016; Ginsberg et al., 2012).
This poster session will focus on exploring instructional methods that are rooted in evidence, and that increase CSD student self-efficacy. It is intended for CSD instructors, clinical educators and supervisors, however concepts and strategies are applicable to SLPs who work with high school students and/or adult clients.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Define evidence-based education and list its components.
- Identify three strategies to increase student self-efficacy.
- Evaluate current instructional practices related to building student self-efficacy.
Instructional Level: Introductory | Track:
P26 - Innovative Treatments for Concomitant Disorders of Aphasia: Apraxia of Speech and Dysarthria
RosaLydia Caputo; Sarah Marmol; Elizabeth Viccaro, PhD, CCC-SLP; Queens College
Aphasia is an acquired language disorder that occurs when there is damage to the left hemisphere of the brain, commonly after a stroke. Aphasia can impact an individual’s receptive/expressive language and present concomitantly with other disorders. Apraxia of speech and dysarthria are common concomitant disorders of aphasia with anywhere between one-third to one-half of individuals who suffered a stroke also developing the concomitant condition of dysarthria (Miller & Bloch, 2017). Additionally, apraxia of speech is thought to affect approximately 44 percent of individuals diagnosed with aphasia (Ziegler et al., 2022). Little research has been done evaluating the efficacy of innovative therapy techniques of treating apraxia of speech and dysarthria as a concomitant disorder of aphasia poststroke.
Traditional views of treatment for apraxia of speech include: articulatory kinematic, rate-rhythm control, intersystemic-facilitation and alternative and augmentative communication. Typical treatments for dysarthria include restorative and compensatory strategies, aspects of the Lee Silverman Voice Treatment (LSVT) and oral motor exercises. With the support of recent research, there are emerging innovative techniques to treat apraxia of speech which include: electropalatography, phonomotor treatment (PMT) and combined aphasia and apraxia of speech treatment (CAAST). New therapies to treat dysarthria include: non-invasive brain stimulation and tongue acupuncture. With the support of continued research of these innovative treatments, electropalatography, PMT, CAAST, non-invasive brain stimulation and tongue acupuncture are a potential new avenue of treatment for those who have developed apraxia of speech and/or dysarthria post-stroke.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Identify three innovative treatments for apraxia of speech (i.e. electropalatography, phonomotor treatment, and combined aphasia and apraxia of speech treatment).
- List two innovative treatments for dysarthria (i.e. non-invasive brain stimulation and tongue acupuncture).
- Identify three benefits of implementing these innovative therapies to treat apraxia of speech and dysarthria as concomitant disorders of aphasia.
Instructional Level: Introductory | Track:
P27 - Integrating Low Tech AAC and Music To Promote Empowerment
Kara Goldin, MS, CCC-SLP; Marissa Lane, MS, CCC-SLP; The Center for Discovery
Speech-language pathologists know that creating meaningful and therapeutic activities for autistic individuals and individuals with complex communication needs is critical in order to promote authentic engagement and autonomy. While a large population of individuals who use augmentative and alternative communication (AAC) continue to use low and mid-tech AAC (e.g., core boards, free icons, bigMACk switches, auditory communicators), some providers may not know how to best integrate them to encourage independent communication. In this poster session, we detail a therapeutic approach combining musical preferences and core language using low and mid-tech AAC, with examples of a variety of vocabulary targets. Listening and commenting on music is a natural way to build rapport with individuals, as preferences are subjective and can produce passionate or emotional responses that naturally facilitates language.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Identify core vocabulary appropriate for denoting preferences.
- List neurodiverse strategies to promote student engagement.
- Integrate ways to increase caregiver and staff involvement.
Instructional Level: Appropriate for all levels of background/skill | Track:
P28 - It's All Tied Together: Addressing Ankyloglossia With a Multidisciplinary Team
Rachel Best, MS, CCC-SLP; Jamie Smith, AuD, CCC-A; Alyssa Morron, BS; Small Steps Therapy, LLC
This poster session will describe the functions of an ankyloglossia team and how each discipline works together to provide optimal patient care in a private practice setting. We seek to share with other professionals the potential steps they may take to develop a diverse, collaborative team. Additionally, we will review the role of each discipline and how our team endeavors to communicate and collaborate with other providers within our community.
Ankyloglossia is a diagnosis that impacts many individuals diagnosed with dysphagia, oral motor difficulties or a speech disorder. The speech-language pathologist may be among the first to identify functional concerns. Each clinician should collaborate or consult with other providers to develop a comprehensive treatment plan that addresses each individual as a complex and multifaceted being. At this time our ankyloglossia team is comprised of a speech-language pathologist, occupational therapist, registered dietitian and lactation counselor. Our multidisciplinary clinic specializes in feeding across the lifespan but also collaborates with other local providers such as airway focused dentists and otolaryngologists.
Ideally ankyloglossia is identified and treated in early infancy. When this diagnosis is not made or properly addressed symptoms can be significant and persistant across an individual’s lifespan. In our model each team member is present throughout the evaluation and collaborates to establish an appropriate plan of care for ongoing sessions.
Although there are challenges to all models, a team approach is imperative for individuals diagnosed with ankyloglossia and provides a more comprehensive, effective model for diagnosis and treatment.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Identify the multidisciplinary team members necessary for optimal treatment of ankyloglossia.
- Describe the multidisciplinary team approach and basic strategies to building your own team.
- List the strengths and weaknesses of a multidisciplinary team within a private practice setting.
Instructional Level: Introductory | Track:
P29 - Language and Literacy Leading to Positive Solutions for Families
Marisa Mooney, MS, CCC-SLP; Tracy Lyman, MSEd; Tina Caswell, MS, CCC-SLP; Kara Nunn, MS, CCC-SLP, BCS-CL; Binghamton University
This poster session an interprofessional program facilitated by an early childhood educator and New York State licensed speech language pathologists that merged principles of two evidence-based programs: The Pyramid Model (https://www.nyspyramidmodel.org/) and principles generated from the The Hanen Centre (https://www.hanen.org/About-Us.aspx) to support young children and their families in the development of language, literacy and social/emotional communication skills. The need for family centered programs for young children in our local community is recognized by the limited number of early intervention providers and access to speech and language services. In collaboration with a community partner, five caregivers and their children ages 18 months to 5 years old participated in a seven week, family centered program with the goal to support and increase language and literacy development and social emotional communication through play based activities, books and language enriched experiences. The sessions were designed to support caregivers by providing: resources for understanding language, literacy and social/emotional development, strategies for helping their child express their emotions, skills to promote communication through books, books, songs and play activities and resources for continuing to support their child at home. Families were brought together to end each session to apply strategies taught with faculty and students modeling the targeted skills. Pre and post data collection was used to measure growth in parent confidence to implement targeted skills. Anecdotal evidence supported positive changes in the children’s verbal productions, initiation, peer interactions and promoted caregiver engagement, social connections and parental resilience.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe how to promote social emotional skills in the classroom and at home.
- Define specific strategies that involve reading books with the purpose of promoting language and literacy development.
- Apply the resources provided with early care settings including families and caregivers to support communication, language and social/emotional development.
Instructional Level: Intermediate | Track: Diversity
P30 - Long COVID-19 in the Pediatric Population: What We Know
Cassandra Natali, MS, CCC-SLP; Abigail Sprague; Binghamton University
Background: Post-acute sequelae of SARS-CoV-2 (PASC) or long COVID-19 is characterized by symptoms that persist for at least four weeks following initial COVID-19 infection. The syndrome frequently presents as fatigue, headaches and difficulty concentrating. PASC is widely unrecognized within the pediatric population and research on the impact of long COVID-19 is limited. While existing literature describes the frequency of PASC symptoms, evaluates the impact of comorbidities and pre-existing risk factors and investigates the effects of COVID-19 on different body systems, most studies do not focus on pediatric quality of life.
Purpose: This study aimed to identify how long COVID-19 presents itself in children’s daily lives, highlighting the personal experiences of children with the condition.
Method: A literature review was conducted. Databases queried included PubMed and CINAHL. Key search terms included “long COVID-19,” “Post-Acute COVID-19 Syndrome,” “children,” “pediatrics” and “school.” Inclusion criteria were English peer-reviewed articles between 2020 and 2023. Additional primary sources, blog posts, news articles and online videos supplemented the peer-reviewed sources.
Results: The literature identifies the following themes: (1) multisystemic effects – most prominently nervous, respiratory, and cardiovascular system involvement; (2) decline in quality of life or interruption of daily activities (i.e., inability to attend school, limited physical activities, difficulty focusing, lack of motivation and lethargy and (3) need for a multidisciplinary treatment team, including a speech-language-pathologist.
Conclusion: This study ultimately identifies that long COVID-19 diminishes children’s quality of life, indicating the need for continued research and interventions advocating for children impacted by the syndrome.
Learner Outcomes: At the end of this poster session, participants will be able to:
- List symptoms of Long COVID-19 in children/adolescents.
- Explain current research on Long COVID-19.
- Describe clinical implications of Long COVID-19 for school-based speech-language pathologists.
Instructional Level: Introductory | Track:
P31 - Mandarin-English Bilingual Aphasia: Evidence-Based Treatments and Mental Health
Ashley Chang, BA; Erin Foo, BA; Elizabeth Viccaro, PhD, CCC-SLP; Queens College
As the Mandarin-English bilingual population in the United States grows, addressing their healthcare needs, particularly in speech-language therapy for aphasia, is crucial. The lack of Mandarin-English bilingual speech language pathologists (SLPs), however, poses a challenge. Additionally, there is a considerable gap in research on treatment of Mandarin-English bilinguals with aphasia (BWA) in a way that facilitates within and cross-langauge generalization. Recent studies by Li et al., (2021) and Li et al., (2023) have investigated the semantic-based treatment of verbs such as Verb Network Strengthening Treatment (VNeST) in Mandarin-English BWA. Although treatment was only provided in one language, researchers found language generalization to both the treated and untreated language. This has encouraging implications in that semantic-based verb treatment may be a treatment monolingual English SLPs could provide to Mandarin-English BWA. Other treatment approaches such as Tai-Chi Chuan (Zhang et al., 2018) and conversational therapy (Lai et al., 2021) in Mandarin are also showing promising results in research.
Furthermore, mental health and Chinese culture are significant factors to consider when providing health care to Mandarin-English BWA. Understanding cultural concepts in Confucianism like relationships, reputation and saving face (Luu, 2021) can give SLPs perspective of life in Chinese communities and how mental health is negatively impacted. SLPs can then provide a comforting space when running therapy sessions. Intertwining those ideologies into treatment methods like semantic-based verb treatments such as VNeST, conversational therapy and Tai-Chi Chuan may improve the mental health, communication skills and overall quality of life for Mandarin-English BWA.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Explain the importance of increasing the amount of Mandarin-English bilingual speech-language pathologists in the field of speech-language pathology.
- Explain the importance of within and cross-language generalization for language rehabilitation of Mandarin-English bilinguals with aphasia.
- Describe the benefits of implementing Verb Network Strengthening Treatment (VNeST), Tai-Chi Chuan, and conversational therapy for Mandarin-English bilinguals with aphasia.
- Identify the critical mental health issues and Chinese cultural factors in Mandarin-English bilinguals with aphasia.
Instructional Level: Introductory | Track: Diversity
P32 - Neurodivergent-Affirming AAC Programming
James Paladino, MS, CCC-SLP, The Center for Discovery
Gestalt language processors and neurodivergent individuals deserve AAC programming that matches their language processing, provides regulation self-advocacy icons, allows them to develop connections between bodily sensations and emotions and integrates personal interests. Participants will learn how to use the “pop-up” and navigation programming features of different communication apps to create intuitive icon loops to promote self-advocacy. This poster session covers methods to create branching icon pathways to link bodily sensations to common associated feelings. Participants will also learn how to identify student Gestalts, match their natural language acquisition stage and learn how to program these utterances into an AAC profile.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Define fluid programming pathways to promote expressive language.
- Identify student Gesalts and program icons to match their stage level.
- List interoception icons to associate emotions to bodily sensations.
- Identify emotional and energy regulation icons.
Instructional Level: Intermediate | Track:
This poster session will disuccss AAC Software: Tobii Communicator, TouchChat
P33 - Nurses' Role in Audiology and Speech Language Pathology - A Literature Review
Kylie Browning; Olivia Buscarnera; Valentina Escobar; Ashlee Safford; Shannon Strehle; Kate Vogeli; Samantha Waletzky; Alessandra Antonacci; Sundeep Venkatesan, MS, CCC-SLP; Binghamton University
Introduction: Nurses play a critical role in the field of audiology and speech language pathology (SLP). They are integral to enhancing the communication and quality of life for individuals with speech and hearing disorders. This poster session proposal aims to shed light on nurses’ often-overlooked yet crucial role in this domain. Our literature review explores the multifaceted involvement of nurses in audiology and SLP, emphasizing their impact on patient care, interdisciplinary collaboration and advocacy.
Objectives: To analyze the diverse responsibilities of nurses in audiology and SLP settings. To highlight the importance of a holistic and multidisciplinary approach to patient care.
Methods: A literature review of relevant peer-reviewed articles, books and official guidelines will be conducted. The literature will be analyzed for key themes and findings related to nurses’ contributions to audiology and SLP.
Expected Outcomes: The poster session will present a comprehensive overview of the nurses’ involvement in audiology and SLP, emphasizing their contribution to patient well-being, early detection of communication disorders and collaborative teamwork.
Significance: Understanding the pivotal role of nurses in audiology and SLP is essential for healthcare professionals, educators and policymakers to enhance patient care, encourage interdisciplinary collaboration and promote awareness about the importance of communication disorders.
Conclusion: Our literature review will provide a valuable resource for healthcare professionals and educators by illustrating the significance of the nurses’ role in audiology and SLP, ultimately contributing to improved patient outcomes and care practices.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe the multifaceted responsibilities of nurses in Audiology and Speech Language Pathology (SLP) settings, including their roles in patient care, interdisciplinary collaboration and advocacy.
- Define the importance of a holistic and multidisciplinary approach to patient care in audiology and SLP, recognizing how nurses contribute to the overall well-being of individuals with speech and hearing disorders.
- Describe and appreciate the significance of nurses as patient advocates and educators in the specialized field of audiology and SLP.
Instructional Level: Appropriate for all levels of background/skill | Track:
P34 - Objective Measurements in Acute Rehabilitation: Clinical Focus on Lung Transplant
Jessica Goldstein, MS, CCC-SLP, NYU Langone Health
Respiratory muscle atrophy has been associated with higher risk of dysphagia, dystussia, dyspnea and dysphonia. Use of Respiratory Muscle Strength Training (RMST) to improve speech and swallow outcomes has been widely documented, though limited publications are available to demonstrate program efficacy within an acute rehabilitation setting. There are multiple barriers to program use within this setting such as medical acuity, short length of stay, patient buy in, insurance coverage, cost etc. This poster session focuses on use of RMST within an acute rehabilitation setting with lung transplantation patients as a sample population.
Our goal has been to incorporate RMST with traditional communication and dysphagia treatment to optimize patient outcomes. 27 consecutive patients status post bilateral lung transplantation were treated with RMST if penetration- aspiration scale was greater than three and/or if initial expiratory, inspiratory and/or cough strength were below normative data for age and gender. The following outcome measurements were utilized: Maximal Inspiratory Pressure (MIP), Maximal Expiratory Pressure (MEP), peak flow meter readings, Incentive spirometry, International Dysphagia Diet Standardisation Initiative Level (IDDSI), Functional Oral Intake Scale (FOIS) and Penetration Aspiration Scale (PAS). Over a two-year period, we found that there were multiple benefits of using objective measures in acute rehabilitation. In addition to improved patient outcomes, use of objective measurements provided interdisciplinary team members with concrete, relatable measurements to better understand patient progression. Further, use within this setting allowed for improved monitoring, adherence and opportunity for more direct, intensive treatment and improved patient engagement with use of biofeedback.
Learner Outcomes: At the end of this poster session, participants will be able to:
- List five outcome measures that can be used to represent patient performance in acute rehabilitation.
- Describe two interdisciplinary benefits to using objective tools to guide treatment planning in acute rehabilitation.
- List two benefits to use of RMST with patients who are status post lung transplantation in acute rehabilitation.
Instructional Level: Intermediate | Track:
This poster session will include Aspire Products- Respiratory Muscle Strength Training.
P35 - Outcomes of an Adapted Cooking Program With Adults With Developmental Disabilities
Alessandra Antonacci, BA; Cody Dew, MA, CCC-SLP; Kara Nunn, MS, CCC-SLP, BCS-CL; Samantha Reiff, BS; Madison Richards, BA; Margaret Smith, BA; Binghamton University
This poster session will report outcomes from the Gigi’s Kitchen- Language Chef program in Binghamton, New York. Language Chef is an ongoing community-engaged program and research study investigating a novel therapeutic program that incorporates evidence-based practice within a community based life skills program to improve the language and social communication abilities of adults with developmental language disorders (DLD). This therapeutic programming was designed through a multimodal approach, providing combinations of auditory, visual (reading, picture based learning) and kinesthetic (touching/moving) interactions to promote an active learning environment. Throughout the program, participants were tasked with completing language based activities which were adapted to support their learning. Through the IPC model with nutritionists, SLP’s and site staff. Explicit teaching models were developed. Throughout this study, participants were asked on their perspectives of the program and how the implementation of evidenced-based adaptations helped them. Initial results reveal that participants found the program to be more beneficial and easier to participate in when adaptations were implemented. Further, participants and their caregivers were interviewed using a semi-structured interview protocol. Each interview was transcribed and analyzed using qualitative analysis to discover themes and overarching sub-themes resulting from participation in the program. Initial results have shown that caregivers report carryover of learned tasks outside the program directly related to the instruction and adaptations provided. These results inspired the Gigi’s Playhouse organization to implement the adaptations in their programming nationally and internationally.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe key findings from the study related to how evidenced-based adaptations improved subjective reports of language use in participants with adults with developmental disabilities.
- Identify how contextually-valid group-based programs can be adapted to improve subjective reports of language use and participation with adults with developmental disabilities.
- Integrate the developing results of the presented study with evidenced-based therapeutic approaches for children, adolescents, and adults with developmental disability.
Instructional Level: Introductory | Track: Research and Innovation
P36 - Perspectives of Individuals With TBI on Their Communication Post-Injury
Hannah Lefevre, MSEd, The College of Saint Rose
Purpose: The aim of the study is to gain information regarding how individuals with TBI view their own communication abilities and behaviors and how other’s perceptions of their behaviors impact them emotionally. Previous research has shown that the changes in communication ability post-injury can lead to increased social isolation and decreased QOL in individuals with TBI.
Method: The study used a modified version of the La Trobe Communication Questionnaire (Douglas, 2000) to gather quantitative data on the participants’ self-awareness levels. Interviews were used to gather qualitative data on the participants’ perspectives regarding their communication behaviors and others’ reactions to their behaviors.
Results: The quantitative results from the individuals’ scores on the modified LCQ-S provide a clear representation of the varying levels of awareness and the specific areas of cognitive communication that the participants reported as challenges. The participant interviews revealed five themes in response to others’ reactions of their communication abilities and behaviors: 1) Insight/Self-Awareness, 2) Frustration/Anger, 3) Sadness, 4) Embarrassment and 5) Acceptance.
Conclusion: The participants in this study provided important insight into how the perceptions and reactions of others in conversation can cause them to have strong emotional reactions (e.g., lonely and isolated, ignored, frustrated, sad and embarrassed) following perceived negative reactions of the communication partner.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Identify the changes in communication abilities and behaviors that can occur in individuals with TBI post-injury.
- Explain how changes in the communication abilities of TBI survivors impact their quality of life.
- Describe the relationship between self-awareness of communication changes in individuals with mild vs. moderate TBI.
Instructional Level: Introductory | Track:
P37 - Primary Progressive Aphasia: How Health Disparities Impact Accessing SLP Services
Rachel Desir; Mara Steinberg Lowe, PhD, CCC-SLP; CUNY Queens College
Social determinants of health (SDoH) are nonmedical factors known to have a profound impact on healthcare outcomes, but are often overlooked and have had little consideration in the field of speech language pathology (Ellis & Jacobs, 2021). Emerging work shows that SDoH contribute to differences in access and utilization of speech-language pathology (SLP) services and impact resulting clinical outcomes for people with post-stroke aphasia. Little is known about the effect of SDoH on access to SLP services for individuals with progressive neurological disorders such as primary progressive aphasia (PPA). SDoH influence the risk for developing progressive diseases and affect symptom progression. For example, lower socioeconomic status increases risk for certain dementias, time to diagnosis and may accelerate the rate of cognitive decline (Majoka & Schimming, 2021). Speech language pathologists play a critical role in the assessment and management of people with PPA by establishing effective communication strategies and providing care partner training. It is important to understand potential barriers to accessing these services which are vital to helping individuals with PPA maximize their communication abilities, independence and quality of life.
This poster session explores the nonmedical factors that impact access to SLP services for people with PPA. We focus on the direct and indirect ways economic stability impacts accessibility of services for those living with progressive neurodegenerative diseases like PPA. This work highlights the importance of SDoH in the clinical practice and sparks discussion about the role of the SLP in recognizing and actively working towards reducing healthcare disparities.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Explain the impact social determinants of health can have on accessibility and quality of speech services.
- State at least two barriers to accessing SLP services for people with PPA.
- Explain the role that SLPs and audiologists can play in reducing health and healthcare disparities.
Instructional Level: Appropriate for all levels of background/skill | Track:
P38 - Reducing Fear When Addressing Pediatric Feeding Disorders Within Early Intervention
Margaryta Kuzmin, MA, CCC-SLP, NYC Department of Education
Many speech-language pathologists (SLPs) may face competence and self-confidence issues when addressing pediatric feeding disorders (PFD) in earlyiIntervention (EI). This poster session will review research and provide SLPs with practical strategies that alleviate fears and boost their confidence in managing PFD in EI.
The prevalence of pediatric feeding disorders (PFD) in the US is estimated at approximately 1 in 37 children aged under five (Kovacic, et al., 2021). Among children with developmental disorders, this prevalence can rise up to 80 percent (Vissoker et al., 2015; Arvedson, 2008; Lefton-Greif, 2008). The causes of PFD, however, remain multifactorial (Kovacic, K. & et al., 2020; Goday, S. et al., 2019; Linscheid et al., 2003). Children with PFD exhibit various issues, such as inadequate nutrition, food avoidance, swallowing difficulties and an inability to develop age-appropriate feeding skills (Goday et al., 2019). When left untreated, PFD can hinder a child’s development, affecting their physical health, increasing parental stress and diminishing families’ overall quality of life (Muldoon, et al., 2022).
SLPs play a central role in assessing, diagnosing and managing PFD, responsibilities aligned with their ethical and professional obligations (ASHA, 2023). Research highlights factors contributing to SLPs’ anxiety and lack of confidence when addressing PFD. These include concerns about insufficient graduate and post-graduate education, self-confidence, liability, lack of support/training (Raatz, et al.,2023; O’Donoghue, et al., 2008; Knollhoff, 2023; Wilson et al. 2020; Hutchins et al. 2011; Bailey et al. 2008; Zingler, et al. 2022).
To bolster SLPs’ self-confidence and competence, the focus should center around evidence-based strategies: attending professional-development courses in PFD, staying current with research, mentorship, hands-on learning and clinical support (Lefton-Greif & Arvedon, 2016; Wilson, et al., 2020).
This poster session will equip SLPs with effective techniques on where to start, when addressing PFD; including comprehensive assessments, in depth observations, collaboration with multidisciplinary teams and employing responsive therapy tailored to the unique needs and multicultural preferences of children and caregivers (Owen, et. al., 2012; Sharp et al., 2017; Simione, et al., 2020; Beaudry-Bellefeuille, et al., 2021; Homer, 2016). Practical case studies and interactive learning opportunities will impart invaluable insights and enrich participants’ comprehension. Addressing PFD in EI is crucial for SLPs as it enables early identification and intervention. Failing to address PFD out of fear can potentially result in lifelong adverse effects on children’s feeding and feeding experiences (Bahr & Johanson, 2013; Hutching et al., 2011; Wilson et al., 2020; Zimmermann, 2016; Gosa et al., 2020).
Learner Outcomes: At the end of this poster session, participants will be able to:
- List the factors contributing to SLPs’ fear when addressing PFD.
- Explain the benefits of a multidisciplinary approach in addressing PFD.
- Identify evidence-based strategies to effectively address PFD in EI.
Instructional Level: Introductory | Track:
P39 - Screening Patients for Dysphagia and Malnutrition: An Interprofessional Training Experience
Mara Steinberg Lowe, PhD, CCC-SLP; Victoria Fischer, PhD; CUNY Queens College
Team-based collaboration is essential when providing care for people with dysphagia (i.e., difficulty swallowing). Early identification of swallowing impairments and risk for malnutrition is extremely important to mitigate adverse and possibly avoidable, effects such as aspiration pneumonia and muscle wasting. Interprofessional educational (IPE) experiences are imperative to promoting team-based collaborative care, particularly for medically complex patients who may be at risk for swallowing impairments and malnutrition. IPE occurs whenever there are opportunities for students to “learn about, from and with each other to enable effective collaboration and improve health outcomes” (WHO, 2010, p. 7). While speech language pathology (SLP) and dietetic programs are beginning to incorporate IPE into their curriculum, there have been few studies that have looked at the outcomes of IPE activities centered around swallow and nutritional screening designed specifically for SLP and Dietetics students.
This study assessed perceptions of SLP and dietetics students after participating in an IPE workshop in which they engaged in simulated experiences centered around screening tools used for patients at risk for dysphagia and malnutrition. Following the IPE workshop, students reported increased awareness and understanding of the roles and responsibilities of the respective professions for swallow assessment and treatment. Opportunities for collaborative interprofessional discussions and time to practice hands-on clinical skills improved students’ knowledge and confidence in their own role in swallowing assessment and their self-reported ability to work collaboratively as part of a health care team.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Explain importance of team-based collaborative care for patients at risk for dysphagia and malnutrition.
- Explain how simulated interprofessional education experiences promote team-based collaborative care for patients at risk for dysphagia and malnutrition.
- Describe changes in SLP and Dietetics students’ self-reported perceptions about professional roles and responsibilities in swallowing assessment and treatment following a collaborative learning experience.
Instructional Level: Appropriate for all levels of background/skill | Track:
P40 - SLP and Timing for Intervention in Neonatal Abstinence Syndrome Infants
Sarah Elzayat, SLPD, CCC-SLP, NYU Langone Medical Center
The aim of this study is to assess how speech language pathologists (SLPs) make timing decisions to initiate therapy with Neonatal Abstinence Syndrome (NAS) and to identify common feeding strategies used with these infants. NAS occurs from drug exposure during pregnancy and causes withdrawal symptoms at birth. Feeding difficulties are common (Krans & Patrick, 2014; Maguire et al., 2015) but existing literature focuses on the SLP’s role in treating long-term deficits, such as poor cognitive-communication and literacy skills (Rutherford et al., 2022). SLPs currently lack an evidenced-based practice (EBP) framework for determining appropriate timing for feeding intervention in infants with NAS (Proctor-Williams, 2018).
To establish this framework, we gathered participants’ timing decisions to initiate therapy in infants with NAS in a 33-item survey. The study collected demographic information and elicited perceptions on timing decisions to initiate treatment in response to a series of clinical scenarios focusing on three clinical features across three case severities. The differences in timing decisions will be compared based on clinical features and severities presented.
Preliminary results and analysis from 270 responses demonstrates that SLPs intervene earlier when milder feeding deficits are presented. This research informs our understanding of the SLP’s role, best practices for infants with NAS and implies that the absence of an EBP tool allows for timing decisions to vary per clinician.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe clinical features characterizing NAS.
- Define the SLP’s role in an infant with NAS’s recovery process.
- Identify strategies that are commonly used to facilitate feeding success in infants with NAS.
Instructional Level: Appropriate for all levels of background/skill | Track:
P41 - Social Communication Group for Patients With Persisting Post-Concussive Symptoms
Meri Marcus, MS, CCC-SLP; Shaparak Shadravan, MS, CCC-SLP; NYULMC
We identified a gap in services for our patients with post concussive symptoms. Many of these patients report greater difficulty communicating in group settings compared with controlled 1:1 interactions. Patients describe challenges with word retrieval, decreased ability to process and retain information and changes in pragmatic language skills, such as monitoring vocal volume and tone, topic maintenance, turn taking, initiation and elaboration, eye contact and oversharing personal information.
We found that there was a lack of generalization of skills from individual therapy to a more natural context. We ran a trial social communication group specifically for patients with persisting post concussive symptoms. The group consisted of three members and one clinician and was held 1x/week for 50 minutes over a six-week period. Time since onset of concussion ranged from three years to six months. Participants continued with their individual speech language pathology sessions simultaneously.
Goals were discussed and agreed upon individually and again during the first group session. Participants completed the Pragmatics Rating Scale from the Measure of Cognitive Linguistic Abilities test (MCLA) within one week of starting group therapy and again within one week of completing the group. Scores on this rating scale improved for all three group members.
Conclusion: Patients with persisting post concussive symptoms benefit from skilled intervention group therapy in addition to individual therapy to address social communication impairments and facilitate carryover of learned skills to more natural contexts. Improvements were reported by the participants and evident on pre and post rating scales.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Define social communication.
- List three conversational and three non-verbal examples of social communication.
- State three benefits of skilled group intervention for this patient population.
Instructional Level: Appropriate for all levels of background/skill | Track: Ethics
This poster session will discuss the Social Communication Group.
P42 - South Africa Aphasia Awareness Training for Emergency Responders
Kaitlin Brooks, PhD, CCC-SLP, Molloy University; Ellayne Ganzfried, MS, CCC-SLP, Pace University; Caleb Gage, City of Johannesburg EMS Training Academy; Alexandra McKenzie, BS, Pace University; Rachel Calderera, BS, Molloy University
Aphasia is a communication disorder which can impact a person’s ability to both express and understand language and possibly hinder the ability to convey thoughts, concerns and ideas as well as follow directions. Communication is crucial in emergency situations and it is critical that first responders are educated about aphasia and how to effectively communicate with persons with aphasia (PWA) through use of various communication strategies. This study pilots a virtual aphasia awareness training program for first responders in South Africa. The objective of this study is to raise aphasia awareness and increase the knowledge of aphasia within emergency medical service (EMS) personnel, globally, to promote better communicative practices relating to PWA, particularly in emergency situations. Pre/post training survey data will be shared to show gains and knowledge learned as a result of the training program with a minimum of fifty qualified EMS personnel from city of Johannesburg Emergency Medical Services (EMS) Medical Training Academy (COJEMS MTA), however, more than one hundred first responders are anticipated to participate in the study in the coming months. Research outcomes from this study will benefit both first responders and PWA through the advancement of positive effective interactions and experiences with one another. This study can lead to potential improvement of EMS academic training models and criteria to better prepare future EMS paramedics for these encounters.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe the importance of improving aphasia awareness among first responders globally.
- Explain the effectiveness of a virtual training program to improve aphasia awareness and knowledge of communication strategies among first responders in South Africa.
- List the components of training emergency responders in aphasia awareness and how to set up training programs in their communities.
Instructional Level: Appropriate for all levels of background/skill | Track: Diversity
P43 - Speech Therapy for People With Parkinson's in Underserved Communities
Elizabeth Viccaro, PhD, CCC-SLP, Queens College
According to the Parkinson’s Foundation, close to one million people are living with parkinson’s in the Unted States (US) In 2017, it was estimated that there were at least 48,000 people in New York state living with PD (Parkinson’s Foundation, n.d). As the United States population ages, the need for effective health care services continues to rise (Kunlin, et al.,2014). Research has confirmed the necessity for increasing parkinson’s services for vulnerable and underserved communities, specifically in the NYC area. Fullard et al. (2017) reported evidence for the efficacy of physical therapy, occupational therapy and speech therapy for parkinson’s in the US has been increasing. This evidence led to an increase in quality measures for PD treatment including the regular assessment of the need for these therapies.
Health inequalities related to ethnicity and underserved communities are well-recognized. Underserved minorities are more likely to experience delays in diagnosis and treatment of parkinson’s. Once a diagnosis is determined these individuals are less likely to receive necessary care, including rehabilitative services, such as speech therapy (Pan et al., 2014).
Currently, there do not appear to be any studies assessing the impact of speech therapy services for people with parkinson’s in vulnerable and underserved populations throughout the NYC area. Therefore, the primary objective is to investigate the effect that these services may have on their speech, communication and overall quality of life. A secondary objective is to determine the effectiveness of this speech program via the completion of evaluation forms.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe the importance of speech therapy services for people with Parkinson’s.
- Identify health care disparities for people with Parkinson’s in underserved communities.
- List three benefits of participation in this speech therapy program for people with Parkinson’s.
Instructional Level: Appropriate for all levels of background/skill | Track: Diversity
This presentation will discuss Speech therapy (SPEAK OUT! program) for people with Parkinson’s.
P44 - Speech-Language Pathologists’ Therapeutic Approaches With Gestalt Language Learners
Noam Waisbrod, BS; Michelle Macroy-Higgins, PhD, CCC-SLP; Amy Vogel-Eyny, PhD, CCC-SLP; Hunter College
Gestalt language processing is a model of language development in which individuals obtain language at the phrase level first. Over time, they learn to segment these phrases and recombine the pieces to form unique utterances. This model of language development is contrasted with the more commonly observed analytic language development, in which individuals obtain single words first and later combine words into longer utterances. Natural Language Acquisition (NLA), describes six stages of gestalt language development, as well as how to assess and write goals for a client in each stage (Blanc, 2012). Principles of NLA has the potential to aid speech-language pathologists (SLPs)in treating gestalt language learners, but its validity is limited as it has not been thoroughly tested. Additionally, NLA does not outline a clear protocol for application in treatment. The current study examines how SLPs approach treatment of gestalt language learners and if they are applying principles of NLA to treatment.
In this poster session, we will present survey data collected from practicing clinicians to assess their treatment practices of gestalt language learners. The goal of this study is to examine if and how SLPs are using the information that is currently available. Initial pilot testing indicates that treatment methods will vary among SLPs due to the absence of a cohesive, research-backed protocol; however, data collection is ongoing. By identifying current practices, this study aims to guide the development of a uniform, evidence-based approach to the treatment of gestalt language learners.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Define gestalt language processing.
- Explain current theoretical support for Natural Language Acquisition.
- Summarize current SLP practices in the treatment of gestalt language learners.
Instructional Level: Introductory | Track:
P45 - Supervisor-Supervisee Rapport Building
Daliana De Jesus, MA, CCC-SLP, Private Practice
Supervising graduate students can have wonderful opportunities for both the student and the supervisor. This poster session will provide attendees with information on how to have successful mentoring experiences. The supervisory process, supervisor developmental models and communication styles will be discussed.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe the stages of the Anderson’s Continuum of Supervision.
- List the five components of the supervisory process.
- Describe at least one component of each of the supervisor developmental model levels.
Instructional Level: Introductory | Track:
P46 - The Invisible Disability of Single Sided Deafness: Improving Hearing Quality of Life Through Group Aural Rehabilitation
Michelle Albera, MS, CCC-SLP , LSLS Cert AVT; Rivka Bornstein, AuD, CCC-A; Samantha Morgan, AuD, CCC-A; Katrina Stidham, MD; Westchester Medical Center/NY Medical College
Introduction: It is important that adults with cochlear implants with single sided deafness (SSD) receive aural rehabilitation in order to establish a home practice routine and use of direct connection to strengthen their auditory skills using the cochlear implant. Additionally, aural rehabilitation provides an opportunity for patients to share their experiences with hearing loss. Patients with SSD often appear to communicate effectively and can engage in typical conversations with family friends and colleagues. However, many of these patients express a sense of loss related to their hearing loss and feel that others do not recognize that they have a disability. A group session for patients to share their experiences, their feelings about hearing loss and to develop strategies may increase satisfaction and improve feelings about using a cochlear implant.
Methods: Patients over the age of 18 who present with SSD because of sudden or progressive hearing loss, who received a cochlear implant at our clinic were invited to join a rehabilitation group. The aural rehabilitation course is five consecutive weeks for one hour via Zoom. The sessions are facilitated by a speech language pathologist and an audiologist. Prior to starting the group, each participant will complete several subjective questionnaires as well as the Client Oriented Scale of Improvement (COSI).
Each session follows a similar routine. Sessions start with an energy check to establish comfort and to identify each patient’s current state as well as related stressors, supports and weekly routines. A prompt related to hearing loss management, technology use or feelings about hearing loss is presented and each patient is encouraged to respond. Breakout rooms are used to practice using Direct Auditory Input and to establish deeper connections amongst participants. Sessions end with an open forum to ask or comment on a related question. The group is grant funded so there is no cost for participants. Upon completing the course, the subjective questionnaires are re-administered. In addition, a clinician created survey was provided to assess course satisfaction.
Results: It is predicted that satisfaction will increase after participating in the group. Data on pre and post questionnaires will be compared. The results will be analyzed to describe the effect of group aural rehabilitation on patients with SSD. It is expected that these patients will show an increase in hearing related quality of life. The clinician created survey will support these findings, as well as provide perspective on each patient’s new knowledge acquired as a result of the course. Expected findings include a better understanding of technology, hearing management and a sense of connectedness with other SSD participants.
Conclusion: Many patients with SSD at our clinic express similar stories related to their hearing loss and cochlear implant. Participation in the aural rehabilitation group diminishes these patients’ feelings of having an “invisible disability” that is unique to them. Additionally, each participants’ feelings about hearing loss are validated within the group setting by hearing similar stories. We expect the data from the subjective scales to support better hearing quality of life
Learner Outcomes: At the end of this poster session, participants will be able to:
- Explain the perceived struggles identified by patients with single sided deafness.
- Define the benefits of group aural rehabilitation for this with cochlear implants for single sided deafness.
- Explain the outcome of group aural rehabilitation for patients with single sided deafness.
Instructional Level: Advanced | Track:
P47 - The Relationship Between Cognition and Language in Teens With Lupus
Emily Lokenauth; Shari Berkowitz, PhD, CCC-SLP; Kimberly Rapoza, PhD; Kathleen Kenney-Riley, EdD, APRN-BC, PNP; Mercy University
Lupus, an autoimmune disease causing one’s immune system to attack healthy cells, can affect various functions, including cognition. The literature to date has demonstrated aspects of memory loss in individuals with lupus, including decreased processing speed, working memory (Shucard et al., 2004), decreased accuracy and reaction times for memory tasks as load increases (Chun-Min Zhu et al., 2017) and more visual/verbal memory impairments compared to healthy controls (Mani et al., 2015). This study explores the relationship between memory skills and language in adolescents with lupus. Additional factors, such as community income levels and county-wide academic status were explored to determine confounding variables for memory and language deficits in adolescents with lupus.
For this study, we analyzed data from n=30 participants, aged 14-21, recruited from rheumatology clinics in New York. Using the CELF-5 (Wiig, E. H. et al., 2013) and the Cogstate (Cogstate LTD), with zip code data and county-wide academic information, we aimed to understand the relationship of these factors on overall memory and linguistic testing. Our results demonstrated a relationship between the recalling sentences (RS) subtest and baseline detection (RT) and the following directions (FD) raw score and baseline identification (RT), with location and setting also affecting scores in baseline identification (RT), baseline detection (RT), baseline one back (Accuracy), RS raw score and FD raw score categories.
This study reveals the relationship between cognition and language in adolescents with lupus. By considering medical and environmental factors, we aim to enhance our understanding and inform more effective support strategies for cognitive and linguistic impairments in adolescents with lupus.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Explain memory/cognition-language relationships.
- Identify influential and enviornmental
- Identify the impacts of socio-economic status to cognition and language abilities.
Instructional Level: Introductory | Track:
This poster session will discuss the CELF-5 language assessment and the CogState Battery Assessment.
P48 - The Relationship Between Residue, Edema and Patient-Reported Outcomes After ACDF-Surgery
Mridula Anandhakrishnan, BS, NYU Steinhardt; R. Brynn Jones-Rastelli, MS, CCC-SLP, BCS-S, NYU Steinhardt; Matina Balou, PhD, CCC-SLP, BCS-S, NYU Grossman School of Medicine; Sonja Molfenter, PhD, CCC-SLP, NYU Steinhardt
Background: Dysphagia is a commonly-reported consequence of anterior cervical discectomy and fusion (ACDF) surgery and is typically affiliated with inefficient swallowing. Previous literature is limited by retrospective designs and lacks instrumental imaging. While edema is often cited as an explanation for postoperative dysphagia, it has not been systematically and prospectively explored. Further, conventional wisdom is that inefficient swallowing is exacerbated by solid (vs liquid) boluses; yet, solid boluses are rarely measured in swallowing research. Therefore, our objectives were to prospectively quantify within-subject changes to pharyngeal wall thickness (representing edema) and residue on solid boluses and to examine the relationship between residue and edema with the self-reported perception of dysphagia.
Methods: Twenty-one patients undergoing ACDF surgery (17 Male, Mean age = 52.2) completed videofluoroscopy and four different Patient Reported Outcome Measures (PROs) both pre- and six-weeks postoperatively. Pixel-based measures of residue and edema were completed while blind to timepoint. Residue and edema were correlated with total PRO scores (and with relevant individual PRO items) to explore whether these phenomena drive patient perception of swallowing impairment.
Results: Both edema and residue measures significantly increased post-surgery, as did all four PROs. There was a substantial correlation between residue and all PRO scores (increased residue reflecting worse perceived dysphagia). However, no significant relationships were revealed between edema and any of the PROs (total or individual items).
Conclusions: These findings support the use of a holistic assessment in ACDF patients, emphasizing the need for both instrumental evaluations and PROs to capture disruption to swallowing.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Explain the effect of ACDF surgery on post-swallow residue and posterior pharyngeal wall thickness.
- Describe the relationship between both pharyngeal residue and pharyngeal edema with PRO scores after ACDF surgery.
- Explain the importance of employing instrumental evaluations and patient reported outcome measures to evaluate swallowing pre- and post-ACDF.
Instructional Level: Intermediate | Track:
P49 - The UHHS-LIU Brooklyn Collaboration for Historically and Culturally Relevant Literacy
Nelson Mose, PhD, CCC-SLP, Long Island University, Brooklyn Campus; Helena Hawkshawe, MS, CCC-SLP, New York City Department of Education; Angela Carey Adams, MS, CCC-SLP, Retired
This poster session presents the design, objectives and performance-based outcomes of a pilot literacy collaboration established between University Heights High School in New York City’s South Bronx and Long Island University’s, Brooklyn Campus graduate program in speech-language pathology. This collaboration serves to support high school students having difficulties accessing the curriculum due to reading and language issues. The program supports UHHS’s mission to broaden career possibilities entertained by high school students and LIU-Brooklyn-SLP’s objective of broadening cultural and linguistic perspectives of university students preparing for careers as school-based SLP’s.
This collaboration was designed with reference to Gholdy Muhammed’s (2020) historically and culturally relevant literacy model which highlights: (1) “finding meaning in language and the construction of meaning”; “the reading and writing of one’s lives”; (2) acquiring new academic knowledge; and (3) “literacy as transformative for social change and liberation”. Muhammed (2020) emphasizes the need for students from communities that have been under- represented or represented in a biased manner to “….have their voices acknowledged and honored.” (p. 28).
The collaboration challenges LIU’s practicum students to “step out of their own cultural, linguistic, developmental and professional boxes” and enter their high school students’ “zone”. This program also guides practicum students to reexamine the profession’s historical emphasis on “deficit language” in students from minority, bilingual, diglossic and neuro-diverse communities; to recognize multiple forms of literacy; and to connect instruction to students’ cultural and personal identities, practices and wonderful ideas.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Identify principles of historically and culturally relevant literacy model (Muhammed, 2021).
- Explain activities drawn from collaborations among speech-language pathologists (TSSLD’s) educators, school administrators and students for high school students that address diversity and literacy in a variety of curriculum areas.
- Identify culturally relevant metalinguistic content in poetic, musical, and written narrative forms of expression.
Instructional Level: Intermediate | Track:
P50 - Using a Workload Model: ASHA Tools and Strategies
Aruna Hari Prasad, MA, CCC-SLP, ASHA
According to the 2022 and 2020 school survey results high workload/caseload size is one of the greatest challenges for school-based professionals. Anecdotal data from member contact via technical assistance and internal and external committees and groups also indicate that workload/caseload continues to rank as one of the most pressing professional issues for school-based speech-language pathologists (SLPs). In this poster session participants will learn about and use the ASHA Workload Calculator (AWC) to analyze workload/caseload and service delivery factors. Participants will discuss and use ASHA resources to address a variety of caseload/workload issues as well as support evidence-based practice and identify solutions for issues affecting practice.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Apply the ASHA Workload Calculator to analyze SLP data and service delivery.
- Integrate solutions for longstanding issues affecting their practice.
- Identify and use ASHA resources to address a variety of caseload/workload issues as well as support evidence-based practice.
Instructional Level: Appropriate for all levels of background/skill | Track:
P51 - Using FEES to Detect Feeding and Swallowing Disorders in Neonates
Nicole Malatino, CUNY Plattsburgh
Fiberoptic endoscopic evaluation of swallowing (FEES) is increasingly used to assess feeding and swallowing disorders in neonates. This poster session compares FEES to videofluoroscopic swallowing study (VFSS) while examining its viability. Vetter-Laracy (2018) shows that FEES accurately detects penetration and aspiration in premature infants. FEES can also be used on breastfed infants to view breastmilk in the pharynx without any adverse effects (Armstrong et al., 2020). When using FEES and VFSS simultaneously, FEES is more advantageous and sensitive than VFSS (Kamity et al., 2020). FEES is a feasible procedure that can be used to safely detect feeding and swallowing difficulties in infants.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Compare videofluoroscopic swallow study and fiberoptic endoscopic evaluation of swallowing.
- List at least three benefits of using fiberoptic endoscopic evaluation of swallowing to detect feeding and swallowing disorders in neonates.
- Describe the protocol that speech-language pathologists follow when administering fiberoptic endoscopic evaluation of swallowing on a neonate.
- Identify two different neonatal populations that benefit from the use of fiberoptic endoscopic evaluation of swallowing.
Instructional Level: | Track:
P52 - Virtual-Reality Interview Training Program for ASD: A Case Study
Cayla Axelrod, BS; Donald Vogel, AuD, CCC-A; Nancy Eng, PhD, CCC-SLP; Hunter College
Because autism spectrum disorder (ASD) can be considered an ‘invisible disability’, securing jobs for this population is more challenging than for those with other diagnosed challenges. Social, communication and cognitive disadvantages of ASD hinder vocational prospects. Traditional job training programs either preliminarily train (Train and Place) or train once employed (Place and Train). Both types of programs report efficiency since individualized modifications can facilitate success (Latimer et al. (2006). But before applicants can demonstrate their job-specific competences, they need to have a job. Finding and securing employment commences with a job interview which typically assesses soft skills including social and communication abilities. Decisions about an applicant’s suitability for any given job often rest on this interaction. Interview readiness and skills are most challenging to this population as skills include topic maintenance, understanding figurative language, expressing opinions, etc. Because speech-language pathologists (SLPs) are uniquely posed to teach such skills, this case study documents the effectiveness of a virtual reality job interview training program, SIMmersion® VIT-TAY for a high-functioning 23 year old male adult. SIMmersion offers e-content learning modules related to job interviewing and a series of 15 virtual VIT-TAY practice interview rounds across three difficulty levels. Results inter-rater assessments of pre- and post- training interviews support the use of SIMmersion.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe the communication challenges of high-functioning adults with ASD.
- Classify two approaches for preparing adults with ASD who are considered high-functioning, for job interviews.
- Identify the barriers to employment opportunities facing high-functioning adults with ASD.
Instructional Level: Introductory | Track: Diversity
P53 - What are Late Talkers Telling Us? Exploring Gestures and Intentions
Samantha Friedman, BS; Nancy Eng, PhD, CCC-SLP; Michelle MacRoy-Higgins, PhD, CCC-SLP; Hunter College
Late talkers (LT) are toddlers who show delays in expressive vocabulary learning and management of word combinations (i.e., syntax). For some LTs, gestures are used to compensate for reduced verbal output (Rescorla & Fechnay, 1996). Prior to production of two-word utterances, typically developing children start with non-verbal gestures, to single word productions and then progress to gestures and word combinations. These combinations predict language outcomes such as mean length of utterance (Iverson & Goldin-Meadow, 2005) and allow users to convey basic intentions. Late talkers, as well, proceed from gestures and word combinations before producing two-word utterances. Semantic content of early expressive attempts for typically developing children is well documented (Bloom and Lahey,1978). Beyond single word utterances, word order is a clear signal of a toddler’s coding of semantic relationships (Slobin, 1969). However, the range of semantic content expressed by LTs is unknown. By coding the communication attempts offered by LTs, this project aimed to answer the question of whether LTs code the same range of semantic content as typically developing peers. Results indicate that LTs are on par with their typically developing peers in terms semantic content expression.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe the language learning characteristics of late talkers.
- Identify the range of syntactic and semantic features of language output of late talkers.
- Explain the relationship between form and content in children who are late talkers.
Instructional Level: Intermediate | Track:
P54 - Where Should I Begin?: Assessing the Foundational Capacities of Langauge
Sima Gerber, PhD, CCC-SLP; Jennifer Cohen, BA; Kaitlyn Migliore, BA; Shami Valleser, BA; Queens College
The developmental observation of language links to intervention (DOLLI, 2023) is an assessment paradigm for understanding the child’s developing ability to comprehend and produce language. It is a naturalistic, play-based assessment grounded in the principle of developmental stage rather than chronological age. The DOLLI (2023) fosters collaboration between professionals and families to gain deeper understanding of the child’s strengths and challenges.
The sequence of the paradigm is based upon existing literature regarding the interdependence of the child’s social, emotional, cognitive and language development. The DOLLI (2023) consists of four developmental language stages (adapted from Gerber & Prizant, 2001) across six developmental language capacities. The six capacities consist of the precursors to language: regulation, engagement, intentionality, ideas and meanings, which lead to the linguistic skills of comprehension and production of language. The goal of the DOLLI (2023) is to help the speech-language pathologist identify where the child’s challenges are relative to these six capacities and to generate intervention goals based on this information. The fact that many children’s challenges in production are related to problems in earlier capacities is highlighted with this paradigm.
Standardized instruments typically provide norm-referenced age-equivalencies. However, these results may lack a direct link to intervention. Integration of the DOLLI (2023) into assessment provides a holistic profile of the child’s language and communication, allowing the clinician to create developmentally based intervention plans and goals.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Describe the theoretical foundations of the DOLLI (2023) assessment paradigm.
- Describe the foundational capacities that lead to the child’s ability to comprehend and produce language.
- Compare and contrast priorities for language intervention based on the DOLLI (2023).
Instructional Level: | Track:
P55 - Why You Should CARE About Reflective Practice
Jenna Battipaglia, MS, CCC-SLP; Alicia Morrison-Fagbemi, MA, CCC-SLP; New York University
Speech-language pathologists assess and provide services to a range of clients across the lifespan with various cultural and linguistic backgrounds. The care speech language pathologists provide must be inclusive and dynamic. Above all, we must train graduate students to support clients through providing space for them to share their stories, feel autonomous in their sessions and lead with empathy. This session will focus on reflective practices through using the CARE Measure to support graduate student clinical education.
The CARE Measure presents a set of ten statements from a patient perspective, with an accompanying rating scale of Poor to Excellent. These statements were designed to collect feedback from patients regarding the clinician’s ability to hold space for clients and guide them through their sessions. Statements include: making you feel at ease, letting you tell your “story”, really listening, being interested in you as a full person, fully understanding your concern, showing care and compassion, being positive, explaining things clearly, helping you take control and making a plan of action with you. Our students are asked to complete this survey with the perspective of their clients in mind and reflect on their own practices across sessions. The clinical educator and student discuss results together, which provides insightful and enriching opportunities to foster students’ clinical growth.
We are not only applying the adapted CARE Measure Reflective Practice survey within our supervision practices, but across the first three courses in our clinical practicum sequence. Since launching the survey three semesters ago, we have seen positive developments in students’ approaches to developing plans of care and facilitating sessions.
Learner Outcomes: At the end of this poster session, participants will be able to:
- Explain the importance of Reflective Practice in graduate student coaching.
- Describe the CARE Measure as it relates to reflective practices.
- Integrate the CARE Measure as a Reflective Practice tool in clinical training.
Instructional Level: Appropriate for all levels of background/skill | Track:
This poster session will discuss consultation and relational empathy (CARE) measure.